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Arjen Wals
UNESCO Chair Social Learning & Sustainable Developm ent
Developing Sustainabilit y Com petence and 21th Century
Capacit ies through Transform at ive Agricultural Educat ion
Living in unusual t im es and the role of science
Doing the things we do bet ter or doing bet ter things?
Trends and counter- t rends in higher educat ion
Creat ing vital coalit ions and ecologies of learning
Key points
Erosion of t rust in science?
Are GMO-foods inevitable to feed the world?
I s hum an caused clim ate change a fact?
Are solar panels sustainable? Wind- turbines?
I s ‘organic’ sustainable and locally grown bet ter?
Are vegetables grown in cit ies healthy?
Should m en over 50 be tested for prostate cancer?
I s soy m ilk healthier than cow m ilk? I s it more sustainable?
..... .
. . . . . .
GREEN Economy?
Source: The Guardian
Tw
o t
ime
s..
.
2x
le
ss
2x
he
alt
hie
r2
x m
ore
Four possible approaches
societal developm entst ransit ionincrem entalte
ch
no
log
ica
l d
ev
elo
pm
en
tstr
an
sit
ion
incre
me
nta
l
m etropolitan
agriculture
reducing w aste
circular econom y
healthy foodaquaculture
protein
alternat ives
increase
resource use
efficiency
accessibility
GMO
prom ote
eco- literacy
blue revolut ion
Sustainable Food Pyram id
foodqualityhealthy,
nut r it ious,enjoyable
food safety
reliable, non- toxic
food security
availabilit y & access
toin
teg
rate
da
pp
roa
ch
fro
m
na
rro
w
A clear problem with
a clear solut ion
Predictable
St raight forward
Obvious
Many fam iliar elem ents
Hidden root courses
Non- linear
I nter-operat ing parts
affect each other
Problem and solut ion not
understood and keep
shift ing when we t ry to
define them
Am biguous, chaot ic
Many stakeholders with
Conflict ing perspect ives
Many elem ents are hidden
And unknown
No r ight / wrong solut ion
Not -quant ifiable
No precedents
The problem and the
solut ion are not clear but
can be understood with
t im eSu
mm
ary
Pro
pe
rtie
s
Su
mm
ary
Su
mm
ary
Pro
pe
rtie
s
Pro
pe
rtie
s
Source: Rob Gibson, 2013
EASY TO SOLVE RESI STS SOLVI NG RESI STS DEFI NI NG
‘ We are drowning in information while
starving for wisdom’E.O. Wilson, 1998, p. 300)
Trends and counter-trends in higher education
1. Science for impact factors – science for society
2. Increasing efficiency– promoting authentic learning
3. Science as ‘commodity’ – science as ‘community’
trend counter-trend
Science for impact factors – trend
T1990 2000 2010
Time to read/review
n-publicationsn-scientists
What’s you h-
factor?
Source: http://www.educause.edu/ero/article/minds-fire-open-education-long-tail-and-
Source: http://www.educause.edu/ero/article/minds-fire-open-education-long-tail-and-learning-20
Content
Resilience, Alternat ive Dev.,
Sust . Cont ract ion/ I ntensificat ion
Cradle- to-cradle
Content
Resilience, Alternat ive Dev.,
Sust . Cont ract ion/ I ntensificat ion
Cradle- to-cradle
Research
Phronesis,
Reflexive praxis
Civic science
Research
Phronesis,
Reflexive praxis
Civic science
Pedagogy & ,
learning
System s thinking
Social learning
I ntegrat ive design
Values & ethics
Pedagogy & ,
learning
System s thinking
Social learning
I ntegrat ive design
Values & ethics
Facilitat ing
Educat ion
for the 2 1 th
Century
Facilitat ing Facilitat ing
Educat ion Educat ion
for the 2 1 th for the 2 1 th
CenturyCentury
Society
World of business, cit izens and governance
Operat ing within m ult i-stakeholder
environm ents
Societal im pact
Society
World of business, cit izens and governance
Operat ing within m ult i-stakeholder
environm ents
Societal im pact
Place- based inst itut ional pract ices
Walking the talk: experim ent ing with and learning from creat ing sustainabilit y on locat ion
Place- based inst itut ional pract ices
Walking the talk: experim ent ing with and learning from creat ing sustainabilit y on locat ion
Adapted from Siemens, G. (2005)
21th Century Sustain“abilities”
Critical dimension
Dynamics & contents of sustainability
Change & Innovation
Existential dimension
• Sustainability literacies • Systems thinking • Adopting an integral view
• Questioning hegemony and routines• Analysing normativity• Considering ethics
• Leadership and entrepreneurship • Unlocking creativity, utilizing diversity • Appreciating chaos & complexity • Empowerment and collective change
• Connecting with people, places and other species• Passion, values and meaning-making
Key Points21st Century Agricultural Education requires space for systems thinking, integrative design and multiple ways of knowing.
21st Century Agricultural Education requires new competencies also for facilitators/educators/administrators
Blurring the boundaries between institutional, community-based and workplace learning is essential (hybrid learning in vital coalitions of multiple-stakeholders)
Critical thinking (e.g. questioning taken-for-granted values, behaviours and systems), diversity and participation are essential components of 21st Century Agricultural Education
Sustainability can become a catalyst of innovation in research and education with people and planet in mind
