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Why Sustainability cannot and should not be taught: a call for deep learning in turbulent times Arjen Wals arjen.wals@wur.nl Outline From NCE to EE to ESD a brief history Education and science in postnormal times

  1. Why Sustainability cannot and should not be taught: a call for deep learning in turbulent times Arjen Wals arjen.wals@wur.nl

  2. Outline  From NCE to EE to ESD – a brief history  Education and science in ‘postnormal’ times  Reorienting education, teaching and learning arjen.wals@wur.nl

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  5. Katrina arjen.wals@wur.nl

  6. From NCE to ESD - A Very Brief History Nature Conservation Education • ( ≈ 1900 - ≈ 1970) green focus, primary schools, visitor centres Environmental Education & Communication • ( ≈ 1970 - 1992) green and grey focus, primary & secondary, adults, EE centres, environmental campaigns Learning for Sustainable Development • ( ≈ 1992 - present) sustainability focus, teacher training, vocational, higher education, life-long learning, non- formal, community-based learning, CSR) 2005 -2014 UNESCO decade for Education for Sustainable Development arjen.wals@wur.nl

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  8. Source: Wals, A.E.J. (2012) Shaping the Education of arjen.wals@wur.nl Tomorrow: 2012 Full-length Report on the UN Decade of Education for Sustainable Development - DESD Monitoring & Evaluation Report, UNESCO, Paris.

  9. Source: Wals, A.E.J. (2012) Shaping the arjen.wals@wur.nl Education of Tomorrow: 2012 Full-length Report on the UN Decade of Education for Sustainable Development -, UNESCO, Paris.

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  13. GREEN Economy? arjen.wals@wur.nl

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  16. Erosion of trust in science?  GMO-foods are inevitable…  Runaway (?) climate change…  Calcium supplements for women…  Should men >50 be tested for prostate cancer?  Is organic sustainable and locally grown better?  Are vegetables grown in cities healthy? ‘ We are drowning in information  …. while starving for wisdom ’ E.O. Wilson, 1998, p. 300) arjen.wals@wur.nl

  17. 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 arjen.wals@wur.nl

  18. Source: Funtowicz, S. O. and Ravetz J. R. (1992) / S. Vohra. 2011 arjen.wals@wur.nl

  19. SO HOW THEN CAN WE TEACH, EDUCATE, LEARN, EMPOWER, … FOR SUSTAINABILITY OR SD? arjen.wals@wur.nl

  20. “ 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). arjen.wals@wur.nl

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  22. Engaging Young People in Sustainability – an example 1. Relevant 2. Real 3. Re-imagining 4. Realistic arjen.wals@wur.nl

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  24. arjen.wals@wur.nl 426.000/day www.chrisjordan.com

  25. What’s it made of? Where does each component come from? How does it affect our lifes? How does it affect the lifes of others? Is there a future for cell phones? arjen.wals@wur.nl

  26. Task  Divide in small groups, using your own cell phone and any resources you may have access to, start answering the first two questions: what is in it (or what is it made off)? And, where does everything come from (what part of the world)?  Write down all your findings on a sheet of paper which we can display for the larger group! arjen.wals@wur.nl

  27. arjen.wals@wur.nl Mireille Faist Emmenegger, et al, “Life Cycle Assessment of the Mobile Communication System UMTS: Towards Eco-Efficient Systems,” International Journal of Life Cycle Assessment 11, 4, (2006) 265 276

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  29. Megatrend 2: Globalisering arjen.wals@wur.nl

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  37. Lessons learned & competencies developed  Local and global issues are connected  Information is everywhere, how to choose?  Sustainability is multi-dimensional: ecological, economic, ethics, environment, etc.  Becoming critical of consumption & consumerism, questioning information – is google always right?  Alternatives are possible!  Interviewing, presenting, reporting, listening, googeling, critiquing… arjen.wals@wur.nl

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  41. Sustainability Competence  Understanding sustainable development Dynamics of  Systems thinking SD  Adopting an integral view  Personal leadership and entrepreneurship  Unlocking creativity, utilizing diversity Change & Innovation  Appreciating chaos & complexity  Fostering collective change arjen.wals@wur.nl

  42. arjen.wals@wur.nl Source: George Siemens, 2008

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  45. Thank you! arjen.wals@wur.nl

  46. Questions – short break arjen.wals@wur.nl

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