‘Social learning towards sustainability: problematic, perspectives and promise’ is the title of a special issue of NJAS which I co-edited with my (former) colleagues Romina Rodela and PJ Beers. The abstract of the introductory paper with the same title reads as follows:
A common thread throughout this special issue is that sustainability is not a destiny one can eventually reach, but rather a continuous learning path towards transformation that should be profound (e.g. affecting moral standards and value systems), transversal (e.g. requiring the involvement of individuals, groups and collectives) and counter-hegemonic (e.g. requiring the exposure and questioning of stubborn routines). From such a vantage point debates about sustainability likely require transdisciplinary to transcend a singular disciplinary view-point and to allow for the consideration of different perspectives and types of knowledge. The aim of this special issue is to assess the added-value of a social learning perspective on research and action from at least three different ‘disciplinary’ perspectives: systems innovation, natural resource management, and environmental education. Each of these offers a particular perspective on learning, on change processes and evolving understandings of sustainable practices.
The proofs of this introductory paper with the following citation: Wals, A.E.J. and R. Rodela (2014). Social learning towards sustainability: Problematic, perspectives and promise. NJAS. 69, June, pp. 1-3 can be found here: WalsRodelaIntroNJAS.
The table of contents of the Special Issue can be seen below:
Recently I contributed to the 5th Living Knowledge Conference which was held in Bonn, Germany last May with a talk on “Science as community: Sustainability- oriented trans-disciplinary research”. The entire talk has now been uploaded on youtube as have been several of the other talks held at this energizing event. The talk can be found here. Since the slides I used are not always (clearly) visible you can find the slides I used here: WalsBonnLivingKnowledge.
The conference covered the following teams:
A. Setting shared research agendas by CSOs and Research Institutes
B. The role of Higher Education in creating knowledge with communities C. Communities and students learning together
D. Evaluation and quality improvement: New lessons learned on measuring the value of community engagement and collaborative research
E. Developing partnership working for research – civil society engagement
F. Policies to support collaborative research relationships
My talk related mostly to theme B which is described on the conference website as follows: Research and education are going to play a central role during the transformation process towards a knowledge society, as the realisation of the necessity for restructuring the world economy has been triggered mainly by scientific knowledge. Society should therefore decide on actions that are not a direct response to recently experienced events, but motivated by foresight and precaution. For this purpose, the debate between science, politics and society should be far more structured, more obligatory, and livelier, to ensure a constructive discourse about the best ways to achieve sustainability.
How can problem-based approaches and transdisciplinarity be encouraged?
How can a relation of mutual trust between researchers and CSOs be developed?
How can career opportunities for young researchers engaging with communities be improved?
How can universities and research institutions give researchers and students more opportunities to reflect about the societal consequences of their work?