Master in SD - Ht 2006/ Crossdisciplinary Education for Sustainable Development (ESD) A Conceptual Framework -Studying at the Crossroads-

Master in SD - Ht 2006/ Writing exercise The purpose with this exercise is to give you the opportunity to get a hold on some of your own understandings on today’s topic - crossdisciplinary higher ESD Instructions –Pencil/pen and paper –Write on my command – keep on writing… –No talking –About three minutes for each question –Just for your own attention

Master in SD - Ht 2006/ Questions What is significant for crossdisciplinary higher ESD (CHESD)? Who is/can/should be the one who practices crossdisciplinary skills in CHESD? Why is CHESD important?

Master in SD - Ht 2006/ Studying at the Crossroads 1.What is significant for CHESD? 2.Who is/can/should be the one who practices crossdisciplinary skills in your CHESD course at Cemus? 3.Why is CHESD important?

Master in SD - Ht 2006/ One theme – several perspectives The basics for any CHESD: The scientific community has many monodisciplinary cultures With more or less different rationalities

Master in SD - Ht 2006/ Crossdisciplinary HESD – an umbrella concept Monodisciplinary higher Education –Zero disciplinary integration Multidisciplinary higher education –Integration by addition of disciplinary perspectives Interdisciplinary Higher education –Integration by a combination of disciplinary theories and methods Transdisciplinary higher education –Integration by a combination of disciplinary and non- scientific questions, theories and methods

Master in SD - Ht 2006/ CHESD Multidisciplinary HESD Interdisciplinary HESD Transdisciplinary HESD

Master in SD - Ht 2006/ (a) Monodisciplinary HESD gives a disciplinary perspective One theme/question/problem is being treated from the perspective of one, mono- discipline Monodisciplinary HESD produces a coherent body of knowledge of a specific theme/question/problem

Master in SD - Ht 2006/ Example: A monodisciplinary study of Jonas Eric Jönsson’s case Medicine: Which deceases did Jönsson catch in his line of work? Choices of methods, theories, and interpretative models suitable for a medical study of Jönsson’s condition Results: 1… 2… 3… 4… 5… 6… 7…

Master in SD - Ht 2006/ (b) Multidisciplinary HESD adds several disciplinary perspectives One theme/question/problem is being treated from the perspectives of several parallel disciplinary perspectives Adds several theoretical, methodological disciplinary perspectives on a common theme/question/problem Produces several distinct coherent bodies of knowledge of a specific theme/question/problem

Master in SD - Ht 2006/ Multidisciplinary HESD Several disciplinary perspectives: –Questions –Methods –Material –Theories –Results Connections not necessary

Master in SD - Ht 2006/ (c) Interdisciplinary HESD combines several disciplinary perspectives One theme/question/problem is being treated with the combination of several disciplinary theories and methods Combines several theoretical, methodological disciplinary perspectives on a common theme/question/problem Produces a, or several, new coherent body/ies of knowledge of a specific theme/question/problem, which cannot be reached from the perspectives of mono- or multidisciplinary HESD

Master in SD - Ht 2006/ Interdisciplinary HESD Medical Q’s, Theories, Methods Economy Q’s, Theories, Methods History Q’s, Theories, Methods The theories and methods of the inter- Discipline: Medical economic history Results: 1… 2… 3… 4… 5… 6… 7…

Master in SD - Ht 2006/ (d) Transdisciplinary HESD combines several disciplinary and non-scientific perspectives “Transquestions”, i.e. Q’s regarding one theme/question/problem is being formulated as a consequence of a dialogue process with representatives from several disciplines and non-scientific fields such as e.g. artistic practices Produces new questions, theories, and methods to be used on one main theme/question/problem Produces a, or several, new coherent or incoherent body/ies of knowledge of a specific theme/question/problem, which cannot be reached from the perspectives of mono-, multi- or interdisciplinary HESD

Master in SD - Ht 2006/ Transdisciplinary HESD Medical Q’s, Theories, Methods Economy Q’s, Theories, Methods History Q’s, Theories, Methods The Qestions theories and methods of the Trans- Discipline: Bastard Mobility Studies Results: 1… 2… 3… 4… 5… 6… 7… Artist Q’s, Theories, Methods “Silent” knowledge and skills…

Master in SD - Ht 2006/ Who is/can/should be the one who practices crossdisciplinary skills in your CHESD course at Cemus? Complementary Teaching Strategies –Mono-, Multi-, Inter-, and Transdisciplinary HESD are four complementary teaching strategies What is being studied Resources (teaching experience and training, funding, housing, guest lecturers, university demands, psychosocial climate, formal structures, etc) Crossdisciplinary ESD-teaching methods

Master in SD - Ht 2006/ Cemus is mainly using a multidisciplinary teaching strategy Environment- and Development Studies Guest lecturers Students Teaching assistants

Master in SD - Ht 2006/ Cemus is however also using inter-, and perhaps even transdisciplinary teaching strategies Students Guest lecturers Environment- and Development Studies Teaching Assistant

Master in SD - Ht 2006/ Lecturer – a monodisciplinary perspective Teaching Assistants– fusing together, overlapping, illuminating and clarifying relationships between different perspectives, etc. Student– integrates (adds and combines) Crossdisciplinary knowledge: –Literature, material. –Studying technique, exams, exercises, etc. –Previous experiences, knowledge and skills

Master in SD - Ht 2006/ Why is CHESD important? ”Most of the environmental problems are so complex that monodisciplinary knowledge is not enough in order for us to understand and deal with the problem in question. For Mistra, interdisciplinarity means to combine knowledge from several disciplines in order to understand and contribute to the solution of complex environmental problems. Often, this means mutual efforts to cross over the boundaries between science/technology and the social sciences/economy and the humanities” (Mistra. My translation)

Master in SD - Ht 2006/ ”Many and diverse illuminations of economic, social, and ecological conditions and processes, are being treated as integrated phenomena with the support from crossdisciplinary teaching methods” (Lärande för hållbar utveckling [Education for Sustainable Development], SOU 2004:104. My translation.) Central in ESD

Master in SD - Ht 2006/ Env. Ed. TraditionFact based EENormative EEESD Political and moral reference point A-political & a-moralMorally and politically normative Morally and politically critical Central subjects and areas of knowledge Natural scienceNatural science and aspects of social science Econ, soc, and ecol. perspectives + ethical and aesthetical aspects Organisations of lessons and teaching materials Separate subjectsThematicIntegrated Time perspectivePresentPresent and futureFuture in relation to past and present Geographical perspective LocalLocal and globalLocal, regional, and global incorporated Main teaching methidFactual info from teacher to studenet Student active in the development of knowledge and values Critical discussions based on a number of alternatives StudentsPassiveActiveAcvtive and critical Planning and Democracy Teacher plans based on observations and exp. Of student’s input Teacher and students plan together Students plan under teacher supervision

Master in SD - Ht 2006/ Studying at the Cross Roads What is significant for crossdisciplinary higher ESD (CHESD)? –Umbrella concept with several (four) complementary CHESD-strategies Who is/can/should be the one who practices crossdisciplinary skills in CHESD? –Guest Lectures, the student, Teaching assistants, literature, material, exercises, etc –Problem, resources, and methods… Why is CHESD important? –The problems are complex… –The future needs people with CD-competence…

Master in SD - Ht 2006/ ?