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)l.t.gray@abdn.ac.uk

Oscarsborg 26th November 2009Oscarsborg, 26th November 2009

Exploring for energy

Drilling for oilStoring carbon

Harnessing wind power

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.

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

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

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).

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?

…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.

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

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).

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

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

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

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)

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.

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.

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

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

The Earth’s natural systems provide services whichThe Earth s natural systems provide services which are limited both in ‘quantity’ and ‘rythm’

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)

The hurricane Isabel (13.09.2003) moving at 150miles/h north east of Puerto Ricoeast of Puerto Rico

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

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)

Agricultural activities and mineral extraction in Kazakistang

FFrom Im

hooffet al, 20004

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).

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

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)

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

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.

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

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

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)

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

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…

Trading of goods and of natureTrading of goods ... and of natureIncrease in the exports of goods in the last 30 years

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”.

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”.

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

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

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,

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…

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

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

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…

… 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

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

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

…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.

Living in a terrarium ( b d )(questioning boundaries)

Wackernagel, M. and Rees, W. (1996) Our ecological footprint. New Society Publishers

Facts and values… are interwovenFacts and values… are interwovenThe compass rose

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

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.

Case-study/role-play simulationy p y

Aquacultureq

larvae

Hi hf d

Aquaculturewater

High production

feed

qwater

machineriesjobs

machineries

antibiotics

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

Fish

Global

Aquaculture

capitalsWater

q

Energy

Global exports of

prawnsEnergy

Flows of energy and matter cycles

Worldviews Experiences of

nature

Worldviews, values and

beliefs

Taking on a role...g

knowledge

values

l

knowledge

language

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

Outside the boundaries

The voices of the others

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

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

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”

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

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.