The New Ecological Paradigm, Functional Stupidity and University Sustainability – A Polish Case Study

Platje, Joost; Motylska-Kuźma, Anna; Caniëls, Marjolein C.J.; Will, Markus

doi:10.1007/978-3-662-66597-8_7

Cited by 1 publication

(2 citation statements)

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“…For this study, Functional Stupidity was measured as (FS1) 'reflexivity and justification' and (FS2) 'substantive reasoning' (Platje et al, 2022a). Complexity and system thinking were measured as ' Appreciation of Complexity' to contrast it with peoples' tendency to apply simple cause-consequence reasoning (see Kahneman, 2011).…”

Section: Methodsmentioning

confidence: 99%

“…Critical thinking, however, is not commonly appreciated in business environments (Ehrensal, 1999). When times are good, the focus on profit and other short-term goals may be rational (Platje et al, 2022a;Kilbourne et al, 2002). Individuals and organisations focus on short-term, my opic goals and neither reflect on nor justify their goals or activities.…”

Section: Review Of Literaturementioning

confidence: 99%

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The new ecological paradigm and attitudes towards sustainable business practices – a Mexican case study

Quintana,

Platje,

Bernaciak

et al. 2024

EiS

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This study investigates the impact of teaching programmes on perceptions of sustainable development among students. The researchers argue that existing educational programmes must provide a comprehensive approach to mitigating collapse risk. To address this issue, the study developed a teaching programme to be delivered by experienced educators and experts, consisting of lectures, seminars, exercises, research projects, and related activities. The programme aimed to raise awareness of sustainable development and deepen understanding of the complexity of the subject. The results showed that the teaching programme increased students' appreciation of the importance of complexity and the non-linear impacts of Black Swans in the sustainability discourse without changing their adherence to the New Ecological Paradigm. The study highlights the need for education to enable students to deal with problems characterised by complexity, uncertainty, and low probability, as well as high-impact events that pose a non-linear threat to sustainable development.

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Section: Methodsmentioning

confidence: 99%

Section: Review Of Literaturementioning

confidence: 99%