Answering the “Call of the Mountain”: Co-creating Sustainability through Networks of Change in Colombia

It is one thing to talk about wanting to live in harmonious relations with people, nature and Planet or Mother Earth, but quite another to put this into practice.

Today, Tuesday November 22nd, the day the FARC and the Colombian government are signing a new peace treaty, one of PhD students, Martha Chaves, successfully defended her dissertation. Martha’s thesis represents a systematic attempt to investigate individuals, communities, networks and gatherings of networks that seek to develop a more relational and caring way of living and of being in the world. In her native Colombia she studied what is it like to attempt to bring the principles of buen vivir such as; reconnecting to ancestral wisdom, questioning values of competition and individuality, and forming new relations to place and territory, into practice. Below you see a happy group of people who all played a role in the ceremony.


Her research unveils the tensions between the dominant ontology or (ways of being) of modernity, and other marginalized more relational and cosmological ones such as those of Indigenous Andean communities. Her thesis also re-affirms the importance of plurality in creating the ‘dissonance’ that invites continuous learning that is sometimes at the edges of people’s comfort zones. More so, she shows how intercultural encounters between different ontological positions can lead to more a confronting and overcoming of our unsustainable habits. As such the thesis can help inform socio-ecological niches and movements across the globe that seek to provide a counter narrative to economic globalization, modernity and the neo-liberal agenda.


After the defence – from left to right: Prof. Danny Wildemeersch, Prof. Rutgerd Boelens, myself, Dr. Martha Chaves, Dr. Gerard Verschoor, Deputy Rector Prof. Francine Govers, Prof. Heila Lotz-Sisitka and Prof. Noelle Aarts.

Furthermore, her results show or at least suggest that encounters between different ontologies can result in transformative and potentially ‘transgressive’ learning in terms of disrupting stubborn routines, norms and hegemonic powers which tend to accelerate unsustainablity. This finding connects well with here future work within the ISSC-funded project on T-learning ( that I blogged about in the post below this one.

Afterwards there was a WASS seminar Symposium “Disruptive Networks of Change: Can ‘Transgressive’ learning alter the status quo?” where some critical follow-up questions were asked such as: What types of learning are needed to disrupt ingrained unsustainable behaviour? And how can learning-based change be upscaled? With invited speakers from the fields of environmental education and social learning, and building on the ISSC funded T-learning project which addresses issues of transformative/transgressive learning, we will set out to explore these questions, and possible paths towards more sustainable futures. Martha Chaves first presented here work briefly (presentation-for-defense-22-nov-2016), followed by responding presentations by Prof. Heila Lotz-Sisitka of Rhodes University in South Africa (issc-tkn-seminar-wageningenn) and by Prof. Danny Wildemeersch (paper-presentation-maynooth) of the University of Leuven in Belgium.


Education and citizen science; the missing pieces in the sustainability puzzle, Science Magazine article now available

Front page of Science Article

Front page of Science Article[/caption]

In May of 2014  ‘Science’ published a paper on the importance of creating synergies between science education and environmental education with the support of Citizen Science. The article, which I co-authored with Justin Dillon, Bob Stevenson and Michael Brody, is based on the trends emerging from the International Handbook of Environmental Education Research (Stevenson et al, 2013)*. The article is available through most university library systems in the world and can be obtained for personal use by clicking: ScienceWalsetall2014.

There are a number of lessons to be drawn from the article but essentially we emphasize the importance of: Connecting biophilia and videophilia: that is, study ways in which ever-present technologies and cyberspaces can be used to help people (re)gain a deeper and more empathetic contact with each other and with the world (presently these technologies and spaces tend to lead to the exact opposite). Creating spaces for hybrid learning: that is, hybridized environments and new spaces are needed for learning about the sustainability challenges of our time (e.g. climate change, malnutrition, loss of food security and biodiversity) that embraces the authenticity of multiple voices and cultural and theoretical perspectives, new forms of representation, and more change-oriented and community-based approaches. Strengthening community-engaged scholarship with a planetary conscience: that is, with the increasing complexity of societies, the interdisciplinary nature of people-society-environment relationships, the problems faced at local and global scale, and the uncertainty of their solutions or resolutions, there is a need for new spaces for collaborative and transformative approaches to research. Supporting emerging forms of ICT-supported Citizen Science: that is, the active involvement of citizens, young and old, in the monitoring of local socio-ecological issues by collecting real data and sharing those data with others doing the same elsewhere through social media and on-line platforms, as a catalyst for realizing the first three points. Furthermore we suggest that future research address: • the importance of acknowledging different ways of knowing into educational program(me)s; • the importance of place-based education; • the need for EE to focus on community-based activities that lead to • the individual and group empowerment; • the need to factor in issues of identity in EE; • the need for a convergence of science education and environmental education; • the need for EE to address issues of life-long learning • the need for practitioners and researchers to address policy issues; • the need for inter- and transdisciplinarity in EE practice and research. On a critical note, not so much stressed in the Science article but noted in the Handbook, we plea for stressing the importance of education serving people and planet rather than just serving the economy. The current push for innovation, competence, and a lifelong of learning for work and competitiveness, is resulting in the marginalization in education of people and by squeezing out place-based learning, arts, humanities and the development of values other than those driving consumerism and materialism. Wals, A.E.J., Brody, M., Dillon, J. and Stevenson, R.B. (2014) Convergence Between Science and Environmental Education, Science, 344, p. 583-584.  * Stephenson, B., Brody, M., Dillon, J. and Wals, A.E.J. (Eds.) (2013) International Handbook of Environmental Education Research. London: Routledge. Below you will find today’s press release by Wageningen University & Research Centre.

Here’s the press release of Wageningen University, no. 045, 9 May 2014 “Addressing climate change, requires a change of mind”

Sustainability needs link between theory and practice in education How can you ensure that people do not only spend time thinking about important global issues like climate change or world food supplies, but also roll up their sleeves and do something about them? Four researchers, including Professor Arjen Wals from Wageningen University, think that the education sector holds the key. Teaching processes around the world could be given more influence and meaning by making pure science subjects, such as biology and physics, complementary to lessons in nature, environment and sustainability. Their article on this new approach to teaching, which is based on citizen science, is published in the 9 May edition of Science. Throughout the world, ‘pure’ science subjects such as physics, chemistry, biology, maths, geography and general natural sciences, which traditionally aim to build up knowledge and understanding, are seen separately from subjects such as nature and the environment, which together with the latest branch ‘sustainability education’ take a more practical approach. Although this certainly makes scholars aware of the current condition of our planet, their lack of practical perspective evokes a sense of powerlessness. For example, what can you do to prevent or respond adequately to forthcoming climate shifts? Affinity with politics, society and the economy are essential in this respect. Conversely, education in nature, the environment and sustainability (aka ‘environmental education’) does not equip scholars with the scientific insight they need to back up their proposed remedies. Convergence When taught separately, natural sciences and environmental education give a disjointed answer to society’s demand for a truly sustainable society. “It’s time these two schools converged,” says Arjen Wals, Professor of Social Learning and Sustainable Development at Wageningen University. “If we cannot create a firm link between these two educational areas, scientific education is in jeopardy of becoming purely a vehicle for enhancing the innovative and competitive potential of a country’s economy”, he says. “At the same time, without a firm link with the sciences, environmental education will never be able to find a responsible and realistic way of dealing with the contradictions and uncertainties that are raised in the scientific debate surrounding questions of sustainability.” The authors of the article in Science give a number of examples of environmental education, which cover the area where science meets society. Among them is the American concept of Edible School Gardens, whereby schoolchildren grow their own food in an educational garden while simultaneously learning about the things they grow in science lessons. The Dutch version is known as Groene schoolpleinen (‘green school grounds’). Another good example is YardMap, based on IT and citizen science. Citizens, both young and old, analyse biodiversity in their own neighbourhood by means of digital photos, special apps and Google Maps. The aim is to identify the areas with the greatest potential for boosting biodiversity. Action plans designed to ensure that the YardMaps are kept fully up-to-date are drawn up and implemented on the basis of studies and in consultation with scientists and local partners (including the municipal authority, garden centres and an NGO). The various YardMaps are linked via social media. The Dutch Natuurkalender works in much the same way. Creating closer ties between citizen science, scientific education and environmental education will help citizens and scientists to take a meaningful and practical approach to the pursuit of sustainability. Wals: “It’s not just about linking up the content; it involves developing new competencies such as dealing with complexity, uncertainty and confusion, and devising and implementing meaningful local solutions”. This method of learning may also help to restore the damage to public confidence in science. The government will have to put more effort into stimulating and supporting the ‘hybrid teaching environments’ that blur the boundaries between science and society, school and neighbourhood, local and global, and shift the emphasis to the wellbeing of mankind and the planet. Transition Calls for transition and another way of thinking are becoming more urgent, says Professor Wals: “At the end of the day, the climate problem is as much in between our ears, as it is between the North and South Poles”. He backs this up with a remarkable conclusion: to his mind, the role of education and citizen involvement has been seriously underemphasised in the climate debate. In fact he wonders if we will ever be able to bring about a transition without committed, critical and competent citizens, who aspire to values that are not purely based on the material side of their existence but also on care for fellow human beings and, indeed, other species, here and elsewhere, now and in the future. Join in the discussion on #CitizenScience Publication Wals, A.E.J., Brody, M., Dillon, J. and Stevenson, R.B. (2014) Convergence Between Science and Environmental Education, Science, 344, p. 583-584. NOTE FOR EDITORS More information is available from Prof. Arjen Wals, Professor of Social Learning and Sustainable Development and Director of the Centre for Sustainable Development & Food Security, Wageningen University, tel. +31 (0)317 484184, or via Jac Niessen, science information officer at Wageningen UR, tel.+31 (0)317 485003,

Publish or perish: Improving your H-factor made easy through

The above post has been re-blogged now that the San Francisco Declaration has been created which has been endorsed by Science.

The San Francisco Declaration is looking to challenge some of the strategic games being played in the world of academia to increase productivity, get tenure and climb the rankings. These games could easily lead to both a decline of scientific quality and an erosion of trust in science all together. Below there’s an exerpt from the editorial that can be found in Science (see also: The San Francisco Declaration can be found here:The San Francisco Declaration.

————————————————————————————————————————————————–Science Endorses New Limits on Journal Impact Factors

———————- —————–A measure developed to assess the quality of scientific journals has distorted how research is evaluated, and should be not be used to judge an individual’s work, Science Editor-in-Chief Bruce Alberts writes in the 17 May issue of the journal.

The editorial coincides with the release of the San Francisco Declaration of Research Assessment (DORA), which grew out of a gathering of scientists at the December 2012 meeting of the American Society for Cell Biology (ASCB). More than 150 scientists and 75 scientific organizations including Science’s publisher AAAS have endorsed DORA, which recommends specific changes to the way scientific journal rankings are used in hiring scientists, funding research and publishing papers.

———————————————————————One of the most popular ranking measures, called Journal Impact Factor or JIF, ranks research journals based on the average number of times its papers are cited by other papers. (The higher the JIF score, the more often its research papers are cited by others.) JIF was devised to rank journals, but is now often used to evaluate an individual’s research, by looking at whether she or he has published in high-score journals.

This misuse of the JIF score encourages far too much “me-too science,” Alberts writes. “Any evaluation system in which the mere number of a researcher’s publications increases his or her score creates a strong disincentive to pursue risky and potentially groundbreaking work, because it takes years to create a new approach in a new experimental context, during which no publications should be expected.”

Alberts notes that an unhealthy obsession with journal ranking scores may also make journals reluctant to publish papers in fields that are less cited, such as the social sciences, compared to papers from highly-cited fields such as biomedicine.

————————————–The DORA guidelines offer 18 specific recommendations for discontinuing the use of JIF in scientists’ hiring, tenure, and promotion, along with ways to assess research on its own merits apart from its place of publication.

Transformative learning

Publish or perish: Improving your H-factor made easy through

“What’s your h-factor?” is a question that is increasingly asked at gatherings of scientists or during interviews for academic positions. Scientific careers depend on h-factors these days. What am I talking about?

The h-index is an index that attempts to measure both the productivity and impact of the published work of a scientist or scholar. The index is based on the set of the scientist’s most cited papers and the number of citations that they have received in other publications. The index can also be applied to the productivity and impact of a group of scientists, such as a department or university or country.

A scientist has index h if h of his/her Nppapers have at least h citations each, and the other (Np − h) papers have no more than h citations…

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