the future of universi.es: can we re-imagine...

Thefutureofuniversi.es:

canwere-imagineourselves?

OliviaBina

ICS-Ulisboa

RealisingJustCi.es–Compara.veCo-

Produc.on,6-7Nov.2018,Capetown

7/XI/18 Bina•ICS-ULisboa

ARE‘WE’

PARTOFTHEPROBLEM?

INTREPIDJourney

fromIDtotheFutureofU

‘IMAGINE’

Whatknowledge?Whatpurpose?

SDGs&post-development

PARTICIPATINGINTHESOLUTION

SIXSTEPS


PREMISE:THREEPOSTCARDS

Ourpredicament:theAnthropocene

AchilleMbembe

GeorgeMonbiot

GarryJacobs


8

3.6

billion

‘We’

2017Pre-Davos

reportshowsgap

betweenrichest

andpoorisgreater

thanfeared

(Oxfam2017)

Bina•ICS-ULisboa

7/XI/18

Anthropocene

Ageofhumans

Becoming“aforceofnature”

’We’consumeresourcesat1.5.mestheregenera.on

capacityofplanetearth

Bina • ICS-ULisboa

Aforce

ofNature

©CCCB

Bina•ICS-ULisboa

BernardMarr,Forbes,2015;

EC2014

data

moredatahasbeen

createdinthepast

twoyearsthaninthe

en.reprevious

historyofthehuman

race.

By2020,atleasta

thirdofalldatawill

passthroughthe

cloud(anetworkof

serversconnected

overtheInternet)

lessthan0.5%ofall

dataiseveranalysed

andused,just

imaginethepoten.al

Scien.ficdataoutput

increasesatan

annualrateof30%

“Thepresentevolu.onarycrisisweare

facing

arisesfromadisparitybetweenour

limitedfacul.es–mental,ethical,and

spiritual–

andthetechnicalandeconomicalmeans

atourdisposal.Withoutaninnerchange,

wecannolongercopewiththegigan.c

developmentoftheouterlife.”

TheBook(Jacobs2000)

7/XI/18

Arewepartofthe

problem?

‘Ifwesterncivilisa.onisina

stateofpermanentcrisis,itis

notfar-fetchedtosuggestthat

theremaybesomethingwrong

withitseducaMon…mankindis

inmortaldanger,notbecause

weareshortofscien.ficor

technologicalknow-how,but

becausewetendtouseit

destrucMvely,withoutwisdom.’

(Schumacher1974)

The‘EmergingFutures’

Contradic.ons:moreisless?


Arewepartoftheproblem?

TheillusionofCornucopia

•  anewgeologicalerainwhichman’simprintin

theplanetisindelible

•  'Despitethedeteriora.ngglobaloutlook

universiMeslargely

remaincaughtupinthe

earlierinstrumental

growthparadigmthat

broughtustothis

extremityinthefirst

place'(Slaughter2012).


ARE‘WE’

PARTOFTHEPROBLEM?

INTREPIDJourney


‘IMAGINE’




SIXSTEPS


7/XI/18Bina•ICS-ULisboa

Science

policy&

funding

Inter

(&Trans)

disciplinary

research

Bina • ICS-ULisboa


Fromscience

policy&

funding

Backto‘the

source’:

academia

(re)Thinkingthe“FutureofU”

INTREPIDLondonworkshopandreport


SETOUTTOMAPTHEDEBATEAROUND

FUTURESOFUNIVERSITIES

Highereduca.on

Sustainability&HE&knowledge

Anthropocene&HE&K

FuturesandHE

UNpolicyforESD;SDGs


TheFutureofUniversi.es(FoU)

•  Workshop,Re-imagineurbancurricula(aneedsassessment)

•  NonArchitectureglobaldigitalcompe..on–thefutureUniversity

•  Newcastle’sWorkshop(January

2019):Univer-city:thefuturespaceandplaceofknowledge,

•  AcMonWorkshop:Interand

transdisciplinaryFacilitaMon:

methodologicalchallengesandgood

prac.ce

•  Conference:INTREPIDKnowledge-

Loca.on:Lisbon(Portugal)Date:

27/03/2019-29/03/2019

•  London’sworkshop(March2017):Universi.esandKnowledgeforSustainableUrbanFutures:asifIDandTDma@eredhpp://www.intrepid-cost.eu/london-workshop/

•  Lüneburg’sconferencesession(September

2017):ThinkingabouttheFutureofUniversi.eshpp://www.intrepid-cost.eu/intrepid-tdnet-

conference-luneburg/

•  Barcelona’strainingschool(March2018):Thefutureofuniversityasifsustainabilityma@ered:Aco-crea.onexperiencethroughTheoryUjourneyhpp://www.intrepid-cost.eu/the-future-of-

university-as-if-sustainability-mapered/

•  SanSebas.an’strainingschool(September

2018):Shapingthefutureofuniversi.eshpp://www.intrepid-cost.eu/donos.a-training-school/


ARE‘WE’

PARTOFTHEPROBLEM?

INTREPIDJourney


‘IMAGINE’




SIXSTEPS



Canwere-

imagine

ourselves?

1Aplace

to

Ques.on

&Expose

2

Maximum

Leverage

3

Transform

a.veKLP

4Whole

System

Change

5Role/

Func.on

6Aplace

to

Envision

APLACETOQUESTION&TOEXPOSE


'Noteverythingthat

isfacedcanbe

changed;

butnothingcanbe

changedun.litis

faced’

JamesBaldwin

"IAmNotYourNegro”adocumentarybyRaoulPeck,

narratedbySamuelL.Jackson


AplacetoQues.on&toExpose

•  "Systemchange

involvesaddressingthe

mind-setoutofwhich

thesystemarises”

•  Exposingmindsetsis

keyto‘systemchange’

(Meadows1999)



•  Exposeassump.ons

thatare

–  Hidden–  Unexamined

–  &flawed(Gopel2016)

•  WHY?

–  Theseassump.ons,our

valuesandindividual

choices‘shape

futures’(Slaughter2010)



NormaMveunderpinningsof

–  Predominantscience

–  Poli.calnarra.vesThatmo.vate

unsustainability(Hansson

2012)


OrganisaMonalissues

–  Neo-liberalagendas–  Globalisa.on,Rankings–  Funding,.me,degrees

–  Disciplinarypowerstructures

AssumpMonsaboutKnowledge:

•  Framesofreference

(‘Convinc.ons’Schumacher

1974)

•  MainlyWestern-Reduc.onisms:

epistemological&ontological

(Spinoza-Hansson2012)

–  ‘Dangerouslyobsolete’(Sardar2010)

–  Dyinganachronisms(Gilbert

2016)

•  Mythsofvalueneutralscience

andcoreconceptsofprogress,

modernityandefficiency(Gilbert

2016;Sardar2010)

•  Values,biases

Ques.on&Expose

CLARITY

‘EducaMonwhichfailstoclarify

ourcentralconvicMonsismere

trainingorindulgence.Foritis

ourcentralconvic.onsthatare

indisorder,and,aslongasthe

presentan.-metaphysical

temperpersists,thedisorderwill

growworse.EducaMon…will

thenbeanagentofdestrucMon’

(Schumacher1974)


•  “Thefirstchallengeistojointly

iden.fywhichkindofknowledge

isimportanttoquicklyspreadtransformaMveliteracyandthecourageandconnecMonstohelp

unlocktheunsustainablepath

dependenciesthatkeepsocie.es

hostagetoday.…ThisiswhatTheGreatMindshiYstandsfor.”(Göpel,2016,p.166)

•  … sotheQues.onis:•  Canuniversi.esbetheplacefora

greatmindshi{?Whenwecallfor

theintegra.onofSDGs… isthiswhatwehaveinmind?


MAXIMUMLEVERAGE

hpps://www.forexstrategieswork.com/


MaximumLeverage

humanpotenMal

•  Whatweknowandhowwe

thinkinfluences

–  Beliefs–  A|tudes

–  Ac.ons(Wals2017)

•  Shapes– Whoweare

–  Ourpresent(experienceof)–  Ourfuture


MaximumLeverage

humanpotenMal


Meadowsproposesadozen

placestointerveneinasystem

rankedbyincreasingorderof

effec.veness.

•  Thethreehighestpoints

are:

–  thegoalsofthesystem,

–  themind-setor

paradigmoutofwhich

thesystem—itsgoals,

structure/rules,delays,

parameters—arises,

–  thepowertotranscendparadigms.

(Meadows1999)

MaximumLeverage

GOAL-DRIVENTransi.ons



Reidetal2017

Bina•ICS-ULisboa

Costanzaetal.2016

OverarchingGoal:Aprosperous,highquality

oflifethatisequitablysharedandsustainable

Livingwellwithinenvironmenmental

limits(EEA2016)

DTUnit28/II/18 [email protected] 64

DTUnit28/II/18 [email protected]

Transi.ons&

Transforma.ons

Prac.ces

PoliciesThinking

Neednewprac.ces&

behaviours,policies,

thinking

toshape

values&worldviews

(EEA2016)

MaximumLeverage

APPLICATIONS

67

(EEA2016)

DTUnit28/II/18 [email protected]

‘New’

Thinking

Co-

crea.ve

processes

Foresight

Experimen-

ta.on

Trans-

disciplinary

MaximumLeverage

APPLICATIONS

68


Canwere-

imagine

ourselves?

1Aplace

to

Ques.on

&Expose

2

Maximum

Leverage

3

Transform

a.veKLP

4Whole

System

Change

5Role/

Func.on

6Aplace

to

Envision

TRANSFORMATIVEK,L,P:

A)COMPETENCES

Knowledge,Learning,Pedagogy


Transforma.veK,L,P

Kbeyondboundaries

7/11/18 Bina•ICS-ULisboa

More:Inter-

disciplinarity

More:Trans-

disciplinarity

Embodied

knowledge?

‘Scienceis

atitsbest

whenit

daresto

behuman’

Plait2018

Transforma.veK,L,P

Kbeyondboundaries

7/11/18 Bina•ICS-ULisboa

More:Diversity&

Plurality

Less:Conformity,

homogeneit

yand

uniformityLicence

tofail

‘Scienceis

atitsbest

whenit

daresto

behuman’

Plait2018

Transforma.veK,L,P

TLearningdefiniMon


Twobroadareas

•  Competenciesand

capabili.es&Howto

know

•  Content

•  Transforma.ve

Learning(Mezirow

1991):effec.ngchange

inaframeofreference

–  Habitsofmind

–  Pointsofview–  Biasesandassump.ons

– Waysofinterpre.ng

experience

Transforma.veK,L,P

Competencies


•  Empowertoques.onand

changeworldviews

(UNESCO2017)

•  Alterframesofreference

through

•  Cri.calreflec.on(Moore

2005),Self-reflec.on,

Reflexivity,Self-reflexivity

(May,Perry2017;

Molderez,Fonseca2017;

UNESCO2014)

•  4.7By2030,ensurethatalllearnersacquiretheknowledgeandskillsneededtopromote

sustainabledevelopment


Transforma.veK,L,P

buildingmomentum:SDG4

Transforma.veK,L,P

SDSN2017–UNESCO2017


Transforma.veK,L,P



Keycompetenciesforsustainability

•  Systemsthinking

•  An.cipatory•  Norma.ve

•  Strategic•  Collabora.on•  Cri.calthinking•  Integratedproblem-

solving

•  Self-awareness

Transforma.veK,L,P



Keycompetenciesforsustainability

•  Self-awarenesscompetency:theability

toreflectonone’sown

roleinthelocal

communityand(global)

society;tocon.nually

evaluateandfurther

mo.vateone’sac.ons;

andtodealwithone’s

feelingsanddesires.

UNLOCK

HUMAN

POTENTIAL

Ul.matedriverof

socialchange

Lociofchangeitself


Transforma.veK,L,P

Competencies:intra&interpersonal


Lukshaetal2017:Global

Educa.onFutures(GEF)

Report

•  Intra-personal–  Innerflourishing–  ListeningtoSelf–  Intui.on

•  Inter-personal–  Conviviality–  Considerate…

Transforma.veK,L,P

Competencies:intra&interpersonal


Fadeletal.2015:

•  PersonalgrowthCostanzaetal.2012,

Shephard2008;Taylor

2015;UNESCO2017:

•  EmoMonalmaturityfor

responsibledecision-

making

•  AffecMvedomain

Transforma.veK,L,P

Competencies:howtolearn


Diversity(Bateson2000)

•  Needtointegrateothersourcesfromdifferent

culturalbackgroundsand

tradi.ons

•  Toovercomewesternreduc.onism,dualis.c

views

•  Towardsamoreintegral,

systema.c

interdependence:

–  Culture–  Biology–  Ecology

•  Reflexiveawareness(see:Ques.on&expose)

–  AboutthelegiMmacyof

mul.plescienceandnon-

scienceperspec.veson

sustainability(Wals)

–  Aboutthelimitsofpresent

concep.onsof‘reliableknowing’(SlausandJacobs)

–  “Manisonlyapartoflarger

systemsandthatthepartcan

nevercontrolthe

whole.”(Bateson2000)

•  Meta-cogniMon(Fadeletal

2015)

TRANSFORMATIVEK,L,P:

B)CONTENT

Knowledge,Learning,Pedagogy


Transforma.veK,L,P

content


Content

Transforma.velearning

needstohavean‘endpoint

inmind’(DavidOrr)

Something>(end)

toguidecontent>(means)

OverarchingGoal:

EgCostanzaetal

2016:

Aprosperous,high

qualityoflifethatis

equitablyshared

andsustainable

Transforma.veK,L,P

content


•  Organicworldview(Lukshaetal)

•  Interconnectedness,

interdependencyandwholeness

(Sterling,Jucker,Wood,Gopel):

•  A‘suitablemindset….[isone]that

helpsilluminatethequaliMesof

human–human,human–nature,

andhuman–technologyrelaMons

sotheycanbegovernedtoward

thrivinginharmony’(Göpel,2016)

•  SystemicandholisMcapproaches

tosustainability:Threedivides:

Seealso:CompetencesUNESCO

Learningaboutsustainability

•  Theroleofhumansinecosystems

•  Ecologicalliteracy

•  Socialchange(Moore)

•  Thechangenecessaryfor

sustainablefutures(Wals)

•  Ethicaldimensionsofsustainability

Worldviews

•  EcologicalparMcipatoryworldview

thatvalueshumanpoten.altoapain

andsustainallwellbeing(peopleand

planet)(Sterling)

hpps://graphicriver.net/item/

sketch-geometric-shapes/

6660334

connected


TRANSFORM

C)‘WHATMATTERS’ETHICALTURNS

Inaddi.ontotheore.calknowledgeandprac.calskills


WhatMa_ers:ethicalturns

CCCB“Humans+TheFutureofOurSpecies”h_p://www.cccb.org/en/exhibiMons/file/human-/129032

24/IV/18 Bina•ICS-ULisboa

24/IV/18 Bina•ICS-ULisboa

'ques.oningthesystemicaspira.onsof

economicdevelopmentandefficiency:asystem

thatdesiresmachineswithhumanintelligence

andhumansthatcanperformlikemachines'

(WhoseUtopia,CaoFei,2006)

WhatMa_ers:ethicalturns

CCCB“Humans+TheFutureofOurSpecies”h_p://www.cccb.org/en/exhibiMons/file/human-/129032

Theageofhumanismisending

(Mbembe2016)

‘denigra.on’


WhatMapers:ethicalturns

Transmission/reflecMononVALUES

‘Theessenceofeduca.on…isthe

transmissionofvalues[…thatmust

become]theveryinstrumentsthrough

whichwelookat,interpret,and

experiencetheworld’

Whatdowegetfromeduca.ontoday?

‘Aviewoftheworldasawastelandin

whichthereisnomeaningorpurpose,

inwhichman’sconsciousnessisan

unfortunatecosmicaccident,inwhich

anguishanddespairaretheonlyfinal

reali.es’(Schumacher1974)

WhatMapers:ethicalturns

Transmission/reflecMononVALUES

‘Uncomfortable’

Westernsecularculture

hasnoclearplacefor

morallanguage,anditsuse

makesmanyprofoundly

uncomfortable(Neiman,

2009)


TRANSFORM

INSUMMARY


WHOLE-SYSTEMCHANGE


Canwere-

imagine

ourselves?

1A

placeto

Ques.o

n&

Expose 2

Maximu

m

Leverag

e

3

Transfor

ma.ve

KLP

4Whole

System

Change

5Role/

Func.on

6A

placeto

Envision

Whole-SystemChange

•  “[i]fhighereduca.onsectoristobe

transforma.ve,itneeds

totransform

itself”(Tilbury2011)

–  Anomaly(Molz,Assenza)

–  Paradox(Stephen,Graham)

•  systema.cchangethat

embracesnot‘just’

curricularandpedagogic

aspectsbutalsoholis.c

approachestotheoverall

governanceand

managementpracMces

thatarethefounda.onof

‘regimes’(Stephens,

Graham,2010)

•  (also:Beynaghietal,2016;Mader,2015;Molz,

Assenza,2016).


Whole-SystemChange

UNDESD

UnitedNa.onsdeclara.onoftheDecadeofEduca.onfor

SustainableDevelopment

•  Thepointistoengagewiththe“whole-system”ofeduca.on

througha“whole-ins.tu.on”approach(UNESCO,2014)

•  entailsfivetransforma.onsregarding:

–  1)researchplacinggreateremphasisonpolicyinfluence;

–  2)curriculastrivingtomovebeyondspecialism;

–  3)pedagogypromo.ngcoopera.on,student-centredteaching,

par.cipatorylearning;

–  4)engagementandleadershipinvolvingfaculty,governingbodies,

studentsandthecommunity;and

–  5)greeningopera.onscampuswide(UNESCO,2014).


‘hasyettooccur’

UNESCO2014

Whole-SystemChange

UNDESD

•  ‘theglobaltransforma.onof

highereduca.on

towardssustainable

developmenthasyetto

occur’(UNESCO,2014)


ARE‘WE’

PARTOFTHEPROBLEM?

INTREPIDJourney


‘IMAGINE’




SIXSTEPS


ROLE/FUNCTION:‘THINKCIVIC’


Canwere-

imagine

ourselves?

1A

placeto

Ques.o

n&

Expose 2

Maximu

m

Leverag

e

3

Transfor

ma.ve

KLP

4Whole

System

Change

5Role/

Func.on

6A

placeto

Envision

IntheAgeoftheAnthropocene

Whatareuniversi.esgoodAT?

Whatareuniversi.esgoodFOR?

Shutterstock - photos 7/XI/18 Bina•ICS-ULisboa

Source:IgorCampillo,Euskampus

Role/Func.on:

Role/Func.on:


Community

ofthinking

Civic

university

Role/Func.on:

Communityofthinking

•  First,asacommunityof

thinking:

–  ‘communityofthinkinginthe

broadsense’,andnotmerely

acommunityofresearchor

communityof

reason”(Loughead,2015:60)

•  toassumethatuniversi.es

haveafundamentalrolein

figh.ngconformisminthe

publicdebate,

•  becomingplaceswhere

educa.onmaybe

considereda‘prac.ceof

freedom’:

–  “themeansbywhichmen

andwomendealcri.callyand

crea.velywithrealityand

discoverhowtopar.cipatein

thetransforma.onoftheir

world”(Shaull,2000,34).


Role/Func.on

Civic

Second,ascivic

university


T LEARNING

Research & ACTION

PLURI-VER-CITY

WORLD

< Education (ACADEMIC & BEYOND)

Generation of SUSTAINABILIT

Y DRIVEN KNOWLEDGE &

CAPABILITIES

Adapted from DR M Wedgwood, Manchester Metropolitan University

Education relevant to the HUMAN POTENTIAL

Translation of knowledge into

DEEP UNDERSTANDING,

VISION, ACTION 1stmission

2ndmission

3rdmission


Adaptedfrom:IgorCampillo,Euskampus

Role/Func.on:

‘thinkcivic’?

APLACETOENVISION

Thecivicuniversityshouldofferthespaceandplaceforenvisioning

desiredfutures


Canwere-

imagine

ourselves?

1A

placeto

Ques.o

n&

Expose 2

Maximu

m

Leverag

e

3

Transfor

ma.ve

KLP

4Whole

System

Change

5Role/

Func.on

6A

placeto

Envision

Aplacetoenvisiondesiredfutures

•  Seecompetences:

an.cipatoryc.

•  Thecivicuniversitycan‘educatedesire’

–  Levitas2017:Wherethereisno

vision,thepeopleperish:a

utopianethicforatransformed

future


•  Ul.mately,higher

educa.onshouldaimat

thecrea.onofanew

society—non-violentand

non-exploitaMve—

consis.ngofhighly

cul.vated,mo.vatedand

integratedindividuals,

inspiredbylovefor

humanityandguidedby

wisdom.

UNESCO

UNESCOWorldDeclara.on

onHigherEduca.onforthe

21stCentury(1998,§6d)

Aplacetoenvisiondesiredfutures

Anthropocene

Ageofhumans

Becoming“aforceofnature”

’We’consumeresourcesat1.5.mes

theregenera.oncapacityofplanet

earth

Bina•ICS-ULisboa ©CCCB

Canwere-imagineoursleves

aspartofthe

solu.on?

Universi.es


&theageofHumanpoten.al

Thankyou

Canwere-

imagine

ourselves?

1Aplace

to

Ques.on

&Expose

2

Maximu

m

Leverage

3

Transfor

ma.ve

KLP

4Whole

System

Change

5Role/

Func.on

6Aplace

to

Envision

HTTP://WWW.INTREPID-COST.EU/

hpp://www.intrepid-cost.eu/the-future-of-university-as-if-sustainability-

mapered/

the future of universi.es: can we re-imagine...

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