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   Taking the Complex Dynamics of Human–Environment–Technology Systems Seriously: A Case Study in Doctoral Education at the University of LuxembourgKönig, Ariane  ; ; Raber, Bo Manuel et alin Frontiers in Sustainability (2021), 2 Our existential sustainability challenges involve human–environment–technology systems that are complex, dynamic and tightly coupled. But at universities, knowledge, in teaching and research, is mostly ... [more ▼] Our existential sustainability challenges involve human–environment–technology systems that are complex, dynamic and tightly coupled. But at universities, knowledge, in teaching and research, is mostly organized into discrete parcels, the disciplines. These are further divided into the categories of natural sciences, social science and the humanities. This paper addresses the question of how in their training of researchers, universities can equip them to better understand their roles and also to act as change agents. It describes a doctoral school course in transferable skills that is offered across faculties. The unique aim of the course is to provide a space for reflection on different research paradigms and the way they differ in their framing the role of a scientific researcher in pluralist societies that face existential challenges. The course introduces diverse more recent approaches to scientific inquiry that harness the potential of democratizing science in our networked knowledge society, including critical interdisciplinarity, post-normal science, citizen science and transformative sustainability science, that complement normal disciplinary research practices. [less ▲] Detailed reference viewed: 148 (14 UL)SCHOOL FUTURES - Using scenario approaches to inform transformation initiatives in the Luxembourg school systemKönig, Ariane ; Raber, Bo Manuel ; et alin European Court of Auditors Journal (2021), (1), 193-199 Alternative, plausible, but challenging visions of the future – called scenarios – help us to explore the future today, to familiarise ourselves with a ‘systems thinking’ approach, and to strengthen our ... [more ▼] Alternative, plausible, but challenging visions of the future – called scenarios – help us to explore the future today, to familiarise ourselves with a ‘systems thinking’ approach, and to strengthen our ability to address the uncertainties of tomorrow. This anticipation competency, that also includes a capacity for systemsthinking and making normative judgements, isparticularly important for younger generations still at school. In Luxembourg, the Education Scenarios Project served to develop a set of nationalscenarios for education, andthe sequel Schol Futures Project helped to leverage these scenarios in school development processes that engaged students as well as teachers in futureoriented systems thinking. Ariane König, Senior Research Scientist at the University of Luxembourg, Ciaran McGinley, Senior Associate at NormannPartners, Bo ManuelRaber of the University of Luxembourg, Francis Schartz, former president of the Luxembourg National Council for Sustainability, and Gerard Drenth, Senior Associate at Normann Partners, worked with in collaboration with diverse stakeholders in the Luxembourg education system, including with students and teachers from three different schools in Luxembourg. Below they share insights and experiences relating to the scenario approaches used. [less ▲] Detailed reference viewed: 167 (16 UL) |
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