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DECISION -MAKING STRUCTURES FOR IMPLEMENTING ESF IN EDUCATION AND BUSINESS

DECISION -MAKING STRUCTURES FOR IMPLEMENTING ESF IN EDUCATION AND BUSINESS. Dieter Gross. 3 x Globalization: G,G. DECISION -MAKING STRUCTURES FOR IMPLEMENTING ESF IN EDUCATION AND BUSINESS. 3 x Globalization: G,G… … …… .. G.

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DECISION -MAKING STRUCTURES FOR IMPLEMENTING ESF IN EDUCATION AND BUSINESS

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  1. DECISION -MAKING STRUCTURES FOR IMPLEMENTING ESF IN EDUCATION AND BUSINESS Dieter Gross • 3 x Globalization: G,G

  2. DECISION -MAKING STRUCTURES FOR IMPLEMENTING ESF IN EDUCATION AND BUSINESS • 3 x Globalization: G,G…………..G

  3. DECISION -MAKING STRUCTURES FOR IMPLEMENTING ESF IN EDUCATION AND BUSINESS • 3 x Globalization: G,G…………..G • Cultural Globalization - A Key Agentfor Education • Globalization - how to react ? • Vanishing Responsibility • Decision-Making Structures • Implementing these structures in Education and Business

  4. SFISUSTAINABLE FUTURE INSTRUCTIONS Cultural Globalization Market pressure Environment ECONOMIC GLOBALIZATION ECOLOGICAL GLOBALIZATION CULTURAL GLOBALIZATION Theindividual and the community are asked totransformpressures?WHAT KIND OF CONCEPT? BY A NEW KIND OF THINKING Global Learning vs. Globalization

  5. Global Issues SFISUSTAINABLE FUTURE INSTRUCTIONS Consequencesof Globalization, examples Unemployment, structurally caused Globalwarming Migration

  6. Global Learning vs. Globalization SFISUSTAINABLE FUTURE INSTRUCTIONS Consequencesof Globalization, examples Migration Unemployment, structurally caused Globalwarming Global Learningis asked to set something against the ‘negative’ consequences of globalization:for being able to cope with the above problems andother issues

  7. Global Learning SFI SUSTAINABLE FUTURE INSTRUCTIONS Consequencesof Globalization, examples Migration Unemployment, structurally caused Globalwarming Global Learningis asked to set something against the ‘negative’ consequences of globalization:for being able to cope with the above problems andother issues development education education for the cross-sectoral linkage of economy- society- environment intercultural education

  8. Sustainable Development SFISUSTAINABLE FUTURE INSTRUCTIONS Consequencesof Globalization, examples Migration Unemployment, structurally caused Globalwarming Global Learningis asked to set something against the ‘negative’ consequences of globalization:for being able to cope with the above problems andother issues Sustainable Development includes these dimensions human rights, freedom, democracy; good governance, corporate governance development education education for the cross-sectoral linkage of economy- society- environment intercultural education Case Study: CO2- Emissions

  9. Globalization: Processes SFI SUSTAINABLE FUTURE INSTRUCTIONS ECONOMY CO2-Emissions Energy

  10. Globalization: Processes SFISUSTAINABLE FUTURE INSTRUCTIONS ENVIRONMENT ECONOMY CO2-Emissions Global Warming Energy

  11. Globalization: Processes SFI Sustainable Future Instructions ENVIRONMENT ECONOMY CO2-Emissions GlobalWarming Energy ENVIRONMENT e.g.Desertification

  12. Globalization: Processes SFI Sustainable Future Instructions ENVIRONMENT ECONOMY CO2-Emissions Global Warming Energy Migration ENVIRONMENT e.g.Desertification

  13. Globalization: Processes SFI Sustainable Future Instructions ENVIRONMENT ECONOMY CO2-Emissions Global Warming Energy Migration ECONOMY ENVIRONMENT Social instability - enforced by lack of cultural competence Desertification

  14. Globalization: Processes SFI Sustainable Future Instructions ENVIRONMENT ECONOMY CO2-Emissions Global Warming Energy Migration ECONOMY ENVIRONMENT Social instability - enforced by lack of cultural competence e.g.Desertification SOCIETY Principles for a SustainableFuture

  15. Vanishing Responsibility SFI Sustainable Future Instructions

  16. Vanishing Responsibility SFI Sustainable Future Instructions There is a decoupling of natural processes and human impacts and effects. A spatial and temporal separation of those who cause the effects and those who are affected by these. The relationship between individual acting and its subsequent effects cannot be experienced any longer directly, whereby responsibility fades away.

  17. Which are the criteria for ESF in Decision-Making Products? ACTIVE RESPONSIBILITY TOWARDS REGIONAL AND GLOBAL ISSUES CHALLENGE TO STRIVE FOR SOLIDARITY: NOW AND IN THE FUTURE READINESS TO COMMUNICATE WITH PEOPLE OF DIFFERENT CULTURES EVOKE AWARENESS ON BEING DEPENDENT ON 'NEW THINKING' V A L U E S

  18. How to create decision-making structures? SFI Sustainable Future Instructions ENVIRONMENT ECONOMY EXPORT OF WHEAT ? SOCIETY

  19. How to create decision-making structures? SFI Sustainable Future Instructions ENVIRONMENT ECONOMY DEGRADATIONOF SOIL EXPORT OF WHEAT ? SOCIETY

  20. How to create decision-making structures? SFI Sustainable Future Instructions ENVIRONMENT ECONOMY DEGRADATIONOF SOIL EXPORT OF WHEAT Mexico: Tortillas, traditional food ? SOCIETY

  21. How to create decision-making structures? SFI Sustainable Future Instructions ENVIRONMENT ECONOMY DEGRADATIONOF SOIL EXPORT OF WHEAT Mexico: Toast instead of Tortillas ? SOCIETY

  22. How to create decision-making structures? SFI Sustainable Future Instructions

  23. How to create decision-making structures? Example ! SFI Sustainable Future Instructions Modern farming techniquesand conse-quences for the ecosystem as well as for the socio-economic system indistant regions ECONOMY Export of wheat to reduce an unfavourable balance of trade, e.g. USA

  24. How to create decision-making structures? SFI Sustainable Future Instructions Modern farming techniquesand conse-quences for the ecosystem as well as for the socio-economic system indistant regions ECONOMY ENVIRONMENT Export of wheat to reduce an unfavorable balance of trade, e.g. USA Export of fertile topsoils, decrease of genetic variety in the USA and “Toast instead of Tortillas” in Mexico

  25. How to create decision-making structures? SFI Sustainable Future Instructions Modern farming techniquesand conse-quences for the ecosysten as well as for the socio-economic system indistant regions ECONOMY ENVIRONMENT Export of wheat to reduce an unfavorable balance of trade, e.g. USA Export of fertile topsoils, decrease of genetic variety in the USA and “Toast instead of Tortillas” in Mexico SOCIETY ?

  26. How to create decision-making structures? SFI Sustainable Future Instructions Modern farming techniquesand conse-quences for the ecosystem as well as for the socio-economic system indistant regions ECONOMY ENVIRONMENT Export of wheat to reduce an unfavorable balance of trade, e.g. USA Export of fertile topsoils, decrease of genetic variety in the USA and “Toast instead of Tortillas” in Mexico SOCIETY Balancing out!

  27. How to create decision-making structures? SFI Sustainable Future Instructions Modern farming techniquesand conse-quences for the ecosystem as well as for the socio-economic system indistant regions ECONOMY ENVIRONMENT Export of wheat to reduce an unfavorable balance of trade, e.g. USA Export of fertile topsoils, decrease of genetic variety in the USA and “Toast instead of Tortillas” in Mexico SOCIETY Balancing out! VALUES

  28. How to create decision-making structures? SFI Sustainable Future Instructions • Intra- and intergenerative responsibility • Self-responsibility and solidarity • Sustainable Future Thinking Balancing out! ECONOMY ENVIRONMENT SOCIETY VALUES

  29. How to create decision-making structures? SFI Sustainable Future Instructions Modern farming techniquesand conse-quences for the ecosyste as well as for the socio-economic system indistant regions ECONOMY ENVIRONMENT Export of wheat to reduce an unfavorable balance of trade, e.g. USA Export of fertile topsoils, decrease of genetic variety in the USA and “Toast instead of Tortillas” in Mexico SOCIETY Reducing 'perverse‘ subsidies Farming which cooperates with the environment Less intensification

  30. ECONOMY SOCIETY ENVIRONMENT Economic pressure: Continuous demand for property in the CBD. Face-to-Face business. Decentralisation of services by making use of high-speed-systems (train). Improving living conditions in the inner city. And loop roadsshould be merged with green axis Results of densely populated areas: - Heaps of waste and noise - Missing social consensus Decision-Making Structure HOUSING Mega-Cities (Growing Cities): Structural change of economic sectors towards services, cities as centers of services will grow but followed by further crises. In order to cope with these issues additional resources must be allocated - due to inborn genetic deficiencies of mega – cities. Political imperative: City planning for a Sustainable Future Objectives: A livable and sustainable city; Mixture of housing (30%) and services(70%). Knowledge industrycould be partly moved into the vicinity. Appropriate measures should be taken to avoid urban sprawl and/or the doughnut phenomenon The inner city will lose residents, therefore increase of offices vs. decrease of housing. Suburbs will grow - more noise and air pollutioncaused by urban traffic since there will be more commuters. INNER CITIES Agriculture in Highly Advanced Economies: Export of wheat to reduce a negative balance of trade, e.g. U.S.A. Reducing perverse subsidies Export of fertile topsoils, decrease of genetic variety in the USA and “Toast instead of Tortillas” in Mexico AGRICULTURE

  31. Content Themes ENVIRONMENT ECONOMY 0BJECTIVE Decentralisation of services by making use of high-speed-systems (train). Improving living conditionin the inner city. And loop roadsshould be merged with green axis Economic pressure: Continuous demand for property in the CBD. Face-to-Face business. Results of densely populated areas: - Heaps of waste and noise - Missing social consensus Curriculum HOUSING Political imperative: City planning for a Sustainable Future Objectives: A livable and sustainable city; Mixture of housing (30%) and services(70%). Knowledge industrycould be partly moved into the vicinity. Appropriate measures should be taken to avoid urban sprawl and/or the doughnut phenomenon Mega-Cities (Growing Cities): Structural change of economic sectors towards services, cities as centers of services will grow but followed by further crises. In order to cope with these issues additional resources must be allocated - due to inborn genetic deficiencies of mega – cities. The inner city will lose residents, therefore increase of offices vs. decrease of housing. Suburbs will grow - more noise and air pollutioncaused by urban traffic since there will be more commuters. INNER CITIES Reducing perverse subsidies Agriculture in Highly Advanced Economies: Export of wheat to reduce a negative balance of trade, e.g. U.S.A. Export of fertile topsoils, decrease of genetic variety in the USA and “Toast instead of Tortillas” in Mexico AGRICULTURE

  32. DESDGerman-Japanese Cooperation: DESD-Project Educators of Germany and Japan will work together, following UNESCO’s framework of the Decade of Education for Sustainable Development 2005 -2014, initiated by the Japanese Government in Johannesburg, (WSSD, 2002)The “Germany-Year in Japan 2005/2006” is an additional opportunity to start a viable cooperation among German and Japanese teachers and students to find strategies of how to implement the principle of Sustainability in education.In order to cope with global changes (syndromes) and the disadvantages of globalization everyone has to accept and practice responsibility.Germany and Japan face various economic, environmental and social problems (e.g. demographic ones) which are alike, therefore cooperating may be worthwhile. The most promising strategy in doing so will be based on Education for a Sustainable Future. Dieter Gross, Prof. Dr. Shuichi Nakayama. appointed by the German Foreign OfficeProfessor, Hiroshima University of Economics Professor Emeritus, Hiroshima University Member, Japanese National Commission for UNESCO Chair, Educating Sub-Committee, Japanese National Commission for UNESCO UNESCO Planning Project Domain Survey Links Indicators for SD Initiated and supported by:Association of German-Japanese Societies, The President and NGO-Coordinator for the “Germany-Year in Japan 2005/2006” Dr.Thilo Graf BrockdorffEducation for a Sustainable Future ESFSustainable Future Instructions SFI

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