Transforming knowledge systems for life on Earth: Visions of future systems and how to get there

Fazey, Ioan; Schäpke, Niko; Caniglia, Guido; Hodgson, Anthony; Kendrick, Ian; Lyon, Christopher J.; Page, Glenn G.; Patterson, James; Riedy, Chris; Strasser, Tim; Verveen, S.; Adams, David; Goldstein, Bruce Evan; Klaes, Matthias; Leicester, Graham; Linyard, Alison; McCurdy, Adrienne; Ryan, Paul; Sharpe, Bill; Silvestri, Giorgia; Abdurrahim, Ali Yansyah; Abson, David J.; Adetunji, Olufemi Samson; Aldunce, Paulina; Alvarez-Pereira, Carlos; Amparo, Jennifer Marie S.; Amundsen, Helene; Anderson, Lakin; Andersson, Lotta; Asquith, Michael; Augenstein, Karoline; Barrie, Jack; Bent, David; Bentz, Julia; Bergsten, Arvid; Berzonsky, Carol L.; Bina, Olívia; Blackstock, Kirsty; Boehnert, Joanna; Bradbury, Hilary; Brand, Christine; Böhme, Jessica; Bøjer, Marianne Mille; Carmen, Esther; Charli-Joseph, Lakshmi; Choudhury, Sarah; Chunhachoti-ananta, Supot; Cockburn, Jessica; Colvin, John; Connon, Irena Leisbet Ceridwen; Cornforth, Rosalind; Cox, Robin S.; Cradock-Henry, Nicholas A.; Cramer, Laura; Cremaschi, Almendra; Dannevig, Halvor; Day, Catherine T.; Hutchison, Cathel de Lima; Vrieze, Anke de; Desai, Vikas K; Dolley, Jonathan; Duckett, Dominic; Durrant, Rachael; Egermann, Markus; Elsner, Emily; Fremantle, Chris; Fullwood-Thomas, Jessica; Galafassi, Diego; Gobby, Jen; Golland, Ami; González-Padrón, Shiara Kirana; Gram-Hanssen, Irmelin; Grandin, Jakob; Grenni, Sara; Gunnell, Jade Lauren; Gusmão, Felipe; Hamann, Maike; Harding, Brian; Harper, Gavin; Hesselgren, Mia; Hestad, Dina; Heykoop, Cheryl; Holmén, Johan; Holstead, Kirsty L.; Hoolohan, Claire; Horcea-Milcu, Andra Ioana; Horlings, L.G.; Howden, S. Mark; Howell, Rachel; Huque, Sarah I.; Canedo, Mirna Liz Inturias; Iro, Chidinma Yvonne; Ives, Christopher D.; John, Beatrice; Joshi, Rajiv; Juarez‐Bourke, Sadhbh; Juma, Dauglas Wafula; Karlsen, Bea Cecilie; Kliem, Lea; Kläy, Andreas; Kuenkel, Petra; Kunze, Iris; Lam, David P. M.; Lang, Daniel J.; Bows‐Larkin, Alice; Light, Ann; Luederitz, Christopher; Luthe, Tobias; Maguire, Cathy; Mahecha-Groot, Ana-Maria; Malcolm, Jackie; Marshall, Fiona; Maru, Yiheyis; McLachlan, Carly; Mmbando, Peter; Mohapatra, Subhakanta; Moore, Michele‐Lee; Moriggi, Angela; Morley-Fletcher, Mark; Moser, Susanne C.; Mueller, Konstanze Marion; Mukute, Mutizwa; Mühlemeier, Susan; Næss, Lars Otto; Nieto-Romero, Marta; Novo, Paula; O’Brien, Karen; O’Connell, Deborah; O'Donnell, Kathleen; Olsson, Per; Pearson, Kelli Rose; Pereira, Laura; Petridis, Panos; Peukert, Daniela; Phear, Nicky; Pisters, Siri Renée; Polsky, Matt; Pound, Diana; Preiser, Rika; Rahman, Shamiur; Reed, Mark; Revell, Philip; Rodríguez, Iokiñe; Rogers, Briony Cathryn; Rohr, Jascha; Rosenberg, Milda Nordbø; Ross, Helen; Russell, Shona; Ryan, Melanie; Saha, Probal; Schleicher, Katharina; Schneider, Flurina; Scoville-Simonds, Morgan; Searle, Beverley A.; Sebhatu, Samuel Petros; Sesana, Elena; Silverman, Howard; Singh, Chandni; Sterling, Eleanor J.; Stewart, Sarah-Jane; Tàbara, J. David; Taylor, Douglas; Thornton, Philip K.; Tribaldos, Theresa; Tschakert, Petra; Uribe-Calvo, Natalia; Waddell, Steve; Waddock, Sandra; Merwe, Liza van der; Mierlo, Barbara van; Zwanenberg, Patrick van; Velarde, Sandra J.; Washbourne, Carla-Leanne; Waylen, Kerry A.; Weiser, Annika; Wight, Ian; Williams, Stephen; Woods, Mel; Wolstenholme, Ruth; Wright, Ness; Wunder, Stefanie; Wyllie, Alastair; Young, Hannah R.

doi:10.1016/j.erss.2020.101724

Cited by 143 publications

(94 citation statements)

References 77 publications

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“…Yet, the traditional approaches and structures of research institutes and universities-at least in Europe-still hamper the integration of transformative learning and inner transformation in sustainability-related education programs (Wamsler 2020). This skepticism is, amongst other things, rooted in how the academic world defines and conceptualizes knowledge (Fazey et al 2020). In fact, the field of inner transformation challenges traditional approaches and structures by arguing for the inclusion of different modes of knowledge in a transdisciplinary way (Woiwode 2020 forthcoming).…”

Section: Inner Transformation In Research and Academiamentioning

confidence: 99%

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Inner transformation to sustainability as a deep leverage point: fostering new avenues for change through dialogue and reflection

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This article provides a rationale for inner transformation as a key and hitherto underresearched dimension of sustainability transformations. Inner transformation relates to various aspects of human existence and interactions such as consciousness, mindsets, values, worldviews, beliefs, spirituality and human–nature connectedness. The article draws on Meadows’ leverage points approach, as places to intervene in a system, to reveal the relevance of inner transformation for system change towards sustainability. Based on insights from a series of dialogue and reflection workshops and a literature review, this article provides three important contributions to sustainability transformations research: first, it increases our conceptual understanding of inner transformation and its relevance for sustainability; second, it outlines concrete elements of the inner transformation-sustainability nexus in relation to leverage points; and third, it presents practical examples illustrating how to work with leverage points for supporting inner transformation. In sum, the paper develops a systematized and structured approach to understanding inner transformation, including the identification of deep, i.e., highly influential, leverage points. In addition, it critically discusses the often contentious and divergent perspectives on inner transformation and shows related practical challenges. Finally, current developments in inner transformation research as well as further research needs are identified.

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Section: Inner Transformation In Research and Academiamentioning

confidence: 99%

“…Johanessen et al 2019. The integration of different ways of knowing (e.g., scientific, tacit and indigenous) can benefit the development of such new perspectives (cf Fazey et al 2020;.…”

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confidence: 99%

Inner transformation to sustainability as a deep leverage point: fostering new avenues for change through dialogue and reflection

et al. 2021

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“…However, the ill-defined and multifaceted nature of wicked problems means that we do not know what knowledge may be useful in the future. While we may not know what a sustainable future looks like [10], we can envision a desired future and plan a pathway towards it, using collaborative as well as systems thinking approaches [70].…”

Section: (4) Powerful Chemical Content Knowledgementioning

confidence: 99%

Embedding Chemistry Education into Environmental and Sustainability Education: Development of a Didaktik Model Based on an Eco-Reflexive Approach

2021

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The aim of this theoretical paper is to develop and present a didaktik model that embeds chemistry education into Environmental and Sustainability Education (ESE) using an eco-reflexive approach. A didaktik model is a tool to help educators make decisions and reflect on why, what, how, and/or when to teach. The model presented here is a revised version of the Jegstad and Sinnes model from 2015. It was systematically developed based on a critical analysis of the previous ESD (Education for Sustainable Development)-based model. This process is part of what is called didactic modeling. The revised model consists of the following six categories: (i) socio-philosophical framing; (ii) sustainable schooling and living; (iii) critical views on chemistry’s distinctiveness and methodological character; (iv) powerful chemical content knowledge; (v) critical views of chemistry in society; and (vi) eco-reflexivity through environmental and sustainability education. As in the model by Jegstad and Sinnes, the eco-reflexive didaktik model seeks to support chemistry educators in their sustainability-oriented educational planning and analysis, but from a more critical perspective. Based on an eco-reflexive Bildung approach, one additional category—socio-philosophical framing—was added to the revised model. This is because the previous model does not take sufficient account of worldview perspectives, cultural values, and educational philosophy. The eco-reflexive didaktik model is illustrated with boxes, and it is suggested that all categories in these boxes should be considered in holistic and eco-reflexive chemistry education. The purpose of such education is to develop students’ ChemoKnowings.

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“…To date, however, most HEIs still contribute to the maintenance of a system that is geared toward economic growth and ignores the ecological limits of the planet (Fazey et al, 2020). All too often, students still do not have the opportunity to adequately address global challenges in their studies, or they are only confronted with information about the causes and development of the climate crisis, for instance, in lectures or similar, which does not allow for a transformative learning process (Singer-Brodowski et al, 2019).…”

Section: Is It Essential For Heis To Promote Sustainable Development?mentioning

confidence: 99%

Sustainability Governance at Higher Education Institutions: Equipped to Transform?

et al. 2021

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Transforming knowledge systems for life on Earth: Visions of future systems and how to get there

Cited by 143 publications

References 77 publications

Inner transformation to sustainability as a deep leverage point: fostering new avenues for change through dialogue and reflection

Inner transformation to sustainability as a deep leverage point: fostering new avenues for change through dialogue and reflection

Embedding Chemistry Education into Environmental and Sustainability Education: Development of a Didaktik Model Based on an Eco-Reflexive Approach

Sustainability Governance at Higher Education Institutions: Equipped to Transform?

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