New book – Sustainability Science: Key issues

 

 

SustScienceSustainability Science Key Issues Edited by Ariane König (Université du Luxembourg, Luxembourg) and Jerome Ravetz (Oxford University, UK) is a comprehensive textbook for undergraduates and postgraduates from any disciplinary background studying the theory and practice of sustainability science. Each chapter takes a critical and reflective stance on a key issue of sustainability from contributors with diverse disciplinary perspectives such as economics, physics, agronomy and ecology. This is the ideal book for students and researchers engaged in problem and project based learning in sustainability science.

I co-authored Chapter 2 with Michael A Peters titled: Flowers of resistance: Citizen science, ecological democracy and the transgressive education paradigm. Here’s a short intro to our joint effort. “When democracy can be hijacked, power corrupts and capitalism penetrates deeply into society, including into our schools, what prospects still exist for education for a more sustainable world? Democracy is painfully slow and open to manipulation: the question must be asked whether it is up to the task in the new global environment where action is through agreement of interest-based states. And yet in a post-truth world there are important issues that yoke science as empirical truth with democracy that we might christen ecological democracy which provides the warrant and justification for civil action, and demonstrates the new power of citizen science groups that can act autonomously in the interest of their local communities. In this paper we seek comfort, inspiration and support from emerging forms of ecological democracy, civic science and transgressive education.  The latter invites conflict and disruption as mechanisms to break with stubborn, unsustainable routines, that encourage people to leave their comfort zone. The resulting discomfort can be generative when it invites people to explore other options, to build new alliances or to re-think what they always thought to be normal or true. Learning on the edge of one’s comfort zones amidst a plurality of ideas, can help us interrogate and rethink the way we frame – or are made to frame – our experiences, as well as our cultural narratives and associated encultured and embodied ontological pre-dispositions.”

Full reference: Wals, A.E.J. and Peters, M.A. (2017) Flowers of Resistance: Citizen science, ecological democracy and the transgressive education paradigm König, A. & Ravetz, J. (ed.). 2017.  Sustainability Science: Key Issues.  London: Earthscan/Routledge.

Here’s the link to the book: Sustainability Science: Key Issues

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Environmental Education in Asia – Special Issue in the Japanese Journal of EE

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This special issue edited by Shinichi Furihata and Sachi Ninomiya-Lim from Tokyo University of Agriculture and Technology and Tokai University respectively,  is the result of a 2-year collaborative project involving environmental education (EE) societies/ associations from Japan, Korea, Taiwan, North America, and Australia. In the editorial introduction the following is stated:

“The aim of the project was to create a platform to share ideas, practices, and theories of EE in the Asian region, with English as the common language. The discussion was organized around five core themes: 1) Development, current situation, and challenges of EE in formal education; 2) Development, current situation, and challenges of EE in non-formal education; 3) Research trends in EE; 4) Insights for EE in Asia from outside of Asia; 5) Review, comparison, and synthesis of findings to go beyond a presentation of EE in various countries and instead highlight the recurring transversal issues. We hope this special issue will contribute to furthering dialogue among EE scholars and practitioners in Asia, and to building bridges between EE in Asia and other regions.

The Japanese Journal of Environmental Education (JJEE), published by the JSOEE/JSFEE since 1991, has provided EE researchers and practitioners with an important space to share their ideas, thoughts, methods, and evaluative analyses, and to participate in theoretical discussions, etc., similar to many EE journals published in other countries and regions. However, since most of JJEE articles are written in Japanese (with summaries in English), its readership is essentially limited to Japanese language users, most of whom reside in Japan. Thus, although the JJEE has become a critical platform for communication among Japanese EE researchers and practitioners, there is a need to expand these discussions to a wider, global network, so that Japanese EE professionals may participate in international and transnational debates on issues of wider relevance in EE. Similarly, EE research in different journals published in Asian countries, including Korea and Taiwan, is mostly written in the local language and is therefore largely inaccessible to people who do not read these languages. The aim of this special issue, therefore, was to create a space where such discussions may be shared and connected. In addition, we decided to invite several prominent international researchers to provide their insights, ideas, and suggestions on developing EE in Asia, increasing Asian participation in the global EE arena, and promoting collaboration on EE with different countries and regions around the world.”

I was asked to write a reflective response paper together with Peter Blaze Corcoran and Joseph Weakland in which we look ahead to the future of EE in the region and beyond. Our paper titles “Preparing for the Ecocene: Envisioning futures for environmental and sustainability education” is based on the introduction to the recent book we edited for Wageningen Academic Publishers (see elsewhere in this blog). All papers are available as open-access and can be found here: Link to the entire Special Issue  You can find our closing paper in which we introduce the notion of the imaginary Ecocene here: Preparing for the Ecocene: Envisioning futures for environmental and sustainability education

Envisioning Futures for Environmental and Sustainability Education – now available

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Last month the fifth book in the Wageningen Academic Publishers Series on Education in the context of Sustainable Development, that started almost 10 years ago with Social learning towards a Sustainable World, appeared. Envisioning Futures for Environmental and Sustainability Education invited educational practitioners and theorists to speculate on – and craft visions for – the future of environmental and sustainability education. The book, I co-edited with Peter Blaze Corcoran and Joe Weakland, explores what educational methods and practices might exist on the horizon, waiting for discovery and implementation. A global array of authors imagines alternative futures for the field and attempts to rethink environmental and sustainability education institutionally, intellectually, and pedagogically. These thought leaders chart how emerging modes of critical speculation might function as a means to remap and redesign the future of environmental and sustainability education today.

Previous volumes within this United Nations Decade of Education for Sustainable Development series have responded to the complexity of environmental education in our contemporary moment with concepts such as social learning, intergenerational learning, and transformative leadership for sustainable futures. ‘Envisioning Futures for Environmental and Sustainability Education’ builds on this earlier work – as well as the work of others. It seeks to foster modes of intellectual engagement with ecological futures in the Anthropocene; to develop resilient, adaptable pedagogies as a hedge against future ecological uncertainties; and to spark discussion concerning how futures thinking can generate theoretical and applied innovations within the field.

The future of environmental education is an urgent question in the larger context of the Anthropocene, the geological epoch in which human activities have become the dominant driver in the ongoing evolution of Earth’s biosphere. Our contemporary ecological moment is characterized by complexity, uncertainty, and ‘accelerating change’ (Wals and Corcoran 2012). While the global impact of anthropogenic climate change is undeniable, the pace of temperature and sea level rise depends on ecological feedback loops that are not fully understood – and which may be increasing the rate of biosphere destabilization (Hansen et al.2015). From a social perspective, the Anthropocene is an age of what humanities scholar Rob Nixon (2011) terms ‘slow violence,’ or ecological violence and environmental injustice that occurs on spatial and temporal scales that are hard to understand or represent, most often against the world’s poorest peoples. In light of such developments, educators need strategies for anticipatory engagement with changing socio-ecological realities – both in the present and future – in order to be effective within their various embodied contexts. This volume explores how environmental educators can engage in imaginative mapping concerning large scale global processes, as well as create useful, situated knowledge for dissemination within their respective socio-ecological contexts.

Keywords: sustainability education, environmental education, education, sustainable development, social learning, transformative leadership, intergenerational learning

The opening chapter is available here: introchapterenvisioningfutures for free as an open access publication or at the publisher’s website where the book can be purchased: http://www.wageningenacademic.com/doi/abs/10.3920/978-90-8686-846-9

 

Unreasonable doubt, viral nonsense and the Post-truth Trump era – avoiding hopelessness and creating sustainability by default

 

BeyondUnreasonableDoubtInvite

On December 17th, one year ago, the warmest December 17th on record on The Netherlands, I gave my a second inaugural address at Wageningen University titled: Beyond unreasonable doubt –  education and learning for socio-ecological sustainability in the anthropocene  (link to the text) the address took place exactly 6 months after Donald Trump announced his candidacy for President of the USA. At that time nobody really thought he had any chance but that was then. Now that we have entered a new phase of potential depression, hopelessness, psychic numbing, withdrawal, giving up, loss of energy, it seems like the challenge of moving towards a more sustainable world has become greater than ever before which is why I am re-posting the video that Wageningen University made back then about the role of education in creating more critical, mindful, empathic and responsible citizens willing and able to turn the tide and making living lightly and equitably on the Earth the default rather than the exception.

Here is the link to the 2,5 minute video that may be more accessible than the booklet (I hope it spreads as rapidly as some of the non-sense that spreads with lightening speed these days):

Breathing sustainability

 

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.

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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.

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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 (www.transgressivelearning.org) 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.

 

Green Economy – business as usual? ESD – education as usual? Rio +20 or Rio -20?

It has been about a month now since 40-50 thousand people (from policy-makers to activists, CSOs, NGOs to CEOs) came to Rio to discuss the future of the Planet. What was accomplished? Having been among the privileged ones to be able to go to the meeting I can safely say that Rio minus 20 (The Stockholm Conference on Environment and Development) was more ground-breaking than Rio plus 20. Some will disagree with me as they see the interest of the private sector in environment and sustainability as a major step forward. The issues of 1972 have moved from the margin to the mainstream. The role of education – with Stockholm as a launching pad for Environmental Education and Rio as a launching pad for Education for Sustainable Development – has been ‘re-affirmed’ in the final declaration, much to the delight of UNESCO which hopes that Rio +20 will lead to an extension of ESD beyond the closing of the UN’s Decade for ESD (2014). At the end of this post you can read a briefing from UNESCO’s ESD-section head Alexander Leicht about the results achieved in Rio from his perspective.

I was invited to Rio to present the review of the UN DESD which UNESCO commissioned me to write up in the report 2012 DESD Full-length Report”.  Basically there are three reports: the one I submitted to UNESCO, the full report as edited and authorized by UNESCO and an abridged, glossy version for policy-makers that contains a selection of texts from the full report made by UNESCO’s ESD section. Some of the rough edges and critical notes of the original report were taken out somewhat to my dismay.

One of the key messages from the reports is that ESD or sustainability education can act as a potential catalyst for educational renewal and the introduction of new forms of learning and pedagogies (e.g. social learning, transformative learning, critical pedagogy). There is also a section addressing the changing role of science in society in times of uncertainty, complexity, eroding trust of hegemonic systems, and of rapid change. This theme connects well with the “Learning for Sustainability in Times of Accelerating Change” book featured in my previous post. There is some movement within higher education but also within less institutionalized environments to transition towards new forms of knowledge co-creation and self-determined practices that are considered more sustainable and transformative. At a side-event the so-called Treaty on Higher Education Towards Sustainable development was launched that calls for the transformation of higher education itself in order to become part of the transformation towards a more sustainable world. Clearly, when taking some of these counter movements and alternative approaches to education and learning seriously ESD cannot mean ‘education as usual’.

Finally, although the green economy has been billed as ‘an opportunity’ both in the report and in Rio there is also the cautionary tale about privileging the ‘green economy’ as a driver for societal transformation as opposed to the ‘green society’ and, with that, ESD becoming an extension of economic globalization.

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Education/Education for Sustainable Development and Rio+20 (compiled by Alexander Leicht UNESCO’s ESD section)

Summary and preliminary conclusions regarding Education/Education for Sustainable Development at the UN Conference on Sustainable Development (Rio+20) from a UNESCO perspective

  1. While the overall outcome of the Rio+20 conference contains few new joint commitments by governments regarding sustainable development, the outcome for education and in particular Education for Sustainable Development (ESD) is positive. The education passages in the outcome document, The Future We Want, are in line with UNESCO’s priorities and contain a clear call to continue ESD beyond the end of the UN Decade of ESD in 2014, education was frequently mentioned at the conference as an important area of sustainable development, and UNESCO’s ESD side-event was successful and very well attended.

Conference outcomes

  1. Member States reaffirm in the outcome document their commitment to achieving universal access to primary education and reaffirm that “full access to quality education at all levels is an essential condition for achieving sustainable development” and the internationally agreed development goals. Greater international cooperation to improve access to education, the need to strengthen and build education infrastructure, and increasing investment in education, in particular regarding quality education for all in developing countries, are also emphasized.
  2. The outcome document emphasizes the link between quality education and ESD, which is an important emphasis of UNESCO’s ESD work. The “need for better quality and access to education beyond the primary level” means that “the capacity of our education systems to prepare people to pursue sustainable development” must be improved. This includes the development of “sustainability curricula” and of “training programmes that prepare students for careers in fields related to sustainability”. The importance of non-formal education in pursuit of sustainable development is also recognized.
  3. Member States commit to strengthening ESD beyond the end of the UN Decade of ESD in 2014: “We resolve to promote education for sustainable development and to integrate sustainable development more actively into education beyond the United Nations Decade of Education for Sustainable Development.”
  4. A ‘whole institution approach’ to ESD – “teaching sustainable development as an integrated component across all disciplines” together with “sustainability management” on the campus and engagement with the community – is particularly encouraged for education institutions. Research and innovation for sustainable development, including in education, are also highlighted, as well as programmes in the areas of “entrepreneurship and business skills training, professional, technical and vocational training and lifelong learning” with a view to “bridging skills gaps for advancing national sustainable development objectives.” Information, education and training on sustainability to strengthen the capacities of workers are referred to in the context of green economy policies.
  5. From UNESCO’s perspective it is important that the document treats education not merely instrumentally as a means of implementation for sustainable development, but that education (paras. 229-235) is grouped with other thematic areas and cross-sectoral issues of sustainable development.
  6. The document recognizes the usefulness of a limited set of concrete sustainable development goals, which should be integrated into the UN development agenda after 2015 and drive the achievement and mainstreaming of sustainable development. Their development should be guided by the outcome document, that is, goals will presumably be formulated on the basis of the thematic areas mentioned in the document. Regarding process, an open working group of 30 representatives will be established at the 67th session of the General Assembly and submit its proposal for goals to the 68th session. The Secretary-General will give first input into this group and support its work through an interagency technical support team. The document very generally states that the process must be coherent with the deliberations on the post-2015 development agenda. This will obviously have to be closely monitored in the context of the development of EFA follow-up and in order to ensure UNESCO’s priorities, including ESD, are taken into account in any post-2015 development/sustainable development agenda. More generally, UNESCO’s involvement with Rio provided further support to the view that the Organization’s ESD work needs to connect closely and strategically to global agendas in sustainable development, development and education.

Other issues regarding UNESCO/ED’s engagement with Rio

  1. UNESCO’s side-event on ESD, which was co-organized with and supported by the Government of Sweden and the Ministry of Education, Culture, Sports, Science and Technology of Japan, was highly successful and very well attended. It received very good external and internal feedback. Speakers were Shigeharu Kato, Director-General for International Affairs, Ministry of Education, Culture, Sports, Science and Technology of Japan, and Secretary-General of the Japanese National Commission for UNESCO; Annika Markovic, Environment Ambassador, Ministry for the Environment, Sweden; Greg Selinger, Premier of Manitoba, Canada; Jeffrey Sachs, Director of the Earth Institute, Columbia University; Kartikeya Sarabhai, Director, Centre for Environment Education, Ahmedabad, India; Rafael Zulli and Thiago Schlieper, secondary school students from Brazil. The panel was opened by Irina Bokova, Director-General of UNESCO, and chaired by Gretchen Kalonji, Assistant Director-General for the Natural Sciences. Arjen Wals, UNESCO Chair of Social Learning and Sustainable Development at Wageningen University, The Netherlands, presented the latest UNESCO report on the UN Decade of ESD, Shaping the Education of Tomorrow. Speakers pointed to ESD as one of the key priorities when advancing towards sustainable development and highlighted ESD’s potential to transform and innovate education. UNESCO’s leadership in education and ESD was widely recognized.
  2. Together with UN DESA, the Global Compact Secretariat, UNEP and UNU, UNESCO presented a higher education initiative launched before the conference by the Executive Coordinator of Rio+20, Elizabeth Thompson. Higher education institutions have been invited to sign up to a declaration on higher education and sustainable development and make concrete commitments. The initiative achieved good visibility during the conference, many of the voluntary commitments uploaded to the Rio+20 website in advance of the conference came from this initiative. UNESCO agreed with the Global Compact Secretariat to continue collaborating in this important and promising field.
  3. UNESCO’s message on ESD and education was also successfully shared at side-events on multi-stakeholder partnerships, led by UNICEF, on capacity-building regarding climate change, led by UNITAR, on environmental education and ESD, led by the Government of Georgia, and on partnerships for education, led by the International Business Leaders Forum. The UNESCO/IOC side-event on oceans also variously referred to the importance of education.
  4. In the lead-up to the conference, the Swedish Minister for the Environment, the Japanese Minister for Education and the Director-General co-wrote an op-ed article on ESD. It was published during the conference by a Swedish newspaper, Sydsvenska Dagbladet, distributed to the Japanese press club, and published on the UNESCO website.
  5. The importance of education was also confirmed by the online Sustainable Development Dialogues, which were organized by the Government of Brazil in the lead-up to the conference. Stakeholders had the opportunity to discuss topics such as poverty eradication, water and oceans. UNESCO provided several discussion papers as input to the discussions. Out of the 100 recommendations that came out of the dialogues, people from all over the world chose the top ten recommendations by vote. Three of them are on education.
  6. In the context of the engagement of UNESCO with Rio+20 it should also be recalled that the report of the UN Secretary-General’s High-level Panel on Global Sustainability, which was published as Resilient People, Resilient Planet: A Future Worth Choosing before the conference, contains significant passages and recommendations on education, including the development of skills and knowledge needed for sustainable growth and jobs.

Alexander Leicht, Chief, Section of Education for Sustainable Development, UNESCO (a.leicht@unesco.org)