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Science as community: Sustainability-oriented trans-disciplinary research

Explore sustainability-oriented transdisciplinary research and the challenges of unsustainability, change, and confusion. Discover the concept of science as a community and the need for a shift in learning and research approaches. Delve into topics such as deepwater horizon, nuclear radiation in Japan, infertility in men, calcium supplements for women, organic vs. sustainable, paper or plastic, and the impact of information overload.

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Science as community: Sustainability-oriented trans-disciplinary research

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  1. Science as community:Sustainability-oriented trans-disciplinary research Arjen E.J. Wals

  2. Outline • Unsustainability, change & confusion • Hybrid learning in post-normal times • Science as community - phronesis

  3. 2.000.000/5min www.chrisjordan.com

  4. 426.000/day www.chrisjordan.com

  5. Who knows? Who cares? • Deepwater horizon • Nuclear radiation in Japan • Increased infertility in men • Calcium supplements for women • Runaway (?) climate change • Organic – sustainable – for all? • Paper or plastic? • …. ‘ We are drowning in information while starving for wisdom’E.O. Wilson, 1998, p. 300)

  6. Post-normalism • Complexity • Uncertainty and indeterminacy • Contestation and controversy – extinction of ‘truth’ & erosion of ‘trust” (fact free science, fact free politics, science as opinion) • Shallowness and hyper-connectivity – erosion of meaning • Emergence - reflexivity

  7. “The conventional wisdom holds that all education [and research] is good, and the more of it one has, the better.… The truth is that without significant precautions, [it] can equip people merely to be more effective vandals of the Earth”(D. Orr).

  8. Trends and counter-trends in higher education Science for impact factors – science for society Increasing efficiency– promoting authentic learning Science as ‘commodity’ – science as ‘community’ trendcounter-trend

  9. Science for impact factors – trend Time to read/review n-scientists n-publications What’s you h-factor? 1990 2000 2010 T

  10. Science for society – counter trend

  11. Increasing efficiency - trend Diploma factory - trend

  12. Authentic learning – counter trend

  13. Science as commodity - trend More private funding Billable hours Accountability

  14. Science as community – counter trend

  15. Rethinking science

  16. Closed Predetermined Prescribed “Normal” instrumental Instructors Coaches Passive receivers Active receivers Extrinsic/external Knowledge circulation Knowledge transfer Universal Participatory Democratic Social Learning Authoritative Hierarchical Training Facilitators & co-learners emancipatory Active-empowered Intrinsic/internal Open Self-determined Co-created Contextual Knowledge co-creation Post-normal

  17. Hybrid Learning Configuration • A vital coalition of multiple stakeholders engaged in a common challenge using a blend of learning processes in a rich context (sum>parts)

  18. Source: George Siemens, 2008

  19. Thank you!

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