Summary: A pragmatist approach to transdisciplinarity in sustainability research: From complex systems theory to reflexive science
Datum: 2015-04-13
Autor: Popa et al
Link: bookends://sonnysoftware.com/39253
The discrepancy between the lip service the discourse around sustainability science pays to the need for civic science and the reality of scientific practices is suggested to be based on the lack of a common terminology, shared research framework, insufficient institutional collaboration, or the absence of a shared understanding transdiciplinarity 2-3.
The conceptual distinction between basic hypothetical-deductive science and contextual hence relevant research is seen as untenable 3.
Sustainability problems are characterized by “uncertainty, instability, uniqueness, and value-conflict” 3
No common theoretical framework but self-reflection
The attempt to make science more socially robust is at the risk of becoming “something of a Trojan Horse for a set of unexamined political and economic commitments” 4
**Research is understood as a socially-mediated process of problem-solving based on experimentation, learning and context specificity** § STS meets Trans meets historical epistemology
> This includes not only an acknowledgement of the values, ideologies and power structures that shape the organization of the research process, but also an attempt to clarify and build agreement on an explicit agenda of social change and sustainability transitions
“the research landscape is still marked by terminological differences and insufficient attention to the concrete conditions which are likely to facilitate reflexivity, rather than just reinforce a rhetoric of participation disconnected from research practice.” 5
**descriptive-analytical vs transformative** orientation of transdisciplinarity (Wiek appraisal)
[°Sci4Sus] analytical: complex systems approach based on modeling tools
[°SciOSus] transformative: collaborative problem-solving process to contribute to the transition towards sustainable societies
**social vs epistemic** role of stakeholder involvement
social: ‘new social contract’ (Nowotny, Gibbons)
epistemic: extend peer communito to address complexity, uncertainty & value commitments (Foster social contract)
“‘unstructured pluralism’ is unable to develop a truly reflexive approach to knowledge production” 7 ← no °mosaic epistemology!! Haraway: Some differences are playful; some are poles of world historical systems of domination. ‘Epistemology’ is about knowing the difference 161
> In current transdisciplinary practice in transition theories, social action is guided by reliable science, while scientific methodology is subjected to feedback from earlier implementations. Therefore, the rift between understanding and use of knowledge is maintained, and the background of assumptions, values and norms shaping the practice of research is not fully explicitly integrated into the transition analysis. 7
the critical-transformational type of transdisciplinarity aims “to identify and challenge influential assumptions and values that are usually taken for granted, but also the ideological environment and power structures that support them” 7
… which means that participants in a collaborative research project have the power to “actually influence the agenda” 8
Critique of putting a price on nature
“Monetary valuation misrepresents (or ignores) the diversity of types of valuation expressed by stakeholders, while CBA assumes comparability and transferability of values across individuals and across valuation contexts.” 9
Why are the requirements that reflexivity poses to educational approaches focused merely on problem-solving, experimentation or strategic and normative competences (11) and not the schooling of a critical awareness for power relations?
Summary: Sustainability science: a review, an analysis and some empirical lessons
Datum: 2015-04-19
Autor: Joachim Spangenberg
Link: bookends://sonnysoftware.com/91955
275
[°Sci4Sus] traditional disciplinary-based, descriptive, analytical, basic
[°SciOSus] transdisciplinary, reflexivity, applicability (← “on a meta level, the emergence of the latter can be understood as a new step in the evolution of science”); “strengthen the dialogue between science and society” teleologically directed towards the goals of sustainable development 277
Feyerabend → “defining research question with a broader context in mind”1
methodological issues are said to be differences in “project organization and management” as well as the ways in which stakeholder participation is organized
“new worldview for the 21st century” (Eckersley 2006)
sustainability research is said to be able to bring about the political will to turn advanced critical knowledge into action Weinstein 2010)
“normative ethically justified utopia”
complexity talk
> Sustainable development must deal with non-linear effects and delayed responses driving the system beyond cause-effect logic, with feedback loops and extensive temporal-spatial heterogeneity (Allen 2001).
seminal paper Kates et al 2001 @SustTheory
“defined by problems rather than by disciplines” 276
symbiosis between human activity and the environment”
ST as a “pre-scientific pre-analytical vision, world view or metaphysics calls for more than incremental or sectoral change. It shapes the problem definition and, consequently, the kind of research questions asked and the approaches chosen (Daly et al. 1990)”
1. methodological pluralism as a “necessary characteristic of sustainability science as a whole, although not necessarily for of each research project” See [‘unstructured pluralism’][20150413222153 Pragmatist Transdisciplinarity]
2. integrated assessment as an iterative participatory process is said to bridge the purported gap between science as knowledge and policy as action in such a way that that “the whole cause-effect net of a problem can be evaluated from a synoptic perspective” °mosaic epistemology
diversity of different angles 277 enlarged horizons 278
Spangenberg wants to take SustSci further than established problem solving approaches which “seek to find answers to problems within a particular perspective, accepting pre-existing power relations and institutions”. ← live up to that premise?
°SciOSus Clark 2007 @SusTheory ‘core sustainability science research program […] understanding the complex dynamics that arise from interactions between human and environmental systems’
the understanding of “human decision-making patterns” through psychology and anthropology are said to hold the opportunity to act as an antidote to well-known selfish rationality assumptions of economists by surfacing the “importance of social reciprocity” 279
combining diverse inputs is said to be achieved by “integrating the relevant factors into a multifaceted picture” 279 °mosaic
“metasystem of ‘society in nature’” 279
!!!!!!!!
> science of sustainability is a ‘critical theory’, reflective on the process of theorizing itself, asking how the situation came about, calling contemporary institutions and power relations into question, and allowing for normative choices of alternatives
problematizing the observer in terms of objectivity, neutrality, uncertainty but not power!
SusSci
Summary: Integrating problem-and project-based learning into sustainability programs: A case study on the School of Sustainability at Arizona State University
Datum: 2015-04-19
Autor: Arnim Wiek, Angela Xiong, Katja Brundiers, Sander van der Leeuw
Link: bookends://sonnysoftware.com/76816
°SusSci
“An idea has started to conquer academic sustainability programs – the idea of educating students in real-world settings” 432
the academic field of sustainability science is characterized as problem-driven and solution oriented
problem-and-project-based learning (PPBL) is defined as “student-centered, self-directed and collaborative learning that focuses on real-world issues and may involve stakeholder engagement”
besides institutional issues such as missing evaluation systems, uncleared career paths and the lack of successful models for engaged teaching and researching 432, student turnover 443, a “major challenge with PPBL is the issue of community fatigue and even resentment” 443
an anecdotal analysis of an evaluation of two workshop courses had students commenting on the skills they acquired the following: “I developed many skills that helped me land a job right out of graduate school. Project management, leadership, stakeholder engagement, facilitation skills, and report writing are some of the invaluable tools I have added to my resume.” 443
sustainability science is posed as different from other disciplines in the basis of its in-depth exploration of complex societal problems by means of collaboration across various kinds of expertise. As a result, sustainability programs should teach students not only analytical but also interpersonal and transacademic skills through practical experience 433
?? SS “adopts an inductive and contextual approach to hypotheses building and testing to develop a deeper understanding of [complex problems]” 434
“identifying problems, deconstructing problem frames, reframing the problem, analyzing problem facets and integrating findings“ (Moust from Maastricht)
[°SustTheory]
**Emphasis is put on critical and deep understanding and less on constructing and testing feasible solution options (Thomas, 2009; Sipos et al., 2008).** @SustTheory
**Key Competencies** 435
- systems-thinking competence;
- anticipatory competence;
- normative competence;
- strategic competence; and
- interpersonal competence
competencies are “transferable across cultures, locations and scales – thus, place-based work does not limit students but provides a practical setting to learn universally applicable skills.”
##### further steps 444
- enhance cohesion and quality
- increase national and international exchange
- increase local program impact
- build a critical mass
the final stage in a transition towards strong sustainable education is said to be a a deep, conscious reordering of assumptions which leads to paradigm change” (Sterling and Thomas, 2006, p. 4) @SustTheory also look at ‘sustainability connect’
##### GC
this undergraduate course, as one PPB, is said to provide a setting for students to “build their professional capacity in collaboratively identifying, analyzing and developing solution options to sustainability problems, at local to international scales” 433
the GC is said to engage “cognitive, procedural and affective knowledge domains and also include policy-relevant reports, intervention manuals and project proposals for submission to funding organizations (Wiek and Kay, 2013).”
440 create intervention strategies
##### challenges, successes
Times cited: 5
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