ISCN 2016: Session 2: Higher Education's Contribution to Actionable Sustainable Development Goals
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This document discusses the role of higher education in achieving the UN Sustainable Development Goals (SDGs). It outlines some of the challenges higher education faces in integrating sustainability, including structural challenges within institutions, educational challenges in teaching complex systems, and cultural challenges in integrating diverse ways of knowing. The document argues that to teach for sustainability, education must focus on interdependent social and natural systems through multidisciplinary content and methods that support collaborative, student-driven learning.
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ISCN 2016: Session 2: Higher Education's Contribution to Actionable Sustainable Development Goals
- 1. © Maria Alessandra Woolson 2014 New Challenges for 21st Century Education Actionable pathways for the SDGs and the role of higher education ISCN 2016 Siena, 13-15 June 2016 Maria Alessandra Woolson University of Vermont, USA
- 2. 1972 1987 1991 1992 2000 2002 2012 2015 FirstW orldConferenceonW omen MexicoCity,19June-2July1975 LimitstoGrowth WORLD COMMISSION ON CULTUREAND DEVELOPMENT UNESCO 1991 WORLD EARTH SUMMIT RIO SUMMIT1992 SUSTAINABLE DEVELOPMENT GOALS 2015 WORLD EARTH SUMMIT 2012:RIO +20 WORLD EARTH SUMMITON SUSTAINABLEDEVELOPEMNT OF2002 Día Mundial del Medioambiente WORLD COMMISSION ON ENVIRONMENTAND DEVELOPMENT THEBRUNDTLAND REPORT1987 11/11/15 2Maria Alessandra Woolson Ph.D.
- 3. Economic Sustainability SocialSocial Sustainability EcologicalEcological Sustainability Sustainable Development 311/11/15 Maria Alessandra Woolson Ph.D.
- 4. Millennium Development Goals 11/11/15 4Maria Alessandra Woolson Ph.D.
- 5. Economic Sustainability EcologicalEcological Sustainability SocialSocial Sustainability Culture 511/11/15 Maria Alessandra Woolson Ph.D.
- 6. Valparaiso, ChileValparaiso, Chile June 2010June 201011/11/15 6Maria Alessandra Woolson Ph.D.
- 7. 11/11/15 7Maria Alessandra Woolson Ph.D.
- 8. Villa 31 – RetiroVilla 31 – Retiro Buenos Aires, 2012Buenos Aires, 2012 11/11/15 8Maria Alessandra Woolson Ph.D.
- 9. Directly Observable Behavior Not Directly Observable Beliefs Mindsets Values Perspectives Cultural Iceberg Structures Adapted from Kolan, 2014
- 10. © Maria Alessandra Woolson 2014 What is the role of higher education in finding actionable pathways for the SDGs? What does it mean to teach for sustainability? What are some of the challenges of integrating sustainability in Higher education? Introduction and Context
- 11. © Maria Alessandra Woolson 2014 •Structural Institutional Challenges •Educational Challenges •Cultural Pluralism Challenges
- 12. © Maria Alessandra Woolson 2014 Structural Institutional Challenges Institutional factors that enable or hinder innovation and creative thinking about complex systems, and understanding the potential of the SDGs for inspiring and empowering the next generation of leadership.
- 13. © Maria Alessandra Woolson 2014 Educational Challenges Pedagogical factors and teaching practices that enable or hinder the preparation of students for a world that already differs significantly form the world we grew up in, including models that illuminate the limits of human knowledge.
- 14. What does it mean to teach for Sustainability and for the SDGs ? TODAY’S GENERATION OF STUDENTS Some data to consider: • 80,000 new blogs a day in 2012 • 2.7 billion Google searches per month • # of text messages being sent and received per day exceeds the population of the planet
- 15. How do we empower students to envision questions for responding to the problems of today and tomorrow? How do we address complexity and integrate innovation? How do we guide our students to become agents of change, agents of their own learning?
- 16. • 1. CONTENT AREA: curricular objective in the context of the mutual interdependence of social and natural systems; • 2. METHODOLOGY: to enables students to become conversant across multiple disciplinary perspectives; • 3. PEDAGOGY: that supports collaboration and fosters a path where the students become agents of their own learning. 11/11/15 16Maria Alessandra Woolson Ph.D.
- 17. © Maria Alessandra Woolson 2014 Cultural Pluralism Challenge: Cultural factors within institutions of Higher Education that hinder or enable the integration of other ways of knowing the world, stemming from the understanding that diversity as the raw material for systems to adapt and flourish
- 18. Process information quickly and make meaning by responding rapidly to new ideas Process information slowly and make meaning by taking time and space before responding to new ideas Adapted from Kolan, 2014
- 19. Adapted from Kolan, 2014
- 20. Thank you
Editor's Notes
- . I am here today to talk about Sustainability as a powerful pedagogical principle with a direct relevance to Liberal Arts Education and the goals of this Education model
- Millennium Development Goals (MDGs) adopted in 2000, were a signal from the international community to reaffirm the collective faith in the United Nations and the values of earlier agreements that include freedom, equality, solidarity, tolerance, and a shared responsibility in the respect for nature (UN 1992; WCED 1987). They supported the original concept under the term “development”, then “ Sustainable Development”, then Millennium Goals. These conflicts have not been resolved, and after two other world conferences, two moths ago the international community approved , after much deliberation, the Sustainable Development Goals of 2015 Culture systems are clearly fundamental to the entire undertaking of sustainable development and cut across the great values of peace, freedom, development and environment
- To recall the three elements mentioned in UVM Sustainability proposal in the General Education Initiative, are none other than the sustainable development triad defined in the Brundtland Report of 1987 and transformed into the well known Agenda 21during the Earth Summit of 1992,. Why has this become a rhetorical term?
- Zero hunger : Chris Jordan, plant seeds stione of the sun (II) Good health: Chris Jordan, barbies Descent work: Chris Jordan, Monsanto’s new logo (II) Responsible consumption: Three second meditation
- What do I mean by culture?
- How do we define a good life? From buzz word to question that has a direct connection to the humanities. In this framing the humanities are on familiar ground, on matters of values, identities, institutions… those are things that sustain us. Clean air and clean water are essential but so is education, health and institutions.
- Say some things about power and privilege here… A challenging curriculum: Hard questions & really challenging the status quo. This can bring up resistence. Looking for students who are really open to and hungry for that kind of learning.
- . I am here today to talk about Sustainability as a powerful pedagogical principle with a direct relevance to Liberal Arts Education and the goals of this Education model
- . I am here today to talk about Sustainability as a powerful pedagogical principle with a direct relevance to Liberal Arts Education and the goals of this Education model
- . I am here today to talk about Sustainability as a powerful pedagogical principle with a direct relevance to Liberal Arts Education and the goals of this Education model
- . I am here today to talk about Sustainability as a powerful pedagogical principle with a direct relevance to Liberal Arts Education and the goals of this Education model
- Take a few minutes to talk about how this strikes you and how this may align with any portion of your teaching, a course, content, pedagogy, teaching philosophy. I will give you my approach, but we should identify your own alignments (discuss in pairs)
- . I am here today to talk about Sustainability as a powerful pedagogical principle with a direct relevance to Liberal Arts Education and the goals of this Education model