Sustainability science is being developed in constructive tension between a descriptive-analytical and a transformational mode. The first is concerned with analyzing problems in coupled human-environment systems, whereas the second conducts research on practical solutions to those problems. Transformational sustainability research is confronted with the challenges of generating actionable knowledge, incorporating knowledge from outside academia, and dealing with different values and political interests. This study approaches the theory and promise of sustainability science through a comparative appraisal of five empirical sustainability science projects. We exemplarily appraise in how far sustainability science succeeds and fails in yielding solution options for sustainability problems based on an evaluative framework (that accounts for the particularities of sustainability science). The selected sustainability projects cover a range of topics (water, bioenergy, land use, solar energy, urban development), regions (from coastal to mountainous, from rural to urban areas, in several countries in Africa, Europe, and South and North America), spatial levels (from village to country levels), and research approaches. The comparative results indicate accomplishments regarding problem focus and basic transformational research methodology, but also highlight deficits regarding stakeholder participation, actionable results, and larger impacts. We conclude with suggestions on how to fully realize the potential of sustainability science as a solution-oriented endeavor, including advanced collaborative research settings, advances in transformational research methodologies, cross-case generalization, as well as reducing institutional barriers
Purpose Sustainability Science (SS) is considered an emerging discipline, applicative and solution-oriented whose aim is to handle environmental, social and economic issues in light of cultural, historic and institutional perspectives. The challenges of the discipline are not only related to better identifying the problems affecting sustainability but to the actual transition towards solutions adopting an integrated, comprehensive and participatory approach. This requires the definition of a common scientific paradigm in which integration and interaction amongst sectorial disciplines is of paramount relevance. In this context, life cycle thinking (LCT) and, in particular, life cycle-based methodologies and life cycle sustainability assessment (LCSA) may play a crucial role. The paper illustrates the main challenges posed to sustainability assessment methodologies and related methods in terms of ontology, epistemology and methodology of SS. The aims of the analysis are twofold: (1) to identify the main features of methodologies for sustainability assessment and (2) to present key aspects for the development of robust and comprehensive sustainability assessment. Methods The current debate on SS addressing ontological, epistemological and methodological aspects has been reviewed, leading to the proposal of a conceptual framework for SS. In addition, a meta-review of recent studies on sustainability assessment methodologies and methods, focusing those life cycle based, supports the discussion on the main challenges for a comprehensive and robust approach to sustainability assessment. Starting from the results of the meta-review, we identified specific features of sustainable development-oriented methods: firstly, highlighting key issues towards robust methods for SS and, secondly, capitalising on the findings of each review’s paper. For each issue, a recommendation towards a robust sustainability assessment method is given. Existing limitations of sectorial academic inquiries and proposal for better integration and mainstreaming of SS are the key points under discussion. Discussion In the reviewed papers, LCT and its basic principles are acknowledged as relevant for sustainability assessment. Nevertheless, LCT is not considered as a reference approach in which other methods could also find a place. This aspect has to be further explored, addressing the lack of multi-disciplinary exchange and putting the mainstreaming of LCT as a priority on the agenda of both life cycle assessment and sustainability assessment experts. Crucial issues for further developing sustainability assessment methodologies and methods have been identified and can be summarised as follows: holistic and system wide approaches, shift from multi- towards trans-disciplinarity; multi-scale (temporal and geographical) perspectives; and better involvement and participation of stakeholders. Conclusions Those are also the main challenges posed to LCSA in terms of progress of ontology, epistemology and methodology in line with the progress of SS. The life...
Purpose In the context of progress of sustainability science, life cycle thinking and, in particular, life cycle sustainability assessment may play a crucial role. Environmental, economic and social implications of the whole supply chain of products, both goods and services, their use and waste management, i.e. their entire life cycle from “cradle to grave” have to be considered to achieve more sustainable production and consumption patterns. Progress toward sustainability requires enhancing the methodologies for integrated assessment and mainstreaming of life cycle thinking from product development to strategic policy support. Life cycle assessment (LCA), life cycle costing (LCC) and social LCA (sLCA) already attempt to cover sustainability pillars, notwithstanding different levels of methodological development. An increasing concern on how to deal with the complexity of sustainability has promoted the development of life cycle sustainability frameworks. As a contribution to the ongoing scientific debate after the Rio+20 conference, this paper aims to present and discuss the state of the art of life cycle sustainability assessment (LCSA), giving recommendations for its further development in line with ontological, epistemological and methodological aspects of sustainability science. Methods Building on the review about the state of the art of sustainability science and sustainability assessment methods presented in part I, this paper discuss LCA, LCC, sLCA and LCSA against ontological, epistemological and methodological aspects of ongoing scientific debate on sustainability. Strengths and weaknesses of existing life cycle-based methodologies and methods are presented. Besides, existing frameworks for LCSA are evaluated against the criteria defined in part I in order to highlight coherence with sustainability science progress and to support better integration and mainstreaming of sustainability concepts. Conclusions and outlook LCSA represents a promising approach for developing a transparent, robust and comprehensive assessment. Nevertheless, the ongoing developments should be in line with the most advanced scientific discussion on sustainability science, attempting to bridge the gaps between the current methods and methodologies for sustainability assessment. LCSA should develop so as to be hierarchically different from LCA, LCC and sLCA. It should represent the holistic approach which integrates (and not substitutes) the reductionist approach of the single part of the analysis. This implies maintaining the balance between analytical and descriptive approaches towards a goal and solution-oriented decision support methodolog
Over recent decades, education policy has been preoccupied with economic growth while paying insufficient heed to global sustainability challenges. International initiatives to promote education for sustainable development (ESD) have been hampered by a lack of clarity on how to implement this form of education. To address this concern, a Rounder Sense of Purpose (RSP) began as a three-year EU-funded project that set out to develop a practical accreditation model for educators working on ESD. Expert and user opinion was sought through several rounds of structured consultation with over 500 people, chiefly using a Delphi approach, to develop and validate the model. The resulting framework comprises 12 competences, each with three learning outcomes and several underpinning components. This is supported by a range of activities largely reflecting a constructivist pedagogy. A range of assessment techniques have also been piloted within the project although this remains an area for further enquiry. Ultimately, it was decided not to design a single qualification template because defining the award to such a level of detail would make it more difficult to apply across multiple jurisdictions. Partners also felt that such an approach would atomize learning in a way that runs counter to the holistic principles of sustainability. RSP provided a rich learning experience for those involved and has already demonstrated its potential to extend its impact well beyond the original participants.
The current intensification of efforts to develop post-carbon solutions to the global food/energy security problems is developing a highly contested policy/technology/ production/consumption arena. The paper examines how current attempts to resolve these new productivist priorities are embedded in combinations of sustainability, security, sovereignty and resource governance concerns. These concerns are coming together with the new contested framings of the bio-economy and the eco-economy. The framings hold different implications for social and spatial development. The paper argues that it is important to apply and connect a critical 'post normal' sustainability science approach to developing the place-making properties of the eco-economy model, as well as examining the implications of the wider and more dominant bio-economic framing. The analysis shows that to achieve synergies between sustainability, security, sovereignty and effective resource governance, a more place-based eco-economic model needs to be progressed.
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