Enabling new mindsets and transformative skills for negotiating and activating climate action: Lessons from UNFCCC conferences of the parties

Wamsler, Christine; Schäpke, Niko; Fraude, Carolin; Stasiak, Dorota; Bruhn, Thomas; Lawrence, M. G.; Schroeder, Heike; Mundaca, Luis

doi:10.1016/j.envsci.2020.06.005

Cited by 69 publications

(54 citation statements)

References 30 publications

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Section: Bottom-up Change Through Engagementmentioning

confidence: 99%

“…More recently, Dittmer et al (2018) identified four elements of these action competencies: knowledge about the issues, reflection on knowledge and experience within the context of one’s values, visions for alternatives, and the ability to engage in collective action. Similarly, in their call for a shift in individual and collective mindsets to effectively engage in climate action, Wamsler et al (2020) developed a competency framework of five clusters of transformative skills and qualities necessary for shifting mindsets related to climate action. These are (1) openness, self-awareness, and reflection; (2) compassion and empathy; (3) perspective-seeking and relationality; (4) agency, empowerment, and sense-making; and (5) values-based courage and engagement.…”

Section: A Theory Of Change: From Design To Culturesmentioning

confidence: 99%

“…Some people will have already developed these competencies, while most people have not. Creating structures and mechanisms that function as experimental safe spaces is central to supporting the development of such competencies ( Wamsler et al, 2020 ). Our theory of change also incorporates “Assess & Adapt” as ongoing processes that serve to learn about stakeholders needs and competencies, through an understanding of their internal landscape and current COS.…”

Section: A Theory Of Change: From Design To Culturesmentioning

confidence: 99%

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Fostering Cultures of Sustainability in a Multi-Unit Office Building: A Theory of Change

Dreyer¹,

Riemer²,

Spadafore³

et al. 2021

Front. Psychol.

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Psychological approaches to fostering sustainability are heavily focused on individual behaviors and often insufficiently address the physical and social contexts individuals are embedded in. This limits the ability to create meaningful, long-lasting change, as many of day-to-day behaviors are social practices embedded in broader cultural norms and systems. This is particularly true in the work context, where organizational cultures heavily condition both the actions of individual employees and the collective actions of organizations. Thus, we argue cultures, not behaviors, must become the focus of sustainability change efforts. In this paper, we present a theory of change aimed at fostering strong organizational cultures of sustainability (COS) within a high-performance multi-tenant office building. Our theory takes a systems perspective that incorporates the social and physical aspects of the work environment, and views culture change as a co-creative exercise involving engagement of multiple stakeholders. The paper concludes with implications for practice and research.

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Section: Bottom-up Change Through Engagementmentioning

confidence: 99%

Section: A Theory Of Change: From Design To Culturesmentioning

confidence: 99%

Section: A Theory Of Change: From Design To Culturesmentioning

confidence: 99%

See 1 more Smart Citation

Fostering Cultures of Sustainability in a Multi-Unit Office Building: A Theory of Change

Dreyer¹,

Riemer²,

Spadafore³

et al. 2021

Front. Psychol.

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show abstract

“…These competency frameworks provide (clusters of) transformative skills or qualities that influence our ways of being (ontologies), thinking (epistemologies), and acting (ethics) (Walsh et al 2020) across all domains (personal, social/collective, system). Wamsler et al (2020) define them as follows:…”

Section: Conclusion and The Way Forward: Integrating Personal Collementioning

confidence: 99%

“…An important example is the application of the EI concept in the social, emotional, and ethical learning approach (SEEL), which has developed out of the social/emotional learning approach (SEL). Similar to the above-described competency framework (Wamsler et al 2020), the SEEL also explicitly relates to the self (personal domain), others (social domain), and the environment (systems domain) (CCCE 2019). Children who can take into account their own emotions and those of others know their values and how to manage their emotions in order to achieve their goals, grow up to become adults who are able to build peaceful, just, and inclusive societies.…”

Section: Conclusion and The Way Forward: Integrating Personal Collementioning

confidence: 99%

Emotional Intelligence and the Sustainable Development Goals: Supporting Peaceful, Just, and Inclusive Societies

Wamsler

Restoy

2020

Encyclopedia of the UN Sustainable Development Goals

Self Cite

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Emotional intelligence (EI) refers to the ability to identify and manage one's own emotions, as well as the emotions of others (Goleman 1995). The concept comprises four personal and interpersonal capacities or skills: (1) Self-awareness is the capacity to tune into one's emotions and feelings and recognize how they influence us and others, i.e., our thoughts, bodily sensations, actions, and interactions at any given moment. This domain is the keystone of EI. (2) Self-management includes self-regulation and motivation. Self-regulation is the ability to keep disruptive emotions and associated automatic reactions in check before acting, allowing the construction of trusting environments, resilience, and effectiveness, even under stressful or hostile conditions. Motivation concerns the drive to pursue goals with persistence, not for external rewards but through intrinsic drive. (3) Social awareness is the ability to sense the emotions and perspectives of other individuals and groups (empathy) and understand associated patterns, such as power relationships. (4) Relationship management (also called social skills) is the capacity to build social relationships, develop networks and common ground, inspire others, and jointly accomplish goals, while efficiently managing conflicts. The fourth capacity is also considered an outcome of the others. The concept of emotional intelligencesometimes also referred to as emotional quotient (EQ), emotional intelligence quotient (EIQ), or emotional leadership (EL)has gained wide acceptance in fields such as psychology, education, health, and business management, and approaches to develop, support, and measure the associated cognitive/emotional and relational capacities have been applied and tested over the past 20 years in various contexts (Boyatzis et al. 2000; Mayer et al. 2002).

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Toward a sustainable business model: A study of market perception and value propositions of stone dust concrete in Thailand

Janjirawatna,

Khin Khin Oo,

Rakthin

2023

Bus Strat Dev

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The stone mining and construction sectors are crucial for Thailand's economic advancement. Yet, they face issues such as substantial stone waste accumulation, causing environmental pollution and the resource‐intensive nature of concrete production. Existing studies lack comprehensive coverage of Thailand's specific environmental challenges related to these industries and their sustainable solutions. There is also a knowledge gap concerning region‐specific influences and the relationship between stone dust and concrete sustainability within Thailand's unique geographical and socio‐economic context. Furthermore, sustainable practices in stone dust concrete within Thailand are insufficiently investigated. To bridge these gaps, this study examines the viability of the stone dust concrete business and its potential to mitigate social and environmental challenges. The research reveals alignment between the stone dust concrete business model and stakeholder needs through interviews with industry stakeholders. Subsequently, barriers like the absence of sustainable concrete standards, higher costs, and limited consumer demand for eco‐friendly products are identified.

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Enabling new mindsets and transformative skills for negotiating and activating climate action: Lessons from UNFCCC conferences of the parties

Cited by 69 publications

References 30 publications

Fostering Cultures of Sustainability in a Multi-Unit Office Building: A Theory of Change

Fostering Cultures of Sustainability in a Multi-Unit Office Building: A Theory of Change

Emotional Intelligence and the Sustainable Development Goals: Supporting Peaceful, Just, and Inclusive Societies

Toward a sustainable business model: A study of market perception and value propositions of stone dust concrete in Thailand

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