Transdisciplinary research methods in community energy development and governance in Indonesia: Insights for sustainability science

Schierl, Thomas; Richter, Max; Lestari, W. Peni; Prabawaningtyas, Shiskha; Anggoro, Yudo; Kuntoadji, Iskandar

doi:10.1016/j.erss.2018.06.021

Cited by 27 publications

(15 citation statements)

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“…The change in the teaching/research system requires interdisciplinary studies to replace the conventional lecture, or course-based education: more open (including external, green, and biophilic) spaces providing place for cooperation, interactions, workshops, co-study and greater academic recognition for qualitative studies will be needed [134,135] In addition, any education agenda for regenerative sustainability will need to rethink the scientific mindset and tools to enable change curriculum networks at all levels of education, from kindergarten to university, in vocational training schools and in business. The educational system should strengthen the bonds between nature, biophilic design, biodiversity, buildings, and other ecosystems which have impacts on us as humans [31,136,137].…”

Section: The Importance Of Words and Practices In Sustainability Educmentioning

confidence: 99%

About the Triggering of UN Sustainable Development Goals and Regenerative Sustainability in Higher Education

Brown²,

2019

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Humans are at the center of global climate change: The United Nations Sustainable Development Goals (SDGs) are igniting sustainability with proactive, global, social goals, moving us away from the Brundtland paradigm ‘do nothing today to compromise tomorrows generation’. This promotes a regenerative shift in the sustainability concept, no longer only considering resources and energy, but also significant human-centric attributes. Despite this, precise ecological and sustainable attitudes have little prognostic value regarding final related individual human behavior. The global cultural challenge, dominated by technological innovations and business imperatives, alongside the mirroring technological fallacy and lack of ethical reasoning, makes the role of small actions, at individual and at academic scale even harder. This paper outlines the context in which universities can collaborate and contribute to triggering sustainability values, attitudes, and behavior within future regenerative societies. This contribution consists in three main areas: the first analyzes the issue of sustainability transitions at the individual scale, where influencing factors and value–behavior links are presented as reviewed from a number of multi and transdisciplinary scholars’ works. The second part enlarges the picture to the global dimension, tracing the ideological steps of our current environmental crisis, from the differences in prevailing western and eastern values, tradition, and perspectives, to the technological fallacy and the power of the narratives of changes. Finally, the task of our role as academics in the emerging ‘integrative humanities’ science is outlined with education promoted as an essential driver in moving from sustainability to regenerative paradigms.

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Section: The Importance Of Words and Practices In Sustainability Educmentioning

confidence: 99%

About the Triggering of UN Sustainable Development Goals and Regenerative Sustainability in Higher Education

Brown²,

2019

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“…In line with advancing the experiences and skill expertise among the learners, the consistent practice with a full awareness on the Batik learning is required to substantially result in the cooperative skills with other group member and this becomes one of the main goals of this program. Moreover, the creative and innovative thinking skills are to be embedded to reflect on their attitude and manners from the learning of Batik and thus it is the one which would lead to strengthen the discipline [61]. With this regard, the strategy in the way to make practice of learning of Batik should be stabilized in the manner by managing the responsible awareness and commitment.…”

Section: Co-curricular Learning Program Of Batik For Enhancing National Culture and Community Responsibilitymentioning

confidence: 99%

Culture Sustainability through Co-Curricular Learning Program: Learning Batik Cross Review

Sukadari

Huda

2021

Education Sciences

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As the application of colored designs on cloth using wax in certain areas in decorating items of clothing, Batik is made through several steps that come from drawing the pattern on the paper followed by imitating the pattern on fabric, which is called ngeblat. The next phase is followed by drawing the pattern using wax, which is called mencanting. The subsequent step is the process of coloring the pattern of Batik, called pencoletan, and then subsequently followed by color-locking on Batik through covering the Batik with wax, namely basic color dyeing. This process is called menembok. The final step is making the panting process through washing, called nglorod. This process should attempt to maintain Batik with cultural sustainability, as its process contains several values, such as discipline, creativity, independence, patriotism, responsibility, cooperation, and environmental care. Based on this background, this paper attempts to examine the Batik’s cultural design and to explore its sustainability through co-curricular school program activities. This study focuses on examining the potential in the process of the application of colored design through elaborating the supporting and interfering factors in a co-curricular learning program of Batik. The analysis was made through several points, namely a co-curricular learning program of Batik for enhancing cultural sustainability, a co-curricular learning program of Batik for enhancing national culture and community responsibility, and co-curricular learning of Batik for sustainability and environmental accountability.

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“…Interdisciplinarity is a mode of research that integrates data, tools, perspectives, concepts, and/or theories from multiple disciplines to advance fundamental understanding or to find solutions beyond the scope of a single discipline [173] ; while transdisciplinarity is a reflexive, mutual learning, method-driven scientific principle [174] , that aims at solving societal problems characterised by complexity and diversity. It does so by differentiating and integrating various bodies of knowledge and inputs [175] from a wide range of stakeholders [176] , [177] , like community, practitioners, and indigenous perspectives [178] . In this context, co-production entails a collaborative process of knowledge production, which uses integration as a means to combine scientific and local/traditional bodies of knowledge contributing to a holistic understanding [179] .…”

Section: An Interdisciplinary and Transdisciplinary Integration Procementioning

confidence: 99%

The desirability of transitions in demand: Incorporating behavioural and societal transformations into energy modelling

Νίκας

Lieu

Şorman

et al. 2020

Energy Research & Social Science

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Quantitative systems modelling in support of climate policy has tended to focus more on the supply side in assessing interactions among technology, economy, environment, policy and society. By contrast, the demand side is usually underrepresented, often emphasising technological options for energy efficiency improvements. In this perspective, we argue that scientific support to climate action is not only about exploring capacity of “what”, in terms of policy and outcome, but also about assessing feasibility and desirability, in terms of “when”, “where” and especially for “whom”. Without the necessary behavioural and societal transformations, the world faces an inadequate response to the climate crisis challenge. This could result from poor uptake of low-carbon technologies, continued high-carbon intensive lifestyles, or economy-wide rebound effects. For this reason, we propose a framing for a holistic and transdisciplinary perspective on the role of human choices and behaviours in influencing the low-carbon transition, starting from the desires of individuals and communities, and analysing how these interact with the energy and economic landscape, leading to systemic change at the macro-level. In making a case for a political ecology agenda, we expand our scope, from comprehending the role of societal acceptance and uptake of end-use technologies, to co-developing knowledge with citizens from non-mainstream and marginalised communities, and to defining the modelling requirements to assess the decarbonisation potential of shifting lifestyle patterns in climate change and action.

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Transdisciplinary research methods in community energy development and governance in Indonesia: Insights for sustainability science

Cited by 27 publications

References 50 publications

About the Triggering of UN Sustainable Development Goals and Regenerative Sustainability in Higher Education

About the Triggering of UN Sustainable Development Goals and Regenerative Sustainability in Higher Education

Culture Sustainability through Co-Curricular Learning Program: Learning Batik Cross Review

The desirability of transitions in demand: Incorporating behavioural and societal transformations into energy modelling

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