Syndromes of Global Change

Schellnhuber, Hans‐Joachim; Block, A.; Cassel-Gintz, Martin; Kropp, Jürgen P.; Lammel, Gerhard; Lass, Wiebke; Lienenkamp, Roger; Loose, Carsten J.; Lüdeke, MatthiasK.B.; Moldenhauer, O.; Petschel‐Held, Gerhard; Plöchl, Matthias; Reußwig, Fritz

doi:10.14512/gaia.6.1.4

Cited by 93 publications

(57 citation statements)

References 1 publication

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“…These decisions are shaped by policies formed by local governments (e.g., zoning affects commuting and shopping distances), regional governments (e.g., how much mass transit to provide, whether to tax fuels and road use), and national governments (e.g., whether to commit to binding emission limits). Transforming unsustainable practices to sustainable ones often requires simultaneous actions by actors at many levels, from individuals to local and national governments to international organizations (49).…”

Section: Discussionmentioning

confidence: 99%

Framing the Elusive Concept of Sustainability: A Sustainability Hierarchy

Marshall

Toffel

2004

Environ. Sci. Technol.

229

124

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Usage of the word "sustainability" is widespread and incorporates a plethora of meanings. After reviewing four extant sustainability frameworks, we propose a Sustainability Hierarchy to structure a broad array of issues that have been associated with sustainability. These issues vary widely in their urgency, severity and uncertainty of consequences, and temporal and spatial dimensions. It categorizes actions some view as unsustainable based on their direct or indirect potential to (i) endanger the survival of humans; (ii) impair human health, (iii) cause species extinction or violate human rights; or (iv) reduce quality of life or have consequences that are inconsistent with other values, beliefs, or aesthetic preferences. Effects considered include impediments to the ecosystem functions that support human life, human health, and species viability. This paper argues that for sustainability to become a more meaningful concept, the many worthy issues in the fourth category (values, beliefs, and aesthetic preferences) should not be considered sustainability concerns. Implications for companies, policy makers, and scientists are discussed.

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Section: Discussionmentioning

confidence: 99%

Framing the Elusive Concept of Sustainability: A Sustainability Hierarchy

Marshall

Toffel

2004

Environ. Sci. Technol.

229

124

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“…The concept of "syndrome," drawn from medicine, suggests the presence of a set of symptoms that occur together, recognizing that these symptoms may be interrelated and have shared underlying causes (Schellnhuber et al, 1997). On the basis of 51 interviews with mega-event planners, managers, politicians, and consultants; fi eld visits to mega-event sites in 11 countries; and offi cial documents, polls, and media reports, I identify seven major symptoms that together form the mega-event syndrome and are shown in Table 1: overpromising benefi ts, underestimating costs, event takeover, public risk taking, rule of exception, elite capture, and event fi x.…”

mentioning

confidence: 99%

The Mega-Event Syndrome: Why So Much Goes Wrong in Mega-Event Planning and What to Do About It

Müller

2015

Journal of the American Planning Association

195

123

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“…In the first units, specific knowledge about systems was imparted in the following three topics: 1) introduction into systems sciences and analysis (Bossel, 2007;Matthies et al, 2001); 2) forest ecosystem; and 3) syndromes of global change, for example deforestation, soil degradation, overfishing, climate change, and overfishing according to the syndromes concept (Schellnhuber et al, 1997). Later in the courses, the case examples, systems modeling, systems analysis, and lesson planning were related to these topics.…”

Section: Interventionmentioning

confidence: 99%

Promoting Student Teachers’ Content Related Knowledge in Teaching Systems Thinking: Measuring Effects of an Intervention through Evaluating a Videotaped Lesson

Rosenkränzer¹,

Kramer²,

Hörsch³

et al. 2016

HES

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The understanding of complex, dynamic and animate systems has a special standing in education for sustainable development and biology. Thus one important role of science teacher education is to promote student teachers' Content Related Knowledge (CRK) for teaching systems thinking, consisting of extensive Content Knowledge (CK) and well formed Pedagogical Content Knowledge (PCK). But the effective development of this knowledge is empirically uncertain. This article reports the effects of three different interventions (technical course, didactic course, mixed course) in promoting student teachers' reflective Content Related Knowledge for teaching systems thinking. Participants analyzed a videotaped lesson of 6th graders learning about the ecosystem lake and identified weak aspects in the teacher's CK and PCK. The results revealed that student teachers' reflective Content Related Knowledge for teaching systems thinking can be promoted in teacher education. The conclusion to be drawn from our findings is that a mixed course with equal technical and didactical input seems to be most effective in fostering student teachers' reflective Content Related Knowledge for teaching systems thinking.

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Syndromes of Global Change

Cited by 93 publications

References 1 publication

Framing the Elusive Concept of Sustainability: A Sustainability Hierarchy

Framing the Elusive Concept of Sustainability: A Sustainability Hierarchy

The Mega-Event Syndrome: Why So Much Goes Wrong in Mega-Event Planning and What to Do About It

Promoting Student Teachers’ Content Related Knowledge in Teaching Systems Thinking: Measuring Effects of an Intervention through Evaluating a Videotaped Lesson

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