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Urbanization and urban areas are profoundly altering the relationship between society and the environment, and affecting cities' sustainability and resilience in complex ways at alarming rates. Over the last decades, sustainability and resilience have become key concepts aimed at understanding existing urban dynamics and responding to the challenges of creating livable urban futures. Sustainability and resilience have also moved and are now core analytic and normative concepts for many scholars, transnational networks and urban communities of practice. Yet, even with this elevated scholarly attention, strategies for bridging between research and practice remain elusive, and efforts to understand and affect change towards more sustainable and resilient urban centers have often fallen short. This paper seeks to synthesize, from this issue's papers and other strands of literature, the knowledge, theory and practice of urban sustainability and resilience. Specifically, we focus on what capacities urban actors draw on to create sustainability and resilience and how different definitions of these concepts intersect, complement, or contradict each other. We then examine the implications of those intersections and differences in the efforts by urban actors to enhance the capacity to change unsustainable trajectories and transform themselves, their communities, and their cities toward sustainable and resilient relationships with the environment.

SDGs and IPCC Cities offer an unprecedented opportunity for a transformative urban agenda. This also requires bold, integrated action to address constraints imposed by economic, cultural, and political dynamics. We move beyond a narrow, techno-centric view and identify five key knowledge pathways needed to catalyze urban transformation. While the topic of urban responses to climate change has been on the research agenda for the past two decades, 1 it has only slowly made its way onto the global stage, and is now at a critical juncture

This paper considers the changes in education and capacity building that are needed in response to environmental and social challenges of the 21 st Century. We argue that such changes will require more than adjustments in current educational systems, research funding strategies, and interdisciplinary collaborations. Instead, it calls for a deeper questioning of the assumptions and beliefs that frame both problems and solutions. We first discuss the challenges of transforming education and capacity building within five key arenas such as interdisciplinary research, the primary, secondary and tertiary education systems, researchers from the developing world, and the public at large and politicians. Our starting point is that any type of revolution that is proposed in response to global change is likely to reflect the educational perspectives and paradigms of those calling for the revolution. We differentiate between a circular revolution (as in the "plan-do-check-act cycle" often used in change management) versus an axial revolution (moving to a different way of thinking about the issues), arguing that the latter is a more appropriate response to the complex transdisciplinary challenges posed by global environmental change. We present some potential tools to promote an axial revolution, and consider the limits to this approach. We conclude that rather than promoting one large and ideologically homogenous revolution in education and capacity building, there is a need for a revolution in the way that leaders working with education and capacity building look at systems and processes of change. From this perspective, transformative learning may not only be desirable, but critical in responding to the challenges posed by global environmental change.