The Need for New Paradigms

Abstract

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Science with Society in the Anthropocene

“…In the field of sustainability science, a consensus has emerged that academia needs to be reoriented in order to achieve a better balance between disciplinary and interdisciplinary research, and to actively involve stakeholders and decision makers at local to global levels in a transdisciplinary process (Gibbons 1999;McMichael et al 2003;Martens et al 2010;Reid et al 2010a, b). The academic system is still fundamentally organized according to disciplines.…”

Competences to Address SDGs in Higher Education—A Reflection on the Equilibrium between Systemic and Personal Approaches to Achieve Transformative Action

“…The personal dimension of competences plays a role also in the Responsibility, Emotional intelligence, System orientation, Future orientation, personal Involvement, Action skills + disciplinary competences (RESFIA + D) model of professional competences for sustainable development in HE developed by Roorda and van Son [56] (p. 335). According to these authors, HE's primary goal is to educate professionals [56] (p. 339), which in a sustainability context requires future-oriented competences in the cognitive domain, such as 'thinking on different time scales, recognition of non-linear processes, thinking innovatively, creatively, and out of the box' (ibid., p. 341).…”

“…The personal dimension of competences plays a role also in the Responsibility, Emotional intelligence, System orientation, Future orientation, personal Involvement, Action skills + disciplinary competences (RESFIA + D) model of professional competences for sustainable development in HE developed by Roorda and van Son [56] (p. 335). According to these authors, HE's primary goal is to educate professionals [56] (p. 339), which in a sustainability context requires future-oriented competences in the cognitive domain, such as 'thinking on different time scales, recognition of non-linear processes, thinking innovatively, creatively, and out of the box' (ibid., p. 341). Of particular importance is the Personal involvement competence, that emphasises the professional's personal engagement, and hence consistently integrating sustainable development throughout one's professional work enabling the professional to 'work passionately towards dreams and ideals, and employ one's conscience as the ultimate yardstick' thus developing competences in behavioural domain.…”

“…A value-based perspective is emphasized also by Martens, Roorda and Cörvers [57] among others, who describe a sustainably competent professional as someone who 'works and thinks on the basis of a perspective of the future' [56] (p. 341). According to these authors, emotional intelligence and personal involvement are needed as much as (instrumental) action skills.…”

Moving Universities: A Case Study on the Use of Unconferencing for Facilitating Sustainability Learning in a Swiss University

“…Given the large importance of the education sector for sustainable development, the role of universities as leading education and research institutions must be regarded as particularly crucial. Universities can play a pivotal role for societal transformations towards sustainable development and CO 2 reduction [4]. Their particular role within society provides them with autonomy, reflexivity and openness, aspects needed to explore innovative paths towards sustainability [5,6].…”