DECISION -MAKING STRUCTURES FOR IMPLEMENTING ESF IN EDUCATION AND BUSINESS 3 x Globalization: G,G...

Decision-Making Structures for Implementing ESF in Education and Business

Presentation for ‘International Conference for Sustainable Development’ , 19-22 May 2004, Braga, Portugal http://www.iep.uminho.pt/gedse/

SFI Sustainable Future Instructions

Dieter Gross, Email: instruct@sustain-future.org

Today conflicts of interconnected economic, social and environmental dimensions are facing the individual. Meanwhile each of us is confronted with local and global challenges since governments have given responsibility back to the individual. Therefore Education for a Sustainable Future will be a good vehicle to cope with these conflicts. This way of holistic thinking will empower the individual and the group to act responsibly, led by commonly shared or controversially debated values. To accomplish this you are dependent on decision-making structures - where the conflicting issues are revealed and options offered. This approach is also needed to develop visions and changes within society. But there is still a decisive lack - the result of the continuous debate within the international community resembles more a debris of ephemeral headlines on 'sustainability' than a cornucopia of 'best practices' for implementing ESF. The announcement of a Decade of Education for a Sustainable Development (DESD) stresses the necessity of filling the gap. Presently there are no instructional materials which help teachers, students and the public to accomplish these needs. The presentation will introduce designs of decision-making structures which have been accepted internationally and which make it doable to implement the principle of sustainability in curricula, in lessons as well as in Executive Education for Sustainability. The available curriculum has been welcomed by international institutions

(European Commission, OECD, UNEP, World Resources Institute, MONBUSHO [Tokyo])

and a lot of European Ministries for Environment and Education. A list of comments in

http://home.t-online.de/home/Dieter.Gross/comeuro.htm

DECISION -MAKING STRUCTURES FOR DECISION -MAKING STRUCTURES FOR IMPLEMENTING IMPLEMENTING ESFESF IN EDUCATION AND IN EDUCATION AND

BUSINESSBUSINESS

3 x3 x Globalization: Globalization: G,GG,G

Dieter GrossDieter Gross

BUSINESSBUSINESS

3 x3 x Globalization: Globalization: G,G…G,G…………………....GG

BUSINESSBUSINESS

3 x3 x Globalization: Globalization: G,G…G,G…………………....GG Cultural Globalization - A Key AgentCultural Globalization - A Key Agent for Education for Education Globalization - how to react ?Globalization - how to react ? Vanishing ResponsibilityVanishing Responsibility Decision-Making Structures Decision-Making Structures Implementing these structures in Education and Implementing these structures in Education and

BusinessBusiness

Market pressure

SFI SUSTAINABLE FUTURE INSTRUCTIONS

ECONOMIC GLOBALIZATION

ECOLOGICAL GLOBALIZATION

Environment

CULTURAL GLOBALIZATION

The individual and the community are asked to transform pressures?

WHAT KIND OF CONCEPT?

BY A NEW KIND OF THINKING

Global Learning vs. Globalization

Cultural GlobalizationCultural Globalization

Unemployment, structurally caused

Global warming

Migration

Consequences of Globalization, examples

Global IssuesGlobal Issues

Unemployment,structurally caused

Global warming

Migration

Global Learning is asked to set something against the ‘negative’ consequences of globalization:for being able to cope with the above problems andother issues

Global Learning vs. GlobalizationGlobal Learning vs. Globalization

Global warming

Migration

education for thecross-sectoral linkage of economy-society-environment

interculturaleducation

developmenteducation

Global LearningGlobal Learning

Global warming

Migration

education for thecross-sectoral linkage of economy-society-environment

interculturaleducation

developmenteducation

Sustainable Development

includes these dimensionshuman rights, freedom, democracy;good governance,corporate governance

Case Study: CO2- Emissions

Sustainable DevelopmentSustainable Development

ECONOMY

Energy

CO2-Emissions

Globalization: ProcessesGlobalization: Processes

ECONOMY

Energy

CO2-Emissions

Globalization: ProcessesGlobalization: Processes

Global Warming

ENVIRONMENT

ECONOMY

Energy

CO2-Emissions

Globalization: ProcessesGlobalization: ProcessesENVIRONMENT

Global Warming

ENVIRONMENT

e.g.Desertification

ECONOMY

Energy

CO2-Emissions

Global Warming

ENVIRONMENT

e.g.Desertification

Migration

ECONOMY

Energy

CO2-Emissions

Global Warming

ENVIRONMENT

Desertification

MigrationECONOMY

Social instability - enforced by lack of cultural competence

ECONOMY

Energy

CO2-Emissions

Global Warming

ENVIRONMENT

e.g.Desertification

MigrationECONOMY

Social instability - enforced by lack of cultural competence

SOCIETYPrinciples for a SustainableFuture

Vanishing ResponsibilityVanishing Responsibility

There is a decoupling of natural processes and human impacts and effects.

A spatial and temporal separation of those who cause the effects and those who are affected by these. The relationship between individual acting and its subsequent effects cannot be experienced any longer directly, whereby responsibility fades away.

Which are the criteria for ESF Which are the criteria for ESF in Decision-Making Products? in Decision-Making Products?

ACTIVE RESPONSIBILITY TOWARDS REGIONAL AND GLOBAL ISSUES

CHALLENGE TO STRIVE FOR SOLIDARITY: NOW AND IN THE FUTURE

READINESS TO COMMUNICATE WITH PEOPLE OF DIFFERENT CULTURES

EVOKE AWARENESS ON BEING DEPENDENT ON 'NEW THINKING'

V A L U E S

How to create decision-making How to create decision-making structures?structures?ECONOMY ENVIRONMENT

SOCIETY

EXPORT OF WHEAT

SOCIETY

EXPORT OF WHEATDEGRADATIONOF SOIL

SOCIETY

Mexico: Tortillas, traditional food

SOCIETY

Mexico: Toast instead of Tortillas

How to create decision-making How to create decision-making structures?structures?

How to create decision-making How to create decision-making structures? structures? Example !Example !

ECONOMYModern farming techniquesand conse-quences for the ecosystem as well as for the socio-economic system indistant regions

Export of wheat to reduce an unfavourable balance of trade, e.g. USA

ENVIRONMENT

Export of wheat to reduce an unfavorable balance of trade, e.g. USA

Export of fertile topsoils, decrease of genetic variety in the USA and “Toast instead of Tortillas” in Mexico

ECONOMYModern farming techniquesand conse-quences for the ecosysten as well as for the socio-economic system indistant regions

ENVIRONMENT

SOCIETY

ENVIRONMENT

Balancing out!Balancing out!

SOCIETY

ENVIRONMENT

Balancing out!Balancing out!

SOCIETY

VALUES

Balancing out! Balancing out!

ECONOMY

ENVIRONMENT

SOCIETY

VALUES

Intra- and intergenerative responsibility

Self-responsibility and solidarity

Sustainable Future Thinking

ECONOMYModern farming techniquesand conse-quences for the ecosyste as well as for the socio-economic system indistant regions

ENVIRONMENT

Reducing 'perverse‘ subsidiesFarming which cooperates with the environmentLess intensification

SOCIETY

Decision-Making StructureDecision-Making Structure

Agriculture in Highly Advanced

Economies: Export of wheat to

reduce a negative balance

of trade, e.g. U.S.A.

Reducing perverse subsidies

Political imperative: City planning for a Sustainable Future Objectives: A livable and sustainable city; Mixture of housing (30%) and services(70%). Knowledge industrycould be partly moved into the vicinity.Appropriate measures should be taken to avoid urban sprawl and/or the doughnut phenomenon

ECONOMYECONOMY SOCIETY SOCIETY ENVIRONMENTENVIRONMENT

AGRICULTUREAGRICULTURE

INNER CITIESINNER CITIES

Mega-Cities (Growing Cities): Structural change of economic sectors towards services, cities as centers of services will grow but followed by further crises. In order to cope with these issues additional resources must be allocated - due to inborn genetic deficiencies of mega – cities.

The inner city will lose residents, therefore increase of offices vs. decrease of housing.

Suburbs will grow - more noise and air pollution caused by urban traffic since there will be more commuters.

Economic pressure: Continuous demand for property in the CBD. Face-to-Face business.

Decentralisation of services by making use of high-speed-systems (train). Improving living conditions in the inner city. And loop roadsshould be merged with green axis

Results of densely populated areas: - Heaps of waste and noise - Missing social consensus

HOUSING

CurriculumCurriculum

Agriculture in Highly Advanced

Economies: Export of wheat to

reduce a negative balance

of trade, e.g. U.S.A.

Reducing perverse subsidies

Political imperative: City planning for a Sustainable Future Objectives: A livable and sustainable city; Mixture of housing (30%) and services(70%). Knowledge industrycould be partly moved into the vicinity.Appropriate measures should be taken to avoid urban sprawl and/or the doughnut phenomenon

Decentralisation of services by making use of high-speed-systems (train). Improving living conditionin the inner city. And loop roadsshould be merged with green axis

0BJECTIVE0BJECTIVE ECONOMYECONOMY ENVIRONMENTENVIRONMENT

AGRICULTUREAGRICULTURE

INNER CITIESINNER CITIES

Mega-Cities (Growing Cities): Structural change of economic sectors towards services, cities as centers of services will grow but followed by further crises. In order to cope with these issues additional resources must be allocated - due to inborn genetic deficiencies of mega – cities.

The inner city will lose residents, therefore increase of offices vs. decrease of housing.

Suburbs will grow - more noise and air pollution caused by urban traffic since there will be more commuters.

Economic pressure: Continuous demand for property in the CBD. Face-to-Face business.

Results of densely populated areas: - Heaps of waste and noise - Missing social consensus

HOUSING

Content Themes

UNESCO

Planning

Project Domain

Survey

Indicators for SD

DESDGerman-Japanese Cooperation: DESD-Project

Educators of Germany and Japan will work together, following UNESCO’s framework of the Decade of Education for Sustainable Development 2005 -2014, initiated by the Japanese Government in Johannesburg, (WSSD, 2002)The “Germany-Year in Japan 2005/2006” is an additional opportunity to start a viable cooperation among German and Japanese teachers and students to find strategies of how to implement the principle of Sustainability in education.

In order to cope with global changes (syndromes) and the disadvantages of globalization everyone has to accept and practice responsibility.

Germany and Japan face various economic, environmental and social problems (e.g. demographic ones) which are alike, therefore cooperating may be worthwhile. The most promising strategy in doing so will be based on Education for a Sustainable Future.

Dieter Gross, Prof. Dr. Shuichi Nakayama. appointed by the German Foreign Office Professor, Hiroshima University of Economics Professor Emeritus, Hiroshima University Member, Japanese National Commission for UNESCO Chair, Educating Sub-Committee, Japanese National Commission for UNESCO

Initiated and supported by:Association of German-Japanese Societies, The President and NGO-Coordinator for the “Germany-Year in Japan 2005/2006” Dr.Thilo Graf BrockdorffEducation for a Sustainable Future ESFSustainable Future Instructions SFI

DECISION -MAKING STRUCTURES FOR IMPLEMENTING ESF IN EDUCATION AND BUSINESS 3 x Globalization: G,G...

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