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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: [email protected]
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
DECISION -MAKING STRUCTURES FOR DECISION -MAKING STRUCTURES FOR IMPLEMENTING IMPLEMENTING ESFESF IN EDUCATION AND IN EDUCATION AND
BUSINESSBUSINESS
3 x3 x Globalization: Globalization: G,G…G,G…………………....GG
DECISION -MAKING STRUCTURES FOR DECISION -MAKING STRUCTURES FOR IMPLEMENTING IMPLEMENTING ESFESF IN EDUCATION AND IN EDUCATION AND
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
SFI SUSTAINABLE FUTURE INSTRUCTIONS
Unemployment, structurally caused
Global warming
Migration
Consequences of Globalization, examples
Global IssuesGlobal Issues
SFI SUSTAINABLE FUTURE INSTRUCTIONS
Unemployment,structurally caused
Global warming
Migration
Consequences of Globalization, examples
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
SFI SUSTAINABLE FUTURE INSTRUCTIONS
Unemployment,structurally caused
Global warming
Migration
Consequences of Globalization, examples
Global Learning is asked to set something against the ‘negative’ consequences of globalization:for being able to cope with the above problems andother issues
education for thecross-sectoral linkage of economy-society-environment
interculturaleducation
developmenteducation
Global LearningGlobal Learning
SFI SUSTAINABLE FUTURE INSTRUCTIONS
Unemployment,structurally caused
Global warming
Migration
Consequences of Globalization, examples
Global Learning is asked to set something against the ‘negative’ consequences of globalization:for being able to cope with the above problems andother issues
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
SFI SUSTAINABLE FUTURE INSTRUCTIONS
ECONOMY
Energy
CO2-Emissions
Globalization: ProcessesGlobalization: Processes
SFI SUSTAINABLE FUTURE INSTRUCTIONS
ECONOMY
Energy
CO2-Emissions
Globalization: ProcessesGlobalization: Processes
Global Warming
ENVIRONMENT
SFI Sustainable Future Instructions
ECONOMY
Energy
CO2-Emissions
Globalization: ProcessesGlobalization: ProcessesENVIRONMENT
Global Warming
ENVIRONMENT
e.g.Desertification
SFI Sustainable Future Instructions
ECONOMY
Energy
CO2-Emissions
Globalization: ProcessesGlobalization: ProcessesENVIRONMENT
Global Warming
ENVIRONMENT
e.g.Desertification
Migration
SFI Sustainable Future Instructions
ECONOMY
Energy
CO2-Emissions
Globalization: ProcessesGlobalization: ProcessesENVIRONMENT
Global Warming
ENVIRONMENT
Desertification
MigrationECONOMY
Social instability - enforced by lack of cultural competence
SFI Sustainable Future Instructions
ECONOMY
Energy
CO2-Emissions
Globalization: ProcessesGlobalization: ProcessesENVIRONMENT
Global Warming
ENVIRONMENT
e.g.Desertification
MigrationECONOMY
Social instability - enforced by lack of cultural competence
SOCIETYPrinciples for a SustainableFuture
SFI Sustainable Future Instructions
Vanishing ResponsibilityVanishing Responsibility
SFI Sustainable Future Instructions
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
SFI Sustainable Future Instructions
How to create decision-making How to create decision-making structures?structures?ECONOMY ENVIRONMENT
SOCIETY
EXPORT OF WHEAT
?
SFI Sustainable Future Instructions
How to create decision-making How to create decision-making structures?structures?ECONOMY ENVIRONMENT
SOCIETY
EXPORT OF WHEATDEGRADATIONOF SOIL
?
SFI Sustainable Future Instructions
How to create decision-making How to create decision-making structures?structures?ECONOMY ENVIRONMENT
SOCIETY
EXPORT OF WHEATDEGRADATIONOF SOIL
Mexico: Tortillas, traditional food
?
SFI Sustainable Future Instructions
How to create decision-making How to create decision-making structures?structures?ECONOMY ENVIRONMENT
SOCIETY
EXPORT OF WHEATDEGRADATIONOF SOIL
Mexico: Toast instead of Tortillas
?
SFI Sustainable Future Instructions
How to create decision-making How to create decision-making structures?structures?
SFI Sustainable Future Instructions
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
SFI Sustainable Future Instructions
How to create decision-making How to create decision-making structures?structures?
ECONOMYModern farming techniquesand conse-quences for the ecosystem as well as for the socio-economic system indistant regions
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
SFI Sustainable Future Instructions
How to create decision-making How to create decision-making structures?structures?
ECONOMYModern farming techniquesand conse-quences for the ecosysten as well as for the socio-economic system indistant regions
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
SOCIETY
?
SFI Sustainable Future Instructions
How to create decision-making How to create decision-making structures?structures?
ECONOMYModern farming techniquesand conse-quences for the ecosystem as well as for the socio-economic system indistant regions
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
Balancing out!Balancing out!
SOCIETY
SFI Sustainable Future Instructions
How to create decision-making How to create decision-making structures?structures?
ECONOMYModern farming techniquesand conse-quences for the ecosystem as well as for the socio-economic system indistant regions
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
Balancing out!Balancing out!
SOCIETY
VALUES
Balancing out! Balancing out!
SFI Sustainable Future Instructions
How to create decision-making How to create decision-making structures?structures?
ECONOMY
ENVIRONMENT
SOCIETY
VALUES
Intra- and intergenerative responsibility
Self-responsibility and solidarity
Sustainable Future Thinking
SFI Sustainable Future Instructions
How to create decision-making How to create decision-making structures?structures?
ECONOMYModern farming techniquesand conse-quences for the ecosyste as well as for the socio-economic system indistant regions
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
Reducing 'perverse‘ subsidiesFarming which cooperates with the environmentLess intensification
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.
Export of fertile topsoils, decrease of genetic variety in the USA and “Toast instead of Tortillas” in Mexico
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.
Export of fertile topsoils, decrease of genetic variety in the USA and “Toast instead of Tortillas” in Mexico
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
Links
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