How and Why Generational Change Drives Sustainable Lifestyles?

808 views

Published on

Presentation by Tuuli Kaskinen in To be young! 14th Annual Conference OF Finland Futures Research Centre: http://futuresconference2012.wordpress.com/

Published in: News & Politics, Technology
0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total views
808
On SlideShare
0
From Embeds
0
Number of Embeds
7
Actions
Shares
0
Downloads
8
Comments
0
Likes
0
Embeds 0
No embeds

No notes for slide
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • Ari Nissiseltä tulee data 27.5.\n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • How and Why Generational Change Drives Sustainable Lifestyles?

    1. 1. How and WhyGenerational Change Drives Sustainable Lifestyles? To be young! Futures Conference 2012 Tuuli Kaskinen Demos Helsinki
    2. 2. DISCUSS WITH ONE NEXT TO YOU:Who taught you torecycle?
    3. 3. In this presentation:1.100 years of youth generations2.Wicked problems shaping generations of youth3.Two (+one) real life exercises4.Backcasting study about lifestyles in 20505.Conclusions
    4. 4. Youth generations1912 1937 1956 1981 2012
    5. 5. Youth generationsDeclining World War IIdeath rateWord War I BabyboomTrust on family Trust on familyand employer and employer1912 1937 1956 1981 2012
    6. 6. Youth generationsDeclining World War IIdeath rateWord War I BabyboomTrust on family Trust on familyand employer and employer Working survivors1912 1937 1956 1981 2012
    7. 7. Youth generationsDeclining World War II Universal freedeath rate educationWord War I Babyboom New social securityTrust on family Trust on family Trust on teacherand employer and employer and society Working survivors1912 1937 1956 1981 2012
    8. 8. Youth generationsDeclining World War II Universal freedeath rate educationWord War I Babyboom New social securityTrust on family Trust on family Trust on teacherand employer and employer and society Working Educated survivors new urbans1912 1937 1956 1981 2012
    9. 9. Youth generationsDeclining World War II Universal free Opendeath rate education informationWord War I Babyboom New social Resource security crisisTrust on family Trust on family Trust on teacher Trust on peersand employer and employer and society and friends Working Educated survivors new urbans1912 1937 1956 1981 2012
    10. 10. Youth generationsDeclining World War II Universal free Opendeath rate education informationWord War I Babyboom New social Resource security crisisTrust on family Trust on family Trust on teacher Trust on peersand employer and employer and society and friends Working Educated High-tech survivors new urbans freelancers1912 1937 1956 1981 2012
    11. 11. Youth generations Open informationNow under 20- Resource andyear-olds in nature crisisFinland: Trust on peers and friends High-tech freelancers1,2
    12. 12. These young people are heavilyaffected by...
    13. 13. Wicked problems1.The problem is not understood until after the formulation of a solution.2.Wicked problems have no stopping rule.3.Solutions to wicked problems are not right or wrong.4.Every wicked problem is essentially novel and unique.5.Every solution to a wicked problem is a one shot operation.6.Wicked problems have no given alternative solutions. Jeff Concklin 2005
    14. 14. let’s discusstwo types ofwicked problems:1) environmental2) social
    15. 15. climate change
    16. 16. peak oil
    17. 17. peak oil
    18. 18. peak oil
    19. 19. peak oil ?? ? ? ? ? ? ? ?? ?? ? ? ? ? ? ? ? ??? ?
    20. 20. no-no-world
    21. 21. no-no-world
    22. 22. no-no-world
    23. 23. let’s discusstwo types ofwicked problems:1) environmental2) social
    24. 24. obeysity and no-sport
    25. 25. socioeconomicdifferences
    26. 26. sense of meaningless
    27. 27. What is it like to be youngat the age of wickedproblems?
    28. 28. Two (+one) real life exercisesto test how challenges of our time can be handled with young people and some explanations.
    29. 29. 1 Ilmari. Climate education for 50 000 teenagers
    30. 30. 1 Method: 1.10 years of dialogu 2.Super motivated. educators 3.Peer-education
    31. 31. Could you come andgive us a lecture of climate change?
    32. 32. In 2002 Ilmari got a lot of positive feedback of being scientific
    33. 33. Climate Change – How we will solve it? Supported by the Ministry of Education
    34. 34. We have been testing...
    35. 35. ...being personal...
    36. 36. What does a Finn’scarbon footprint consist of? ‹#›
    37. 37. ...usingcharacters...
    38. 38. GFDL Till Lindemann • Vocalist of Rammstein • Lives in Berlin with his daughter and bikes home on the empty streets of Berlin after performing for tens of thousands of people • Biking creates no greenhouse gas emissions ‹#›
    39. 39. Janne Länsipuro• A farmer cultivating organic products in Isnäs in Southern Finland• Cultivating organic products does not consume energy demanding nitrogenous fertilizers ‹#›
    40. 40. ‹#›
    41. 41. ‹#›
    42. 42. ...talking about happiness...
    43. 43. Self-deciding ‹#›
    44. 44. ‹#›
    45. 45. ...futures talk...
    46. 46. Low-carbon Future
    47. 47. In the futuremany thingswill change:• housing• transportation• food• travelling• consumption• leisure-time ‹#›
    48. 48. Climate change is THE THINGfor this generation
    49. 49. 1 Need for: 1.Feeling of being powerful 2.New tools for. futures speak 3.More action oriented education
    50. 50. 2 Youth sport in Finland. Analysis and manifesto
    51. 51. 2 Method: 1.Workshop process for 200 people. 2.Writings of teenagers 3.Interviews of key people
    52. 52. 2 Need for: 1.New gatekeepers 2.Understanding. of who is affecting to the behavior of young people
    53. 53. 3 Tieteestä toimintaa. Project with university student
    54. 54. 3 Method: 1.Creating a peer group. 2.Motivating and giving tools 3.Renaming
    55. 55. 3 Need for:. ??????
    56. 56. How should weapproach future ofthe nextgenerations ofyouth
    57. 57. Future s repoEurope rt for anComm ission
    58. 58. System boundaries
    59. 59. System boundaries
    60. 60. DISCUSS WITH ONE NEXT TO YOU:Pandemic–endemic andmeritocracy–humancentrism. Is that howthe future of youthlooks like?
    61. 61. to conclude
    62. 62. Young generation now isliving in the world ofResource crisisSevere social challengesOpen information
    63. 63. ”Work is most important part of life”Completely agree About to agree Hard to say About to disagree Completely disagree Lähde: EVA (2010) Työelämän kulttuurivallankumous
    64. 64. ”Work is most important part of life” over 65 y 46-55 y 26-35 yVocational educationPost-secondary level Academic 0 25 50 75 100 Completely agree About to agree Hard to say About to disagree Completely disagree Lähde: EVA (2010) Työelämän kulttuurivallankumous
    65. 65. ”Work is most important part of life” over 65 y 46-55 y 26-35 yVocational educationPost-secondary level Academic 0 25 50 75 100 Completely agree About to agree Hard to say About to disagree Completely disagree Lähde: EVA (2010) Työelämän kulttuurivallankumous
    66. 66. ”Work is most important part of life” over 65 y 46-55 y 26-35 yVocational educationPost-secondary level Academic 0 25 50 75 100 Completely agree About to agree Hard to say About to disagree Completely disagree Lähde: EVA (2010) Työelämän kulttuurivallankumous
    67. 67. ”Work is most important part of life” over 65 y 46-55 y 26-35 yVocational educationPost-secondary level Academic 0 25 50 75 100 Completely agree About to agree Hard to say About to disagree Completely disagree Lähde: EVA (2010) Työelämän kulttuurivallankumous
    68. 68. ”Work is most important part of life” over 65 y 46-55 y 26-35 yVocational educationPost-secondary level Academic 0 25 50 75 100 Completely agree About to agree Hard to say About to disagree Completely disagree Lähde: EVA (2010) Työelämän kulttuurivallankumous
    69. 69. ”Work is most important part of life” over 65 y 46-55 y 26-35 yVocational educationPost-secondary level Academic 0 25 50 75 100 Completely agree About to agree Hard to say About to disagree Completely disagree Lähde: EVA (2010) Työelämän kulttuurivallankumous
    70. 70. ”Work is most important part of life” over 65 y 46-55 y 26-35 yVocational educationPost-secondary level Academic 0 25 50 75 100 Completely agree About to agree Hard to say About to disagree Completely disagree Lähde: EVA (2010) Työelämän kulttuurivallankumous
    71. 71. Howard Gardner (2010)
    72. 72. Work life supplies: Howard Gardner (2010)
    73. 73. Work life supplies:Money - Markets - Me Howard Gardner (2010)
    74. 74. Work life supplies:Money - Markets - MeStudents are looking for: Howard Gardner (2010)
    75. 75. Work life supplies:Money - Markets - MeStudents are looking for:Excellence - Engagement -Ethics Howard Gardner (2010)
    76. 76. Work life supplies:Money - Markets - MeStudents are looking for:Excellence - Engagement -EthicsWe Howard Gardner (2010)
    77. 77. Work life supplies:Money - Markets - MeStudents are looking for:Excellence - Engagement -EthicsWe Howard Gardner (2010)
    78. 78. How and WhyGenerational Change Drives Sustainable Lifestyles?
    79. 79. High-techfreelancers
    80. 80. Excellence - Engagement -Ethics High-tech freelancers
    81. 81. Excellence - Engagement -EthicsWe High-tech freelancers
    82. 82. Excellence - Engagement -EthicsWe High-tech freelancers
    83. 83. Scenarios for sustainable lifestyles 2050:http://www.sustainable-lifestyles.eu/fileadmin/images/content/D4.1_FourFutureScenarios.pdfIlmari educational material:http://www.ilmasto.org/opetus_ja_pelit/ilmastotietoa_kouluille.html10 teesiä ja 100 lupausta - Manifesti lasten ja nuortenliikkumisestahttp://demos.fi/files/Liikkumismanifesti.pdfTuuli KaskinenMail: tuuli.kaskinen@demos.fiProfile: http://www.linkedin.com/in/tuulikaskinenTwitter: @Tuulikas

    ×