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Science as community: Sustainability-oriented trans-disciplinary research

Science as community: Sustainability-oriented trans-disciplinary research. Arjen E.J. Wals. Outline. Unsustainability, change & confusion Hybrid learning in post-normal times Science as community - phronesis. 2.000.000/5min. www.chrisjordan.com. 426.000/day. www.chrisjordan.com.

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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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