Crossdisciplinary Education for Sustainable Development (ESD)

[email protected] Master in SD - Ht 2006/2007

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Crossdisciplinary Education for Sustainable Development (ESD)

A Conceptual Framework

-Studying at the Crossroads-


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Writing exercise

• The purpose with this exercise is to give you the opportunity to get a hold on some of your own understandings on today’s topic - crossdisciplinary higher ESD

• Instructions– Pencil/pen and paper – Write on my command – keep on writing…– No talking– About three minutes for each question– Just for your own attention


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Questions

• What is significant for crossdisciplinary higher ESD (CHESD)?

• Who is/can/should be the one who practices crossdisciplinary skills in CHESD?

• Why is CHESD important?


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Studying at the Crossroads

1. What is significant for CHESD?

2. Who is/can/should be the one who practices crossdisciplinary skills in your CHESD course at Cemus?

3. Why is CHESD important?


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1. One theme – several perspectives

• The basics for any CHESD:

• The scientific community has many monodisciplinary cultures

• With more or less different rationalities


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Crossdisciplinary HESD – an umbrella concept

• Monodisciplinary higher Education– Zero disciplinary integration

• Multidisciplinary higher education– Integration by addition of disciplinary perspectives

• Interdisciplinary Higher education– Integration by a combination of disciplinary theories

and methods

• Transdisciplinary higher education– Integration by a combination of disciplinary and non-

scientific questions, theories and methods


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CHESD

Multidisciplinary HESD

Interdisciplinary HESD

Transdisciplinary HESD


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(a) Monodisciplinary HESD gives a disciplinary perspective

• One theme/question/problem is being treated from the perspective of one, mono-discipline

• Monodisciplinary HESD produces a coherent body of knowledge of a specific theme/question/problem


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Example: A monodisciplinary study of Jonas Eric Jönsson’s case

Medicine: Which

deceases did

Jönsson catch in

his line of work?

Choices of methods, theories, and interpretative models suitable for a

medical study of Jönsson’s condition

Results:

1…

2…

3…

4…

5…

6…

7…


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(b) Multidisciplinary HESD adds several disciplinary perspectives

• One theme/question/problem is being treated from the perspectives of several parallel disciplinary perspectives

• Adds several theoretical, methodological disciplinary perspectives on a common theme/question/problem

• Produces several distinct coherent bodies of knowledge of a specific theme/question/problem


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Multidisciplinary HESD

• Several disciplinary perspectives:

– Questions

– Methods

– Material

– Theories

– Results

• Connections not necessary

Economic study Historical study

Medical study


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(c) Interdisciplinary HESD combines several disciplinary perspectives

• One theme/question/problem is being treated with the combination of several disciplinary theories and methods

• Combines several theoretical, methodological disciplinary perspectives on a common theme/question/problem

• Produces a, or several, new coherent body/ies of knowledge of a specific theme/question/problem, which cannot be reached from the perspectives of mono- or multidisciplinary HESD


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Interdisciplinary HESD

Medical Q’s, Theories, Methods

Economy Q’s, Theories, Methods

History Q’s, Theories, Methods

The theories and

methods of the inter-

Discipline:

Medical economic history

Results:

1…

2…

3…

4…

5…

6…

7…


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(d) Transdisciplinary HESD combines several disciplinary and non-scientific perspectives

• “Transquestions”, i.e. Q’s regarding one theme/question/problem is being formulated as a consequence of a dialogue process with representatives from several disciplines and non-scientific fields such as e.g. artistic practices

• Produces new questions, theories, and methods to be used on one main theme/question/problem

• Produces a, or several, new coherent or incoherent body/ies of knowledge of a specific theme/question/problem, which cannot be reached from the perspectives of mono-, multi- or interdisciplinary HESD


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Transdisciplinary HESD

Medical Q’s, Theories, Methods

Economy Q’s, Theories, Methods

History Q’s, Theories, Methods

The Qestions

theories and

methods of the Trans-

Discipline:

Bastard Mobility

Studies

Results:

1…

2…

3…

4…

5…

6…

7…

Artist Q

’s, Theories, Methods

“Silent” knowledge and skills…


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2. Who is/can/should be the one who practices crossdisciplinary skills in your

CHESD course at Cemus?

• Complementary Teaching Strategies– Mono-, Multi-, Inter-, and Transdisciplinary

HESD are four complementary teaching strategies

• What is being studied• Resources (teaching experience and training,

funding, housing, guest lecturers, university demands, psychosocial climate, formal structures, etc)

• Crossdisciplinary ESD-teaching methods


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Cemus is mainly using a multidisciplinary teaching strategy

Teaching assistants Students

Guest lecturers

Environment- and Development Studies


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Cemus is however also using inter-, and perhaps even transdisciplinary teaching

strategies

Teaching Assistant Environment- and Development Studies

Guest lecturers

Students


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• Lecturer – a monodisciplinary perspective• Teaching Assistants– fusing together,

overlapping, illuminating and clarifying relationships between different perspectives, etc.

• Student– integrates (adds and combines) Crossdisciplinary knowledge:– Literature, material.– Studying technique, exams, exercises, etc.– Previous experiences, knowledge and skills


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3. Why is CHESD important?

• ”Most of the environmental problems are so complex that monodisciplinary knowledge is not enough in order for us to understand and deal with the problem in question. For Mistra, interdisciplinarity means to combine knowledge from several disciplines in order to understand and contribute to the solution of complex environmental problems. Often, this means mutual efforts to cross over the boundaries between science/technology and the social sciences/economy and the humanities” (Mistra. My translation)


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• ”Many and diverse illuminations of economic, social, and ecological conditions and processes, are being treated as integrated phenomena with the support from crossdisciplinary teaching methods”

(Lärande för hållbar utveckling [Education for Sustainable Development], SOU 2004:104. My translation.)

Central in ESD


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Env. Ed. Tradition Fact based EE Normative EE ESD

Political and moral reference point

A-political & a-moral Morally and politically normative

Morally and politically critical

Central subjects and areas of knowledge

Natural science Natural science and aspects of social science

Econ, soc, and ecol. perspectives + ethical and aesthetical aspects

Organisations of lessons and teaching materials

Separate subjects Thematic Integrated

Time perspective Present Present and future Future in relation to past and present

Geographical perspective

Local Local and global Local, regional, and global incorporated

Main teaching methid Factual info from teacher to studenet

Student active in the development of knowledge and values

Critical discussions based on a number of alternatives

Students Passive Active Acvtive and critical

Planning and Democracy

Teacher plans based on observations and exp. Of student’s input

Teacher and students plan together

Students plan under teacher supervision


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Studying at the Cross Roads

• What is significant for crossdisciplinary higher ESD (CHESD)? – Umbrella concept with several (four) complementary

CHESD-strategies• Who is/can/should be the one who practices

crossdisciplinary skills in CHESD? – Guest Lectures, the student, Teaching assistants,

literature, material, exercises, etc– Problem, resources, and methods…

• Why is CHESD important?– The problems are complex…– The future needs people with CD-competence…


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Crossdisciplinary Education for Sustainable Development (ESD)

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