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Arjen E.J. Wals
Science as community:Sustainability-oriented trans-
disciplinary research
Outline
1.Unsustainability, change & confusion
2.Hybrid learning in post-normal times
3.Science as community - phronesis
www.chrisjordan.com
2.000.000/5min
www.chrisjordan.com426.000/day
Who knows? Who cares? Deepwater horizon Nuclear radiation in Japan Increased infertility in men Calcium supplements for women Runaway (?) climate change Organic – sustainable – for all? Paper or plastic? …. ‘ W
e are drowning in
information while starving for
wisdom’ E.O. W
ilson, 1998, p. 300)
Post-normalism
Complexity Uncertainty and indeterminacy Contestation and controversy – extinction of
‘truth’ & erosion of ‘trust” (fact free science, fact free politics, science as opinion)
Shallowness and hyper-connectivity – erosion of meaning
Emergence - reflexivity
“The conventional wisdom holds that all education [and research] is good, and the more of it one has, the better.… The truth is that without significant precautions, [it] can equip people merely to be more effective vandals of the Earth” (D. Orr).
Trends and counter-trends in higher education
1. Science for impact factors – science for society
2. Increasing efficiency– promoting authentic learning
3. Science as ‘commodity’ – science as ‘community’
trend counter-trend
Science for impact factors – trend
T1990 2000 2010
Time to read/review
n-publicationsn-scientists
What’s you h-
factor?
Science for society – counter trend
Diploma factory - trendIncreasing efficiency - trend
Authentic learning – counter trend
Science as commodity - trend
More private funding Billable hours Accountability
Science as community – counter trend
Science as commodity Science as communityResearch orientation
Science for Impact FactorsStrong emphasis on publication targets to be met by publishing in ISI journals preferably with a high Impact Factor
Science for ImpactStrong emphasis on societal relevance targets to be met by positive feedback by extended peers that include those who are to benefit from the research
Educational orientation
EfficiencyStudents are viewed from an economic perspective as clients, input, throughput and output, who need to get their diploma’s within the time allocated at minimal costs
Instrumental – transfer of pre-determined and relatively fixed outcomes
AuthenticityStudents are viewed from a human development perspective as citizens who want to develop themselves and want to engage in meaningful learning around authentic issues that cannot be lectured
Emancipatory – high degrees of self-determination, space for transformation and co-created and emergent outcomes
Business orientation
Focus on continuous growthThe university wants to or is forced to (as governments withdraw public money) to get more money out of the market. Faculty get acquisition/ ‘billable days’ targets. Growth of private institutions.
Focus on dynamic qualityThe university invests in community relations and community outreach seeking to become indispensible and an integral part of the community which in return is willing to support the university.
Epistemological orientation
Empirical rationalismFinding an objective truth. Establishing causality. Single truth exists and can be known. Maximize predictability, management and control. Minimize uncertainty.
Socio constructivismCo-creation of knowledge, inter-subjectively validated. Pluralist. Not one single ‘truth’ but many subject to interpretation. Uncertainty as a given. Facts and values are inseparable.
Type of knowledge generated
Scientific and technical knowledge that can (allegedly) be generalized across contexts to inform attempts by various social actors to predict, control, and/or intervene for specific instrumental ends.
Phronesis: ethically practical knowledge that is indispensible for the work of making context specific value judgments about ends and means.
Source: Peters & Wals, in press
Rethinking science
Authoritative
Hierarchical
Training
Participatory
Democratic
Social Learning
Open
Self-determined
Co-created
Closed
Predetermined
Prescribed
“Normal”
Post-normal
Instructors
Coaches
Facilitators & co-learners
Universal
Contextual
Active-empowered
Passive receivers Active receivers
Extrinsic/external
Intrinsic/internal
Knowledge transfer
Knowledge circulation
Knowledge co-creation
Hybrid Learning Configuration
A vital coalition of multiple stakeholders engaged in a common challenge using a blend of learning processes in a rich context (sum>parts)
Source: George Siemens, 2008
Thank you!