science education for sustainability...evolution of del genus homo: 2,5 millions of years 1 january...
TRANSCRIPT
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SCIENCE EDUCATION FOR SUSTAINABILITY
"PARTICIPATORY AND REFLECTIVE METHODOLOGIES IN SCIENCE AND SUSTAINABILITY EDUCATION: LOOKING AT TEACHING AND LEARNING PROCESSES IN THE SCENARIO OF SOCIO-ENVIRONMENTAL CHANGE".
D L C l i G Dr. Laura Colucci-Gray
School of Education, Aberdeen University (UK)Inter disciplinar Instit te on S stainabilit T rin (Ital )Inter-disciplinary Institute on Sustainability - Turin (Italy)[email protected]
Oscarsborg 26th November 2009Oscarsborg, 26th November 2009
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Exploring for energy
Drilling for oilStoring carbon
Harnessing wind power
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O i f hi lkOverview of this talk
The nature of the problem: unsustainable!The role of Nature; the role of knowledge production.The role of Nature; the role of knowledge production.
Re framing and re connecting from ‘within’: Re-framing and re-connecting, from within : changing mindsets in science, in economics, in social and political relationships to embrace complexity and political relationships to embrace complexity and interdependency.
The role of education:i i d h i f drecovering aims and purposes; choices of pedagogy.
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ContextContext
Increasing levels of knowledge as well as material g gdevelopment:
Techno-science with extraordinary power (Energy/time)
Exchanges of goods and information at planetary scale
A sense of ‘insufficiency’Inequities (of wealth health and power)Inequities (of wealth, health and power)
Resource depletion
Environments that are ‘unfit’ for Life Environments that are unfit for Life
Destructive conflicts
Loss of contact with NatureLoss of contact with Nature
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Our accounts indicate that human demand may well have exceeded the biosphere's regenerative capacity since the 1980s.p g p y
According to this preliminary and exploratory assessment, humanity's load corresponded to 70% of the capacity of the global biosphere in 1961, and grew to 120% in 1999 Wackernagel M et al 2002120% in 1999. Wackernagel M. et al. 2002
yearsyears
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Beginning the exploration Beginning the exploration
From the sciences we have learnt that:v
Planet Earth is bounded both functionally and spacially and Nature’s performances (provision of services) are limited Nature s performances (provision of services) are limited (Gorshkow et al., 2004).
Humanity’s biological evolution has proceeded very slowly followed by an accelerated cultural evolution (Saunders, followed by an accelerated cultural evolution (Saunders, 1994).
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Two key aspects of our society are y p yproblematic
A society with a knowledge production system A society with a knowledge production system which makes increasing demands on Nature’s
i i f tt d iprovision of energy, matter and services
A society and a knowledge production system A society and a knowledge production system which have lost contact with Nature
Why problematic?
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…because we are included in Nature!…because we are included in Nature!
We depend on Nature for all our living functions (air We depend on Nature for all our living functions (air all our living functions (air, food, water, heating, material resources, energy...)
all our living functions (air, food, water, heating, material resources, energy...)
WWe depend on it for the development of
We depend on it for the development of our identityour identity
We have evolved and we are evolving with the Planet in which we
are hosted.
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Giving a price to Nature? P ibl i ibl ll bl h i ?Possible, impossible, a morally acceptable choice?
YES NOYES NO
More respect and consideration
You lose its li itconsideration
It can be compared to other types of goods
peculiarity
How could you possibly
Giving a price is a morally acceptable
y p ythink of giving a price
to life?
morally acceptable action IMPOSSIBLE!
And on which time POSSIBLE!
In terms of energetic cost if it is
scale, and with such complex phenomena!
destroyed/recovered Ideas expressed by doctoral candidates on a course on sustainability (05/06) held by Elena Camino
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Giving a price to a good/environmental Giving a price to a good/environmental service (yr. 05-06)
U f l X X X X f l XUseful X X X X not useful XMorally legitimate XXX morally illegitimate XXpossible XXXX impossible XNot always XNot always X
The study of our Earth – our home - is ecology. But modern academic ecology is not ecology at all… between 1940 and 1950 and beyond, ecology has been progressively changed towards making it more and more akin to modern, reductionist science (Goldsmith, 1989).
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Viewpoints of the SCIENCES
SCIENCES of lawsB d th ibilit t ll t
SCIENCES of processesI ti ti f i ibl
p
Based on the possibility to collect data, to repeat experiments, to
modify initial conditions, to eliminate factors which are
Investigation of irreversible processes, often grounded into
inferences, offering hypothetical reconstructions of irreversible eliminate factors which are
considered irrelevantreconstructions of irreversible
events within a changing context
Quantity QualityGenerality SpecificityNecessity Contingencyy g y
Prevedibility ImprevedibilityPossibility to reiterate Singularity of events
Semplicity ComplexitySemplicity ComplexityCausality Casuality
Unproblematic boundaries Problematic boundariesD t i i U t i tDeterminism Uncertainty
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Different methodological choicesDifferent methodological choices…
•VARIABLES Flows of C… flows of $
•LEVELS –SCALES-TIMES
•PURPOSES
Molecules or ecosystems
Times of Life/times of Earth / evolution
•LANGUAGEInvestigate to acquire
evolution
g qknowledge, to modify, che
achieve advantages…
Nature as ‘source of resources’: a static product
or
Nature as ‘offering services’ : a dynamic action
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How do these viewpoints differ ? pIn the CHOICE of…
INTERPRETIVE FRAMES
That is the mental frameworks which allow to establish relations between
l i l mental, social, cultural, tecnological the natural
world elaboration
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Difficult to solve a problem, if we don’t perceive that Difficult to solve a problem, if we don t perceive that we are part of it… (Sterling, 2002)
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From Sterling (2002)
Level Learning Knowing
I level basic learning knowingI level basic learning knowing
II level Meta - learning Knowing about our ways of knowingknowing
III level Epistemological reflection about l i
Knowing other ways of knowing
learning
Knowledge can be acquired along with a reflective and critical attitude about how, why and when knowledges
have been developed.
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R fl i h i l d 1Reflecting on three interrelated aspects 1
Evolution of scientific knowledge
Transformation of nature and evolutionknowledge and evolution
of society
Role and purpose Role and purpose of educationA type of science ‘neutral’
and ‘objective’ has provided k l d d i f d A d d h knowledge and informed technological applications and political choices environmentally
And education has contributed to it
environmentally unsustainable.
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Reflecting on three interrelated aspects 2
Evolution of scientific knowledge
Re-composition of knowledge and knowledge gbelief systems
New opportunities forNew opportunities foreducation?
A d d ti An awareness of context,
interdependencies processes And education has a key role
interdependencies, processes and a renovated humility of the
many sciences can open opportunities for reflection and opportunities for reflection and
dialogue in the search for sustainability
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Sustainability requires living within the carrying capacity and restorative power of the biosphere. p y p p
“Thinking in a new way”Changing perspective
ReframingActing in Nature
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The Earth’s natural systems provide services whichThe Earth s natural systems provide services which are limited both in ‘quantity’ and ‘rythm’
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Tibetan mountains (Makalu, 8462m; Everest, 8850) viewed from th I t ti l t ti (360K f th E th)the International space station (360Km from the Earth)
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The hurricane Isabel (13.09.2003) moving at 150miles/h north east of Puerto Ricoeast of Puerto Rico
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Humanity and Nature – problematic aspectsy p p
Increasing usage of matter and energy g g gyOn the Planet:
To transform• at the macroscopic level (soils, ecosystems, landscapes)
• at the microscopic level (new molecules, different concentrations and combinations)
To transferd• goods
• mineral resources• living beings
produces unpredictable unmanageableproduces unpredictable, unmanageable or irreversible situations
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H it d th ‘ k’ f l tHumanity and the ‘work’ of plants
Net Primary Production = the net amount of solar energy convertedthe net amount of solar energy convertedto plant organic matter through photosynthesis
Humanity represents about 0.5% of heterotrophic biomass on the Planetp
and it extracts about 32% of total NPP (Imhoff et al., 2004)
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Agricultural activities and mineral extraction in Kazakistang
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FFrom Im
hooffet al, 20004
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Space time and energySpace, time and energy
O l th l t d b th l t (t t i l d iOnly the solar energy captured by the plants (terrestrial and in oceans) becomes organic matter
Only 50% of the total solar radiation is effectively used by the photosynthesis
No more than 0.1% of solar irradiance may be converted into chemical energy in grain (but the photosynthesis is energised with only about 10% of all incident radiation owing to a sequence of large pre-fixation losses)
First and Second principle of thermodynamics: conservation and entropy:
The use of fossil fuels is our ‘una tantum’: we deploy energy which has been accumulated in organic matter over a long period of time (it is out of time and space).
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The first stages of human evolution are found a long time ago
6 millions years
6 illi th6 millions years ago the first signs of bypedism
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H it ’ l tiHumanity’s evolutionary process has not been linear ...
After the removal of all biases which had played in favour of a linear evolution it became clear that in our history many y yhominidies have lived in the same geographical area ... From 3 5 millions years agoFrom 3.5. millions years ago the scene became crowded” (Biondi e Richards, 2001)
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The place of humanity in nature: from the ladder to the ‘bush’
Human evolution: not a linear progression, but a bush of forms
which every now and again is taken to e tinctiontaken to extinction
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Evolution of del genus Homo: 2,5 millions of years
1 January Homo habilis - big brain size
- first tools
- symbolic language
2,5 myr
- symbolic language
10 May Homo ergaster (erectus africanus)
Extra-European expansion 1,8 myr1
1 July The last australopiteci go extinct 1,2 myr
3 November Control of fire 400 kyrYE 5 December Appearance of Homo sapiens 200 kyr
17 December First intentional burials 100 kyr
26 December Extinction of Homo Neanderthalensis
EAR 26 December Extinction of Homo Neanderthalensis
Homo sapiens in Europe
First artistic expressions
35 kyr
30 December 5 p.m. Sedentarization, agriculture, animal rearing 8 kyr
31 December 3 a.m. Invention of metal working
10 a.m.
11,50 p.m.
Invention of writing
Discovery of the DNA double helix 1953 d.C.
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EMBODIED COGNITION:
The mind is a biological systemThe mind is a biological system rooted in bodily experience and interconnected with the bodily yactions and interactions with other individuals
Acting and interacting in the world, representing it, perceiving it... Are different levels of the same relational link which exists between
i d th l lorganisms and the local environment in which they think and liveand live
Garbarini & Adenzato, 2004
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Problematic aspectsProblematic aspects
The rapid shift from a situation of total dependency from Nature to a partial and relative autonomy
has led to a break, a rift, a discontinuity
Language, self-consciousness, neuro-motor system structures, artistic expressions
which ahd evolved slowly within a variety of ecosystems
Have been projected onto an artifical environment which isHave been projected onto an artifical environment, which is no longer in continuity with the energy flows of Nature
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HIGH POWER CIVILIZATION
year activity POWERproduced
1900 A U.S. Farmer with 6 5 KWworking horses
2000 A U.S. Farmer with a tractor 250 KW2000
1900 A U.S. Train master with a steam engine (at 100 Km/h)
1 MWsteam engine (at 100 Km/h)
2000 The pilot of a Boeing 747 (at 900 Km/h)
120 MW900 Km/h)
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HIGH ENERGY CivilizationHIGH ENERGY Civilization
Production of energy in the biosphereProduction of energy in the biosphere
A. The conversion of solar energy by means of photosynthesis is about 26 Gcal/annuum p y
B. The production by means of technological processes:
In 1970 has overtaken natural production;In 1970 has overtaken natural production;
In 1991 has more than doubled it: 55,70 Pignatti e Trezza, 2000Gcal/anno
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E h i ili iEnergy-hungry civilization
Eating green beans in winter requires greenhouse
On the market we can happen to buy:requires greenhouse
cultivation:To obtain 1 Cal of green
buy:
Lettuce from California: 127 Cals consummed for each calso ob a Ca o g ee
beans, we use 500 Cals of energy
Cals consummed for each cals of food
Carrots from South Africa:(mainly from oil products)
Carrots from South Africa: 66 Cals of petrol for each cal of food
On average, in the U.S. Food travels between 2.500 d 4 000 il b f it i tand 4.000 miles before it is eaten…
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Trading of goods and of natureTrading of goods ... and of natureIncrease in the exports of goods in the last 30 years
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E l i l S i biliEcological Sustainability“Development needs to be defined within the limits set byNature to economics” (Vandana Shiva in Sachs, 1998)
From Wackernagel and Rees (1996) “Our Ecological footprint”.
From Wackernagel and Rees (1996) “Our Ecological footprint”.
From Wackernagel and Rees (1996) “Our Ecological footprint”.
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and equitable, democratic societiesand equitable, democratic societies
Equity as...
… possibility for all to access Nature’s resources and services according to need; … as a guarantee and respect for cultural diversity.
Equity principles are q y p pintricately connected and essential to sustainability
From Wackernagel and Rees (1996) “Our Ecological footprint”.
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SUSTAINABILITY and ways of thinkingSUSTAINABILITY and ways of thinkingOne of the problems of sustainability is the difficulty of effectively developing a systemic thinking, which:developing a systemic thinking, which:
• pays considerable attention to flows and relationships• IS AWARE of their interruption/disappearance
This is connected, on the one hand, to education and on the other to the reduction of experiences with Nature
Moving from the static perspective to the dynamic one (from borders to
p
flows)a. Locating the event, process, phenomenon within the local and
global contexts (that is within the web of interdependencies)global contexts (that is, within the web of interdependencies)b. Consider the consistency aspects (which often lead to the notion
of ecology and equity)c. Becoming aware of the global dimensions of the problem… the
current situation is DIFFERENT from the past
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A change of epistemology for science t l i d t i bilit i
A plurality of legitimate perspectives
post-normal science and sustainability science
Extended responsibilities and plurality of stakeholders
Acknowledge the complexity of socio‐ecological systems Funtowicz and Ravetz, 2003ecological systems
Relevance of human values
,
Uncertainty
Values are in disputeValues are in dispute
Decisions are urgent
Stakes are high
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A place in commonA place in commonWhat
competences?What topics?p
Battaglia, M. in Gray, D., Camino, E., Colucci-Gray, L. (2009) Science, Society and Sustainability. Education and Empowerment for an Uncertain world. Routledge, New York,
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Some problems that weSome problems that we encounter when dealing with
trans-disciplinary issues
l th d h diff t i
trans disciplinary issues
• languages: the same word can have different meanings (well-being; resources; energy); • models: the way in which they are constructed; their use and models: the way in which they are constructed; their use and applications (i.e. starting from the theory; starting from the empirical data)• ‘interpretive frames: historical times/geological times; natural services/ecological goods; the causes of environmental d d ti ( t f ti ) ibilit tdegradation (poverty; excess of consumption); possibility to replace natural capital or not; public goods/common resources• the value-systems the value systems…
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And schools have a crucial roleAnd schools have a crucial role
… in promoting an education that
is concretely aiming at establishing a positive and healthyis concretely aiming at establishing a positive and healthy relationship with the Earth, accounting for our own well-being and that of others
Develops cognitive, emotional, relational competences which are oriented towards a scenario of human and environmental sustainabilitysus a ab y
Reconciles and brings together knowledge and action, facts and values
REVEALING PATTERNS OF
DEVELOPING RELATIONSHIPS
PATTERNS OF CONNECTIONS
AND CONNECTIONS
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PerspectivesPerspectives“...ecologists want to describe nature in itself, but they are only able to work with the nature they perceive and describe...” (Marinakis, 2004)
A variety of new approaches and interpeetive keys the relevenace of context a renovatedkeys, the relevenace of context, a renovated
humilityof the many sciences can open opportunities for reflection and dialogue in
h h f i bilithe search for sustainability
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Science education: responsibilities and opportunities
From a disciplinary knowledge which confines From a disciplinary knowledge which confines, separates, analyses, takes out of context and ff d offers products: notionstechnological applications
Stored in the minds, objects, machines…
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… to a creative, dynamic knowledge… to a creative, dynamic knowledge
Diversified according to context and connected to gother ways of thinking
An ongoing learning process which sustainscompetencespdialoguesSolutions to concrete problemsp
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Methodology and PedagogyMethodology and Pedagogy
A variety of interdisciplinary reflexive A variety of interdisciplinary, reflexive, interactive and participatory activities, deployed to:recompose disciplinary perspectives,p p y p pdevelop competences to deal with complex and
controversial issues,controversial issues,become aware of the links between ecology and
equityequityMake personal connections - emotional, physical, i i l i h h b f l i hi hi h i spiritual – with the webs of relationships which sustain
our life
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Integrating the prevalent modes of thinking…
• For every problem there is a solution• we can understand something by breaking it down into its component parts • the whole (of something) is no more than the sum of its parts • most processes are characterized by linear cause-effect • most issues and events are fundamentally discrete or may be regarded as
such and may be dealt with adequately in a segregated waysuch, and may be dealt with adequately in a segregated way • it is advisable and ethically acceptable to draw the boundaries of one’s circle
of attention or concern quite tightly • objectivity is both possible and necessary to understand issues • we can define or value something by distinguishing it from what it is not, or
from its oppositefrom its opposite • we can understand things best through a rational response—any other
approach is irrational • if we know what the state of something is now, we can usually predict future
outcomes
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…with a new - holistic and ecological – epistemology
make e plicit and q estion their o n and others’ ass mptions;
…with a new holistic and ecological epistemology
•make explicit and question their own and others’ assumptions; •ask different questions •look for connections and patterns;look for connections and patterns; •be critical and synthesising; •value multiple perspectives; p p p ;•look for multiple influences and feedback rather than linear cause/effect relations;
i b d i f ll ki d d l k h bi i ( i ll•question boundaries of all kinds and look at the big picture (spatially, temporally); •recognize uncertainty and ambiguity, and be able to tolerate them; g y g y•recognize synergies and emergent properties; •be interested in the health and sustainability of whole systems.
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Living in a terrarium ( b d )(questioning boundaries)
Wackernagel, M. and Rees, W. (1996) Our ecological footprint. New Society Publishers
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Facts and values… are interwovenFacts and values… are interwovenThe compass rose
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Always a variety of answers…!Always a variety of answers…!
Ch i d l ti Available knowledge
Choice and location of boundaries
In continuous and
dynamic…
…reorganisation
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Cognitive obstacles embedded in this kind of reasoning
Leach J. et al. Children’s ideas about ecology 2: ideas found in children aged 5-16 about the cycling of matter. Int. J. Sci. Educ. 18 (1), 19-34, 1996.
Aspects of matter cycles considered in the research:
• Matter sources for plants’growth• The ‘needs of a plant’• Sources of matter for animals’ growth • The process of decomposition• The role played by decomposition in the matter cycleThe role played by decomposition in the matter cycle
Some cognitive obstacles: • The material body of a plant that comes from the absorption of an invisible gas, CO2,
and from water, rather then soil (which is in a solid state);• Linkages between the process of respiration and the matter cycle: nobody regardless
of age connects thems; • The idea of matter conservation andthat gases are matterThe idea of matter conservation andthat gases are matter
A final consideration from the Authors is that no pupil at any age has consciously linked the processes of photosynthesis, respiration and decomposition. They suggest that an approach based on relationships rather than on single processes can promote a more integrated type of learning.
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Case-study/role-play simulationy p y
Aquacultureq
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larvae
Hi hf d
Aquaculturewater
High production
feed
qwater
machineriesjobs
machineries
antibiotics
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Subsidies and Fetched from the ecosystem custom
concessions
ecosystem
From fishing bycatches
larvae
Hi hf d
Faecal waste
Aquaculturewater
High production
feed sewage
Salinization f ll
qwater
machineriesjobs
of wells
Salinization machineriesSea water and freshwater
antibiotics
of soils
groundwater
Land
E f f il
pollution
DiseasesEnergy from fossil fuels
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Fish
Global
Aquaculture
capitalsWater
q
Energy
Global exports of
prawnsEnergy
Flows of energy and matter cycles
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Worldviews Experiences of
nature
Worldviews, values and
beliefs
Taking on a role...g
knowledge
values
l
knowledge
language
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Dramatization and simulation of decision-making processes in the role-play
Taking on a point of view
Bringing knowledge, data and personal experiences
Expressing oneself by logic or by persuasion
A i i di lArguing or pursuing dialogue through empathy
Comparing and sharing
©Battaglia M in Camino Marasso Calcagno and
Comparing and sharing worldviews
©Battaglia, M. in Camino, Marasso, Calcagno and Colucci-Gray, 2008
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Outside the boundaries
The voices of the others
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Ignorance of causes (e.g. why fishing was reducing?)
Ign r n f r ( t ) Ignorance of processes (e.g. mangroves ecosystem)
Ignorance of ignorance (e. g. other peoples’ local k l d d i ) knowledge and experience)
The word used to design mangrove forests in Tamil means – literally: “tree that appease wavesy pp
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Ways of seeing the world
The mixed woodland as a complex socio-ecological system
From Shiva, V. Monocultures of the mindTransformed in a monoculture of eucalyptus of high commercial value
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Knowledge of the
Multiple forms of knowledge…
Hununoo in the Philippines divide plants into 1.600 categories, of g , fwhich trained botanists
can distinguish only 1,200.
and multiple and co-existing knowledge systems
In Tamil, the word used for the mangrove forest is literally translated as:y
“trees soothing the waves”
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Intercultural dimension
III level: society
l l ll
Local/global relationships
Value systems
II level: small group
I level: individual interdependency
Putting oneself in other people’s shoesempathy
Cognitive
Legitimisation of know ledges
Role-play on complex and controversial socio-
environmental issuesPractice with
dialogue
Cognitive conflict
surfacing pre-
Search for
Practice with argumentation
Possibility to express one’s
ideas
future scenarios
Search for
gconceptions
creativitydata
Search for consensus
Interdisciplinary h
Trans-disciplinarity
data
Decision-making processes Participatory
activities
approaches
Reflections on language
p y
Nature of scienceNonviolent transformation of
conflict©Colucci-Gray and Camino, 2009
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ReferencesReferencesAikenhead, G. (2005) Science education for everyday life: evidence based practice. New York: Teachers college
Press. ess.
Domenech, J. L. Et al. (2007) Teaching of energy issues: a debate proposal for a global reorientation. Science and education, 16: 43-64
Gorshkow, V. G., Makarieva, A. And Gorshkow, V. (2004) Revising the fundamentals of ecological knowledge: the biota-environment interaction. Ecological complexity, 1, 17-36.
Gray, D., Colucci-Gray, L., Camino, E. (2009) Science,. Society, Sustainability: Education and empowerment for an uncertain world. Routledge: New York.
Imhoff, M., Bounoua, L. Ricketts, T., Loucks, C., Harriss, R., Lawrence, W. T. 2004 Global patterns in human consumption of net primary production, Nature, 429, 870-872.
Marinakis, Y. D. (2008) Ecosystem as a topos of complexification. Ecological complexity, 5, 303-312.
S d P T (1994) E l i i h l l i f h i li i f h d i ld bl J Th Saunders, P. T. (1994) Evolution without natural selection: further implications of the daisyworld parable. J. Theor. Biol. 166, 365-373.
Sterling S. A (2002) Baker's Dozen-towards changing our "loaf" The Trumpeter Vol. 18, No. 1
T l T A d K d i Y (2006) T hi i i tifi i l lt d t d t ’ f Tal, T. And Kedmi, Y. (2006) Teaching socio-scientific issues: classroom culture and students’ performances. Cultural Science education, 1, 615-644
Wackernagel, M. and Rees, W. (1996) Our ecological footprint. New society Publishers.
Wackernagel M Schulz N Deumling D Callejas Linares A Jenkins M Kapos V Monfreda C Loh J Wackernagel. M., Schulz, N., Deumling, D., Callejas Linares, A., Jenkins, M., Kapos, V., Monfreda, C., Loh, J., Myers, N., Norgaard, R., Randers, J. (2002) Tracking the ecological overshoot of the human economy, PNAS, 9266-9271.