The Global Technology Revolution 2020, Executive Summary: Bio/Nano/Materials/Information Trends, Drivers, Barriers, and Social Implications

Silberglitt, Richard; Antón, Philip S.; Howell, David R.; Wong, Anny; Bohandy, S. R.; Gassman, Natalie R.; Landree, Eric; Pfleeger, Shari Lawrence; Newton, Elaine M.; Wu, Felicia

doi:10.7249/mg475

Cited by 5 publications

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“…• The technology revolution (Silberglitt et al 2006). In the interviews, we asked: How do you think the following global trends might influence the field of environmental education research in the next 5-10 years?…”

Section: Research Questionsmentioning

confidence: 99%

“…To position the research within a futures orientation, we developed the interview questions, content analysis themes, and survey items within a framework of key global trends as suggested by various sources. Those trends included:• The technology revolution (Silberglitt et al 2006). In the interviews, we asked: How do you think the following global trends might influence the field of environmental education research in the next 5-10 years?…”

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An exploration of future trends in environmental education research

Ardoin

Clark

Kelsey

2013

Environmental Education Research

103

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This article describes future trends in environmental education (EE) research based on a mixed-methods study where data were collected through a content analysis of peer-reviewed articles published in EE journals between 2005 and 2010; interviews with experts engaged in EE research and sustainability-related fields; surveys with current EE researchers; and convenings with EE researchers and practitioners. We discuss four core thematic findings: (1) EE researchers are highlighting the importance of collective and community learning and action; (2) EE researchers are placing increased emphasis on the intersection of learning within the context of social-ecological communities (e.g. links between environmental quality and human well-being); (3) a pressing need exists for research conducted with urban and diverse populations; and (4) research around social media and other information technologies is of great interest, yet currently is sparse.Keywords: environmental education research; research agenda; mixed methods; interviews; content analysis; global trends Introduction and study background The urgency and interdependency of environmental and societal issues lead many to believe that immediate actions are necessary to stem the tide of biodiversity loss, climate destabilization, resource overuse, and other concerns (Ehrlich 2010;Orr 2009;Steffen et al. 2011). Environmental education (EE) can engage people of all ages to make informed decisions about these and similar issues, and to undertake actions appropriate to their local context (NAAEE 1996;UNESCO 1978). With application in urban and rural contexts, and drawing from natural and social science, EE is a multidisciplinary, interdisciplinary, and transdisciplinary field (Krasny and Dillon 2012; UNESCO 1997).In the past, EE research has focused on pathways to engagement with environmental issues through such areas as curriculum, which promotes the integration of EE into formal schooling (e.g. Bartosh, Tudor, and Ferguson 2006;Lieberman and Hoody 1998); character development, leadership, and other life skills, which may *Corresponding author. Email: nmardoin@stanford.edu Environmental Education Research, 2013 Vol. 19, No. 4, 499-520, http://dx.doi.org/10.1080/13504622.2012 Low and Altman (1992) described as the move from 'theory development' to 'theory consolidation,' from which we can derive lessons for practice.To build the capacity of the field and help unify what, at times, can seem to be divergent voices, EE researchers and practitioners have become increasingly interested in considering where the field is situated in light of today's cultural, technological, social, and political contexts (Stevenson et al. forthcoming;Strife 2010). This reflexivity, critical to producing relevant scholarship, may also help prepare researchers to pursue agendas that inform emerging societal trends. To this end, numerous EE researchers have suggested potential agendas for research in EE and related fields (e.g. Fleishman et al. 2011).Summaries of EE research in the 1970s (Iozz...

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Section: Research Questionsmentioning

confidence: 99%

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confidence: 99%

An exploration of future trends in environmental education research

Ardoin

Clark

Kelsey

2013

Environmental Education Research

103

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“…Проведене дослідження світових форсайтів, дозво лило визначити загальні тренди розвитку суспільства [8][9][10][11][12][13], які обумовлюють науковий та технологічний розвиток та включають: реорганізацію економічних си стем, інтенсифікацію соціальної складності, поглиблен ня екологічного ризику, інновації через гіперзв'язок, розширення прав і можливостей людини.…”

Section: виклад основного матеріалуunclassified

Prospective Areas of Scientific Research in the World

Reshetnyak¹

2020

Ekonomika Ta Derzhava

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Сучасний світ дуже швидко змінюється під впливом зростання важливості інноваційних технологій для су спільства, які базуються на наукових знаннях та сучас них наукових дослідженнях. Забезпечення інноваційної УДК 001.3:316.3

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“…4 Although ICT is a major element of ongoing technological revolution, it is also important to note that it has other strands. Silberglitt et al (2006) sees what is occurring as a 'multi-disciplinary technological revolution' which includes bio-, nano-, materials-, and information technologies. Significantly, the exploitation of new sources of energy has, along with the installation of new transport and communications networks, generally been a core feature of each Kondratieff long wave.…”

Section: Looking Backmentioning

confidence: 99%

The global recession of 2009 in a long‐term development perspective

Gore

2010

J of Intl Development

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This paper argues that the global recession of 2009 marks the ending of a global development cycle which began in the early 1950s. The long-wave rhythm of production and prices in the global development cycle is generated by the life cycle of investment and innovation during a technological revolution, related changes in supply and demand for natural resources, and inertia and transformation in the socio-institutional framework within which development takes place. From this perspective, the global recession is interpreted as a blocked structural transition. Whilst failings in the financial system triggered the global financial crisis, that crisis and the recession are more deeply rooted in contradictions in the global development trajectory. A paradigm shift in development theory and practice is a crucial element of the socio-institutional transformation now necessary to re-boot the global development cycle. Copyright © 2010 John Wiley & Sons, Ltd.

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The Global Technology Revolution 2020, Executive Summary: Bio/Nano/Materials/Information Trends, Drivers, Barriers, and Social Implications

Cited by 5 publications

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An exploration of future trends in environmental education research

An exploration of future trends in environmental education research

Prospective Areas of Scientific Research in the World

The global recession of 2009 in a long‐term development perspective

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