Environmental Assessment and Judgment Competences - A key Issue for ESD University of Bath, Octobre...

Environmental Assessment and Environmental Assessment and Judgment Competences - Judgment Competences -

A key Issue for ESDA key Issue for ESD

University of Bath, Octobre 7, 2004, Bath (United Kingdom)University of Bath, Octobre 7, 2004, Bath (United Kingdom)

Jan BarkmannJan BarkmannEnvironmental & Resource EconomicsEnvironmental & Resource Economics

Institute for Agricultural Economics & Institute for Agricultural Economics & Interdisciplinary Centre for Sustainable Development (IZNE)Interdisciplinary Centre for Sustainable Development (IZNE)

Georg-August Universität GöttingenGeorg-August Universität Göttingen

1 32 [email protected]

OverviewOverview

1.1. ESD and critical thinking skillsESD and critical thinking skills

2.2. Factual and ethical uncertainties Factual and ethical uncertainties and complexitiesand complexities

3.3. Decision-making skills in the face of Decision-making skills in the face of complexity/uncertaintycomplexity/uncertainty

4.4. ESD and Rational ChoiceESD and Rational Choice


Part 1Part 1

ESD and critical thinkingESD and critical thinking

1


Sustainable Development (SD) Sustainable Development (SD) and systematic assessment skillsand systematic assessment skills

• urgent global problems urgent global problems

– Brundtland/WCED approach to SDBrundtland/WCED approach to SD

• ultimately ultimately social social problemsproblems

– (basic) needs, (environmental) justice(basic) needs, (environmental) justice

• systematicallysystematically choose suitable course of action choose suitable course of action

– retinity retinity (SRU/German Council of Environmental Advisors 1994)(SRU/German Council of Environmental Advisors 1994)

• interrelatedness of ecology, economy and societyinterrelatedness of ecology, economy and society

socio-environmental socio-environmental assessmentassessment skillsskills

1


Environmental/Scientific LiteracyEnvironmental/Scientific Literacy

• Scientific LiteracyScientific Literacy– „„is the capacity to use scientific knowledge, to is the capacity to use scientific knowledge, to

identify questions and to draw evidence-based identify questions and to draw evidence-based conclusions in order to understand and conclusions in order to understand and help make help make decisions about the natural worlddecisions about the natural world and the changes and the changes made to it through human activity.“ made to it through human activity.“ (OECD 1999)(OECD 1999)

• explore relation to critical thinkingexplore relation to critical thinking

1


Environmental/Scientific LiteracyEnvironmental/Scientific Literacy

• Scientific LiteracyScientific Literacy– „„is the capacity to use scientific knowledge, to is the capacity to use scientific knowledge, to

identify questions and to draw evidence-based identify questions and to draw evidence-based conclusions in order to understand and conclusions in order to understand and help make help make decisions about the natural worlddecisions about the natural world and the changes and the changes made to it through human activity.“ made to it through human activity.“ (OECD 1999)(OECD 1999)

• complexity and uncertainty challengescomplexity and uncertainty challenges– factual: “non-linear factual: “non-linear logicslogics””– ethical: conflicting ethical: conflicting norms and valuesnorms and values

1


Definitions of Critical Thinking Definitions of Critical Thinking (Maiorana 1992)(Maiorana 1992)

• correct assessment of statementscorrect assessment of statements

• find and reflect „truth“ in a domain of find and reflect „truth“ in a domain of knowledgeknowledge

• productive thinking leading to new knowledgeproductive thinking leading to new knowledge

• analysis, conclusions, criteria-based assessmentanalysis, conclusions, criteria-based assessment

• generalisation, innovation, decision-makinggeneralisation, innovation, decision-making

1


logicallogical, creative and pragmatic aspects, creative and pragmatic aspects


• find and reflect „truth“find and reflect „truth“ in a domain of in a domain of knowledgeknowledge


• analysis, conclusions,analysis, conclusions, criteria-based assessment criteria-based assessment

• generalisation,generalisation, innovation, decision-making innovation, decision-making

1


logical,logical, creative creative and pragmatic aspectsand pragmatic aspects



• productive thinkingproductive thinking leading to leading to new knowledgenew knowledge

• analysis, conclusions, criteria-based assessmentanalysis, conclusions, criteria-based assessment

• generalisation, generalisation, innovation,innovation, decision-making decision-making

1


logical, creative andlogical, creative and pragmaticpragmatic aspects aspects




• analysis, conclusions, analysis, conclusions, criteria-based assessmentcriteria-based assessment

• generalisation, innovation, generalisation, innovation, decision-makingdecision-making

1


Part 2Part 2

Factual and ethical Factual and ethical uncertainties and uncertainties and complexitiescomplexities

2


1600

0,02

5,3

10

Biomagnification

water

plankton

small fish

fish of prey

waterfowl

150

(from Begon, Harper & Townsend 1998:437)(from Begon, Harper & Townsend 1998:437)

concentration of DDD [ppm]

2according to Bögeholz & Barkmann 2003


1600

0,02

5,3

10

water

plankton

small fish

fish of prey

waterfowl

150

“ “Humans are able to Humans are able to influence ecosystems influence ecosystems […], but in a complex, non- […], but in a complex, non-linear, feedback-modified linear, feedback-modified fashion which is unlikely to fashion which is unlikely to result in precisely the result in precisely the outcomes initially planned, outcomes initially planned, and is capable in principle and is capable in principle of inducing catastrophe.” of inducing catastrophe.” (Scott & Gough 2003:8)(Scott & Gough 2003:8)

Factual ComplexityFactual Complexity



• non-linearitiesnon-linearities– exponential growth, threshold effects, exponential growth, threshold effects,

positive & negative feed-back loops, positive & negative feed-back loops, strategic versus co-operative actionstrategic versus co-operative action

– spatial and temporal gaps between cause and effectspatial and temporal gaps between cause and effect

• risks and uncertain knowledgerisks and uncertain knowledge

• focus of cybernetics and systems teachingfocus of cybernetics and systems teaching– Meadows et al. 1972, Vester 1974Meadows et al. 1972, Vester 1974

• environmental psychologyenvironmental psychology– „„everyday rationality“ everyday rationality“ (Dörner 1993:137)(Dörner 1993:137)

2


„„Traditional“ focus ofTraditional“ focus ofenvironmental education environmental education

• National “BLK” Framework for Sustainable National “BLK” Framework for Sustainable Development 1998Development 1998

• ““systemic, interconnected thinking”systemic, interconnected thinking”

• syndroms of global change (WBGU)syndroms of global change (WBGU)– Cassel-Gintz & Harenberg 2002, Rost et al. 2003, Cassel-Gintz & Harenberg 2002, Rost et al. 2003,

Lauströer et al. 2003Lauströer et al. 2003

2


locallocal example: Orchard Assessment example: Orchard Assessment

• combines factual and ethical combines factual and ethical uncertainty/complexityuncertainty/complexity

• relate to critical thinking skillsrelate to critical thinking skills

Storyline:Storyline:

• three orchards offeredthree orchards offered

• resources only available for oneresources only available for one

• an multi-partisan committee is set upan multi-partisan committee is set up2


locallocal example: Orchard Assessment example: Orchard Assessment

extensiveextensive

intensiveintensive2


Description (factual model)Description (factual model)

WendebachWendebach DiemardenDiemarden Klein LengdenKlein Lengden

General General DescriptionDescription

„high-stem“, old fruit trees

„high-stem“ mixed age fruit trees in rows

„low-stem“ apple trees in rows

Yield Yield [kg/yr][kg/yr]

800 1000 1500

AccessAccess 15 min walking 10 min by bus 5 min walking

Species Species RichnessRichness

bigmiddle low

AestheticsAesthetics „wild romantic“ beautiful in bloom orderly

Cost [€/yr]Cost [€/yr] 1500 500 10002

according to Barkmann & Bögeholz 2003, Bögeholz & Barkmann 2003


descriptive data/criteriadescriptive data/criteria



extensive, extensive, old fruit treesold fruit trees

extensive,extensive,mixed age fruit mixed age fruit trees in rowstrees in rows

intensive intensive apple trees apple trees in rowsin rows


800800 10001000 15001500

AccessAccess 15 min walking15 min walking 10 min by bus10 min by bus 5 min walking5 min walking


highhigh middlemiddle lowlow

AestheticsAesthetics „„wild wild romanticromantic““ beautiful in bloombeautiful in bloom orderlyorderly

Cost [€/yr]Cost [€/yr] 1500 1500 500500 100010002



Suitability of Suitability of factual modelfactual model??



„high-stem“, old fruit trees

„high-stem“ mixed age fruit trees in rows

„low-stem“ apple trees in rows


800 1000 1500

AccessAccess 15 min walking 10 min by bus 5 min walking


bigmiddle low

AestheticsAesthetics „wild romantic“ beautiful in bloom orderly

Cost [€/yr]Cost [€/yr] 1500 500 1000

critical thinking

• facts and opinions?• type of model?• ecological interconnections?

• “systems thinking”

• sufficient data quality?•…

2



EthicalEthical Uncertainty/Complexity Uncertainty/Complexity

• conflicting values conflicting values

– yield vs. biodiversity?yield vs. biodiversity?

– yield vs. access?yield vs. access?

– aesthetics vs. costs?aesthetics vs. costs?

challenges of Sustainable Developmentchallenges of Sustainable Development

– efficiency vs. (social/intergenerational) justice? efficiency vs. (social/intergenerational) justice?

– short-term vs. long-term?short-term vs. long-term?

2


Suitability of normative model?Suitability of normative model?




extensive,extensive,mixed age fruit mixed age fruit trees in rowstrees in rows



800800 10001000 15001500

AccessAccess 15 min walking15 min walking 10 min by bus10 min by bus 5 min walking5 min walking


bigbigmiddlemiddle lowlow

AestheticsAesthetics „„wild wild romanticromantic““ beautiful in bloombeautiful in bloom orderlyorderly

Cost [€/yr]Cost [€/yr] 1500 1500 500500 10001000

critical thinking

• utility versus deontological aspects? • plurality of values?• selection of criteria?• weighing of criteria?• …

2



• In the face of In the face of

– urgent problems of sustainable development,urgent problems of sustainable development,

– beset with factual and ethical complexity/uncertainty,beset with factual and ethical complexity/uncertainty,

• students and citizens need students and citizens need

• systematic skills forsystematic skills for

• socio-environmental assessment and socio-environmental assessment and decision-making. decision-making.

Intermediate SummaryIntermediate Summary

2

1 32 [email protected] 3

Part 3Part 3

Decision-making skills in Decision-making skills in the face of the face of complexity/uncertaintycomplexity/uncertainty


Definition IDefinition I

• Ecological Ecological assessmentassessment competence is competence is the skill the skill

– to systematically connect to systematically connect

– ecological ecological knowledgeknowledge

– to relevant to relevant socio-environmental values socio-environmental values

– in order to prepare in order to prepare judgments judgments on on alternative courses of action.alternative courses of action.

3


Definition IIDefinition II

• Ecological Ecological judgmentjudgment competence competence

– includes the reflection on (own) norms and includes the reflection on (own) norms and values values

– and the communication skills and the communication skills for a search for consensus or fair for a search for consensus or fair compromise. compromise.

3


assess-ment

content knowledge

norms, values

judg-ment

actiondecision

non-linearities (food web!)

temporal/spatial gap between causeand effect (pesticide!), etc.

factual complexity

fruit yield, biodiversity

landscape aesthetics

costs

ethical complexity



Systematic Assessment SkillsSystematic Assessment Skills

• instruction strategy “explicit assessment”instruction strategy “explicit assessment”• identification, selection, justification, weighing, identification, selection, justification, weighing,

and combination of assessment criteriaand combination of assessment criteria

• critical thinking in deliberative settingcritical thinking in deliberative setting

• first empirical studiesfirst empirical studies- huge deficits in high-school students and teacher studentshuge deficits in high-school students and teacher students

- aesthetic criteria not regarded as appropriateaesthetic criteria not regarded as appropriate

- ““explicit assessment” fosters recognition of plurality of explicit assessment” fosters recognition of plurality of valuesvalues

3


Part 4Part 4

ESD and Rational ChoiceESD and Rational Choice

4


Economic or instrumental rationalityEconomic or instrumental rationality

• choose “best” course of actionchoose “best” course of action

– maximise goal attainment with given means maximise goal attainment with given means (“maximise profit or utility”)(“maximise profit or utility”)

– attain goal while minimising the employment of attain goal while minimising the employment of means (“minimise costs”)means (“minimise costs”)

4


orchard assessment: criteriaorchard assessment: criteria

WendebachWendebach Klein LengdenKlein Lengden





800800 15001500

AccessAccess 15 min walking15 min walking 5 min walking5 min walking


highhigh lowlow

AestheticsAesthetics „„wild wild romanticromantic““ orderlyorderly

Cost [€/yr]Cost [€/yr] 1500 1500 100010004



orchard assessment: criteriaorchard assessment: criteria

WendebachWendebach Klein LengdenKlein Lengden





800800 15001500

AccessAccess 15 min walking15 min walking 5 min walking5 min walking


highhigh lowlow

AestheticsAesthetics „„wild wild romanticromantic““ orderlyorderly

Cost [€/yr]Cost [€/yr] 1500 1500 100010004



weighing factorweighing factor

Weighing Weighing WendebachWendebach Klein LengdenKlein Lengden




Yield Yield [kg/yr][kg/yr] 11 800800 15001500

AccessAccess 22 15 min walking15 min walking 5 min walking5 min walking

Species Species RichnessRichness 55 highhigh lowlow

AestheticsAesthetics 33 „„wild wild romanticromantic““ orderlyorderly

Cost [€/yr]Cost [€/yr] [< 1600][< 1600] 1500 1500 100010004



Weighing Weighing WendebachWendebach Klein LengdenKlein Lengden





AccessAccess 22 15 min walking15 min walking 5 min5 min walking walking

Species Species RichnessRichness 55 highhigh lowlow

AestheticsAesthetics 33 „„wild wild romanticromantic““ orderlyorderly

Cost [€/yr]Cost [€/yr] [< 1600][< 1600] 1500 (1500 (OKOK)) 1000 (1000 (OKOK))4



computation and decisioncomputation and decision

WeighingWeighing WendebachWendebach Klein LengdenKlein Lengden


AccessAccess 22 00 22

Species Species RichnessRichness 55 55 00

AestheticsAesthetics 33 33 00

Cost [€/yr]Cost [€/yr] < 1600< 1600 OKOK OKOK

SUMSUM 88 (OK) (OK) 33 (OK)(OK)

4



““economic” assessment methodseconomic” assessment methods

• ““real world” situationsreal world” situations– landscape planning, transportantion infrastrukture planninglandscape planning, transportantion infrastrukture planning– policy impact assessmentspolicy impact assessments

• algorithm algorithm (Bastian & Schreiber 1999:61)(Bastian & Schreiber 1999:61)

1.1. define goaldefine goal2.2. select assessment procedureselect assessment procedure3.3. define criteria and measurement protocolsdefine criteria and measurement protocols4.4. sample datasample data5.5. weigh and combine criteriaweigh and combine criteria6.6. interpret result (decision-making)interpret result (decision-making)

rational choice rational choice based on systematic assessmentbased on systematic assessment

4


““economic” assessment methodseconomic” assessment methods

• ““real world” situationsreal world” situations– landscape planning, transportantion infrastrukture planninglandscape planning, transportantion infrastrukture planning– policy impact assessmentspolicy impact assessments

• algorithm algorithm (Bastian & Schreiber 1999:61)(Bastian & Schreiber 1999:61)

1.1. define goaldefine goal2.2. select assessment procedureselect assessment procedure3.3. define criteria and measurement protocolsdefine criteria and measurement protocols4.4. sample datasample data5.5. weigh and combine criteriaweigh and combine criteria6.6. interpret result (decision-making)interpret result (decision-making)

rational choice rational choice based on systematic assessmentbased on systematic assessment

UK: predominance of CBA?UK: predominance of CBA?

4


Rational ChoiceRational Choice

• descriptivedescriptive social science paradigm social science paradigm – actorsactors – preferences (goals)preferences (goals)– resources/restrictionsresources/restrictions– rulesrules

• „„hard“ rational choicehard“ rational choice– goals are given (not questioned)goals are given (not questioned)– one rule: “maximise self-interest”one rule: “maximise self-interest”

educationally, educationally, questionablequestionable paradigm paradigm

UK: CBA questionable?UK: CBA questionable?4


1.1. define goaldefine goal

2.2. ……

3.3. define criteria…define criteria…

4.4. ……

5.5. weight and combine criteriaweight and combine criteria

6.6. interpret result (decision-making)interpret result (decision-making)

The answer: explicit assessmentThe answer: explicit assessment

4

use economic rationality,but apply

critical thinking in deliberative setting on

ethical complexity


1.1. define goaldefine goal

2.2. ……

3.3. define criteria…define criteria…

4.4. ……

5.5. weight and combine criteriaweight and combine criteria

6.6. interpret result (decision-making)interpret result (decision-making)

CBA? - explicit assessment!CBA? - explicit assessment!

4

take care of environmental justice!

account for (all) TEV components

K.O. criteria?social justice? discounting?

monetary weights?

safe minimum standards?competing projects?


Philosophical BackgroundPhilosophical Background

• Habermasian Discourse EthicsHabermasian Discourse Ethics

– cognitivist ethicscognitivist ethics

– fusion of deontological and utilitarian ideasfusion of deontological and utilitarian ideas

• mind the consequences, but do so from a common goods perspetivemind the consequences, but do so from a common goods perspetive

• differencesdifferences

– focus on norms focus on norms and and valuesvalues

• definition of value-based norms for the design of the shared worlddefinition of value-based norms for the design of the shared world

– exploit/employ part of the „system“ exploit/employ part of the „system“

• formal/economics decision-making aids, computer modelsformal/economics decision-making aids, computer models

to prevent the actual colonisation of the „lifeworld“to prevent the actual colonisation of the „lifeworld“by better organised, vested interestsby better organised, vested interests

4


LimitsLimits

• emancipative emancipative – but but not necessarilynot necessarily radical discourse radical discourse

• empowering deviceempowering device– but but not necessarily not necessarily challenging power relationschallenging power relations

• encourages the recognition of a plurality of encourages the recognition of a plurality of values, and the conventional character of values, and the conventional character of „scientific“ decision-making„scientific“ decision-making– but maintains the possibility/ desirability of truthful but maintains the possibility/ desirability of truthful

descriptions, informed consent and fair compromisedescriptions, informed consent and fair compromise• a modern, not a post-modern approach.a modern, not a post-modern approach.

4


SummarySummary

1.1. Sustainable Development (Education) requires Sustainable Development (Education) requires skills for systematic decision-making in the skills for systematic decision-making in the face of factual and ethical complexity. face of factual and ethical complexity.

2.2. Skill levels of ecological assessment and Skill levels of ecological assessment and judgment competences likely very low. judgment competences likely very low.

3.3. PartialPartial adoption of economics-style rationality adoption of economics-style rationality required…required…

… … but in a deliberative and critical thinking but in a deliberative and critical thinking setting.setting.


Thank you very much!Thank you very much!

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Environmental Assessment and Judgment Competences - A key Issue for ESD University of Bath, Octobre...

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