Coping with Structural Uncertainty in Complex Living Systems

Zeyer, Albert

doi:10.1007/978-3-030-75297-2_2

Cited by 8 publications

(8 citation statements)

References 24 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…In the S|E|H movement, complexity has become a core issue [29,30]. Living organisms are non-linear, self-organizing systems that are involved in open exchanges of energy and matter with the environment.…”

Section: Science|environment|healthmentioning

confidence: 99%

Science|Environment|Health, One Health, Planetary Health, Sustainability, and Education for Sustainable Development: How Do They Connect in Health Teaching?

Heuckmann

Zeyer

2022

Sustainability

View full text Add to dashboard Cite

In this paper, we explore Science|Environment|Health, One Health, Planetary Health, and Sustainability/Education for Sustainable Development in the context of the 2030 Agenda as four major frameworks that take a step toward investigating health from different angles to tackle the grand challenges that lie ahead of humanity. In most of these frameworks, the topic of health is no longer limited to the health of humans; it also encompasses the health of ecosystems and planetary systems. Therefore, our ways of teaching and discussing health in science education may need to be adjusted. To this aim, we first shortly characterize the four frameworks and then analyze the concepts of health, the contributing sciences, and the role of values in the frameworks. In our opinion, three main questions have to be settled: (1) Which concept of health lies at the root of each framework? (2) Which sciences should be considered when teaching about health, and what role will they take in an interdisciplinary, integrative approach and under complexity restraints? (3) What is the role of values in these frameworks, and how can the is–ought fallacy be avoided? We finally discuss our findings in light of the concept of two-eyed seeing in science education. This concept helps us disentangle and sharpen the three main questions and draw implications for teaching about health in school science.

show abstract

Section: Science|environment|healthmentioning

confidence: 99%

Science|Environment|Health, One Health, Planetary Health, Sustainability, and Education for Sustainable Development: How Do They Connect in Health Teaching?

Heuckmann

Zeyer

2022

Sustainability

View full text Add to dashboard Cite

show abstract

“…In the S|E|H movement, complexity has become a core issue (Zeyer, 2021;. Living organisms are non-linear, self-organizing systems involved in open exchanges of energy and matter with the environment.…”

Section: Science|environment|healthmentioning

confidence: 99%

“…This approach must be balanced with strategies characterized by pairs of terms such as "prediction and adaption", "goals and affordances", and "evidence and preference" (Zeyer & Arnold, 2021;Zeyer & Dillon, 2019). Each of these pairs signals that an exclusive focus on a scientific image of the world may fail to understand life and health and must be combined with an approach that looks at people's lifeworld (Zeyer, 2021). This is why two-eyed seeing has recently become a point of interest in S|E|H (Zeyer et al, 2022).…”

Section: Science|environment|healthmentioning

confidence: 99%

Science|Environment|Health, One Health, Planetary Health, Sustainability, and Education for Sustainable Development: How Do They Connect in Health Teaching?

Heuckmann¹,

Zeyer²

2022

Preprint

Self Cite

View full text Add to dashboard Cite

In this paper, we explore Science|Environment|Health, One Health, Planetary Health, and Sustainability/Education for Sustainable Development in the context of Agenda 2030 as four major frameworks that take a step toward investigating health from different angles to tackle the grand challenges that lie ahead of humanity. In most of these frameworks, the topic of health is no longer limited to the health of humans; it also encompasses the health of ecosystems and planetary systems. Therefore, our ways of teaching and discussing health in science education may need to be adjusted. To this aim, we first shortly characterize the four frameworks and then analyze the concepts of health, the contributing sciences, and the role of values in the frameworks. In our opinion, three main questions have to be settled: (1) Which concept of health lies at the root of each framework? (2) Which sciences should be considered when teaching about health and what role will they take in an interdisciplinary, integrative approach and under complexity restraints? (3) What is the role of values in these frameworks, and how can the is-ought fallacy be avoided? We finally discuss our findings in light of the concept of two-eyed seeing in science education. This concept helps us disentangle and sharpen the three main questions and draw implications for teaching about health in school science.

show abstract

“…Keselman et al [ 28 ] showed that greater knowledge about science reduces individuals’ readiness to share non-evidence-based health information on the Internet. However, knowledge about science is only taught in K-12 schools in a perfunctory way and in simplistic contexts [ 29 ].…”

Section: Introductionmentioning

confidence: 99%

Cognitive and Cultural Factors That Affect General Vaccination and COVID-19 Vaccination Attitudes

et al. 2022

View full text Add to dashboard Cite

The development of COVID-19 vaccines is a major scientific accomplishment that has armed communities worldwide with powerful epidemic control tools. Yet, COVID-19 vaccination efforts in the US have been marred by persistent vaccine hesitancy. We used survey methodology to explore the impact of different cognitive and cultural factors on the public’s general vaccination attitudes, attitudes towards COVID-19 vaccines, and COVID-19 vaccination status. The factors include information literacy, science literacy, attitudes towards science, interpersonal trust, public health trust, political ideology, and religiosity. The analysis suggests that attitudes towards vaccination are influenced by a multitude of factors that operate in a complex manner. General vaccination attitude was most affected by attitudes towards science and public health trust and to a lesser degree by information literacy, science literacy, and religiosity. Attitudes towards COVID-19 vaccines were most affected by public health trust and to a lesser extent by general trust, ideology and attitudes towards science. Vaccination status was most influenced by public health trust. Possible mediating effects of correlated variables in the model need to be further explored. The study underscores the importance of understanding the relationship between public health trust, literacies, and sociocultural factors.

show abstract

Coping with Structural Uncertainty in Complex Living Systems

Cited by 8 publications

References 24 publications

Science|Environment|Health, One Health, Planetary Health, Sustainability, and Education for Sustainable Development: How Do They Connect in Health Teaching?

Science|Environment|Health, One Health, Planetary Health, Sustainability, and Education for Sustainable Development: How Do They Connect in Health Teaching?

Science|Environment|Health, One Health, Planetary Health, Sustainability, and Education for Sustainable Development: How Do They Connect in Health Teaching?

Cognitive and Cultural Factors That Affect General Vaccination and COVID-19 Vaccination Attitudes

Contact Info

Product

Resources

About