Convergence Between Science and Environmental Education

Wals, A.E.J.; Brody, Michael J.; Dillon, Justin; Stevenson, Robert B.

doi:10.1126/science.1250515

Cited by 317 publications

(221 citation statements)

References 16 publications

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“…Further enhancement through social media, could therefore promote the new types of collaboration and collective action vital for the transition to sustainable food security, driving behaviour change to re-shape the agri-food ecosystem. Innovative programmes bringing together science education and environmental education can help establish the conditions and learning processes needed for the cultural shift towards food security (Wals et al, 2014). Recent research has shown how people are willing to sacrifice personal gain to preserve resources for future generations when they are assured that others will do likewise, decisions being made by majority voting effectively constraining selfish minorities (Hauser et al, 2014).…”

Section: Share Data Information and Methodology Widely And Freely Ammentioning

confidence: 99%

An integrated theoretical framework to enhance resource efficiency, sustainability and human health in agri-food systems

Horton

Koh

Guang

2016

Journal of Cleaner Production

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Section: Share Data Information and Methodology Widely And Freely Ammentioning

confidence: 99%

An integrated theoretical framework to enhance resource efficiency, sustainability and human health in agri-food systems

Horton

Koh

Guang

2016

Journal of Cleaner Production

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“…Transformative learning then emerges from dialogue between groups with diverse sets of values and worldviews, in which each group is brought to refl ect on and creatively re-consider their own ways of thinking and doing ( Lotz-Sisitka et al, 2015 ) (see Section 1.4). There is an interesting convergence in the literatures on procedural requisites for transformative sustainability science and social learning, or transformative social learning for sustainability ( Peters & Wals, 2013 ;Wals et al, 2014). Understanding diverse facets of challenges from distinct perspectives of different experts and stakeholders who engage in transformative social learning from each other is deemed necessary to better understand complexity Newell & Doll, 2015;Dyball & Newell, 2015 ).…”

Section: What Knowledge For Sustainability?mentioning

confidence: 99%

“…Platforms for analytic deliberation to deal with value confl icts are required (Dietz et al, 2003;Ison et al, 2007 ). Social learning focuses on the relation of learning across different scales of social organization: individual, group, organizational, or societal ( Medema et al, 2014 ;Wals et al, 2014 ). Building on this research, learning is conceived of in this book as a process of developing enriched understandings and repertoires of action on complex problems as a result of open and iterative cycles of experimentation, observation, analysis, and judgment of results.…”

Section: Sustainability Science As a Transformative Social Learning Pmentioning

confidence: 99%

“…Transformative sustainability science can also be understood as a transformative social learning process that relies on scientifi c inquiry in diverse groups of experts and stakeholders ( Peters & Wals, 2013 ;Wals et al, 2014;König, 2015 ). The process needs guidance and a safe space to ensure that everyone engaged is prepared to juxtapose diverse perspectives and to question their own assumptions.…”

Section: Sustainability Science As a Transformative Social Learning Pmentioning

confidence: 99%

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Sustainability science as a transformative social learning process

König¹

2017

Sustainability Science

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Existential challenges of the twenty-fi rst centuryThroughout history mankind has caused unintended changes in the natural environment, including phenomena such as extinction of vulnerable species and soil erosion from deforestation ( Crosby, 2015 ). These changes, however, were confi ned to local or regional scales. Unprecedented in the twenty-fi rst century is that science and technology associated with industrialization, whilst they have further transformed the conditions of life for humanity, now create environmental impacts at the global scale. Our socio-industrial-agricultural metabolism and land-cover changes are signifi cantly altering the earth system's natural bio-geo-chemical cycles and threaten the integrity of the biosphere, which both when unperturbed contributed to maintain the relatively stable conditions under which humanity has thrived over the last 10,000 years.The existential problems of the human civilization in the twenty-fi rst century are complex as they relate to interactions between humans and their environment in a world that is experiencing accelerating changes in the technological, cultural, political, economic, and environmental spheres. Moreover, changes in all these spheres are globally interconnected and interdependent. Traditional disciplinary fi elds of 'normal' science and static approaches to management and governance relying on prediction, regulation, and control can play only a limited role in resolving such complex problems. Experts in different fi elds of knowledge in the natural and social sciences often fail to understand each other, and we are drowning in specialised expert reports that often do not suffi ciently account for interdependencies and feedbacks between changes in these different spheres. New approaches to combining knowledge co-creation and distributed governance should be designed to enable the effects of human-environment interactions to be continuously and iteratively monitored, evaluated, judged, and acted upon, based on social norms that respond to locally determined sustainability issues. This book's main premise is that one of the most fundamental challenges we face as we are affecting the functioning of the entire planetary system, is to develop new approaches to knowledge co-creation and governance that will enable us to relate to our environment and to each other in view of more complex interdependencies between local and global circumstances, in how we conceive of the natural and social worlds, now and in the future. The silo-based approach to science and expertise, government and practice, with strict separation of research in the natural sciences and social sciences and the humanities that has co-evolved with industrialization, is no longer adequate for our civilization to cope with twenty-fi rst-century challenges. New approaches to combining research, governance, and learning in 1 Sustainability science as a transformative social learning process

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“…There are a number of different ways in which citizen science [8,9] can contribute to conservation at landscape scales. On the simplest level, it is common for amateur scientists or people from local communities to contribute to databases on the flora and fauna of particular areas.…”

Section: Introductionmentioning

confidence: 99%

The Role of Citizen Science in Landscape and Seascape Approaches to Integrating Conservation and Development

Sayer

Margules

Bohnet

et al. 2015

Land

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Initiatives to manage landscapes for both biodiversity protection and sustainable development commonly employ participatory methods to exploit the knowledge of citizens. We review five examples of citizen groups engaging with landscape scale conservation initiatives to contribute their knowledge, collect data for monitoring programs, study systems to detect patterns, and test hypotheses on aspects of landscape dynamics. Three are from landscape interventions that deliberately target biodiversity conservation and aim to have sustainable development as a collateral outcome. The other two are driven primarily by concerns for agricultural sustainability with biodiversity conservation as a collateral outcome. All five include programs in which, management agencies support data collection by citizen groups to monitor landscape changes. Situations where citizen groups self-organise to collect data and interpret data to aid in landscape scale decision making are OPEN ACCESSLand 2015, 4 1201 less common and are restricted to landscapes where the inhabitants have a high level of scientific literacy. Given the complexity of landscape processes and the multiple decision makers who influence landscape outcomes we argue that citizen science broadly defined should be an essential element of landscape scale initiatives. Conservation managers should create space for citizen engagement in science and should empower citizen groups to experiment, learn, and adapt their decision-making to improve landscape scale outcomes.

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Convergence Between Science and Environmental Education

Abstract: Citizen science and concerns about sustainability can catalyze much-needed synergy between environmental education and science education.

Cited by 317 publications

References 16 publications

An integrated theoretical framework to enhance resource efficiency, sustainability and human health in agri-food systems

An integrated theoretical framework to enhance resource efficiency, sustainability and human health in agri-food systems

Sustainability science as a transformative social learning process

The Role of Citizen Science in Landscape and Seascape Approaches to Integrating Conservation and Development

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