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... Sustainable development (SD) as a societal process towards sustainability of landscapes in a non-disciplinary reality is a major challenge for researchers, planners, and land managers [1]. Planning processes involve both the social system, with its actors and stakeholders from multiple sectors and levels [2,3], and sustainability consequences in a geographical area with biophysical, anthropogenic, and perceived dimensions [4,5]. ...
... However, the Mistra research council had indeed partly adapted to this need by issuing projects lasting for 3 + 3 years. TD research has similarities with concepts like experiential and problem-based learning (PBL), which is an approach to learning in which students collaboratively solve problems and reflect on their experiences and search for new knowledge [1,91,92]. Some characteristics of PBL are that learning is driven by challenging, open-ended problems where students are encouraged to work in small collaborative groups and with teachers as supporting facilitators of the learning process. ...
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While transdisciplinary (TD) research is desired in order to solve real world sustainability issues, this may be challenging for both academic and non-academic participants. Supporting learning through evaluation, we analyzed a project aiming at sustainable transport infrastructures. After developing a TD research framework as a benchmark, two external independent evaluators interviewed all project researchers, representatives for end-users, and donors. The evaluators compared results with the framework, and evaluators and participants critically reflected on the results together. There were three inconsistencies relative to the framework: (1) limited understanding of TD research among project management, end-users, and most of the researchers; (2) no structured learning process among end-users; instead, they expressed very diverse opinions about what they expected from the project; (3) project leaders had limited understanding of the special challenges of TD research, did not fully understand the status of the project’s social system, and thus did not act as facilitators of the required collaborative learning process. Non-academic participants saw themselves as customers and not as partners in the knowledge production process. We conclude that TD problem-solving research requires much time and needs facilitation and training. A preparatory phase with a lower level of funding would be helpful in preparing for TD processes.
... To do so, we need to consider rst what is the sustainable scale (e.g. achieving a satisfactory quality of life with the minimal level of ecological degradation) to inform the just distribution necessary to e ciently allocate energy resources in a way that maximizes well-being and enables a just energy transition (Daly 1992;Farley et al. 2005), as illustrated in Figure 6.2. We propose targets for each of these three EE pillars below. ...
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Energy availability supports the realization of all Sustainable Development Goals (SDGs). This chapter delves into the shortcomings of SDG 7, affordable and clean energy, from an ecological economic perspective. Addressing sustainable scale, just distribution, and efficient allocation, this analysis demonstrates the need to develop more holistic SDG 7 targets that center on well-being within planetary boundaries, while breaking from the imperative of (un)economic growth for high-energy societies. The chapter emphasizes the importance of essential concepts for an energy transition, including net energy, energy footprint, energy density, rebound, and sufficiency. These concepts can be used to guide the formulation of targets that account for embeddedness of human energy systems within the broader earth communities, and thus more fundamentally consider what is needed to ensure energy for all.
... Some common triggers include documentary films, newspaper clippings, field trips or presentations from people working in the field. [4] Having proper interest in the subject, learners will begin to move away from seeing a teacher as an 'expert,' and will instead start constructing their own base of knowledge such as evidence of the problem, facts and figures, and yet to be tested solutions. Without a formal set of learning objectives or discipline centred base of knowledge offered to accumulate, students can develop algorithm of dealing with information they find and a consolidated personal base of knowledge for future action [5]. ...
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The article is devoted to applications of problem-based learning. Teaching foreign language is aimed nowadays at developing various skills to communicate with a speaker of another language as with a representative of a different culture, in other words, developing cross-cultural competency. Cross-cultural communication, especially in business, may imply various problems and challenges so in foreign language classes it is necessary to reveal them and teach students how to deal with them most efficiently. Therefore, most teachers of foreign language try to incorporate problem-based approach in their classes. The choice of teaching material for connected with solving a problem tasks should be made with reference to applied problem-solving methods, intellectual level of students, and level of their critical and creative thinking. Problematisation can be based both on socio-linguistic materials and on professionally oriented assignments, in the form of case studies or specialized texts discussions in accordance with other teaching tasks. The article describes an experience of using problem-based technique in foreign language classes for students of Economic Faculty taking a course of “Foreign language for professional communication” as a way to develop skills helping to solve a variety of professionally oriented communicative tasks.
... Ecological economics emphasizes the economy as a subsystem of the Earth's ecosystem; the preservation of natural capital; and the goals of sustainability, equity and human well-being (Costanza et al. 1991;Farley et al. 2005). Historically, conventional economic thinking and development policy have largely ignored the essential contribution of healthy ecosystems to human wellbeing in decision making (Costanza et al. 1997;Daly 1968;Freeman et al. 1973;Gómez-Baggethun et al. 2010). ...
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Without a new land opportunity that would free people from a lifetime of participation in an unsustainable market economy, we are socially, politically and economically constrained from achieving low-impact lifestyles consistent with planetary limits. We believe that experiments with ways to broaden access to land are indispensable to any degrowth transition, and since degrowth in some form is necessary to the ongoing inhabitability of Earth, we maintain that land access ought to be given far more attention by all those seriously concerned about sustainability, social and ecological justice, and the flourishing of the community of life on Earth.
... Meyers and Nathan note the importance of viewing mass media critically when it comes to work on sustainability [40], looking to scholars who call for greater nuance and promotion of critical thinking in communicating sustainability [19], as well as the need for a systems thinking approach to understand the interconnected and complex nature of sustainability [6][12] [47]. We have seen that participants better understood the complexity of sustainability after watching SCP in 360°, by viewing production processes that are largely invisible to consumers and seeing different solutions applied in different contexts. ...
... 08;RIBEIRO, 2010;FREITAS, 2012;DOURADO, 2015). Enquanto metodologia, tem sido considerada um bom caminho para formar "solucionadores de problemas do século XXI", nas palavras de Edens (2000) e tem sido fortemente indicada no ensino de ecologia pela capacidade de envolver questões sociais, políticas e econômicas indissociáveis a questões ambientais (FARLEY et. al., 2005). A Aprendizagem Baseada em Problemas é uma proposta desafiadora, pois ela redefine os papéis a serem desempenhados por todos os envolvidos, além de transgredir os moldes tradicionais de ensinoaprendizagem e da organização curricular existentes na maioria das escolas (BERBEL, 1998). ...
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RESUMO Nos últimos séculos desta era geológica, denominada por alguns pesquisadores de Antropoceno, as interferências nos ecossistemas vêm gerando inúmeras consequências devastadoras para as diversas formas de vida existentes no planeta. Por esse motivo, cada vez mais se faz necessário discutir tais temáticas na formação das populações, como forma de conscientização e de diminuição dos impactos causados pelo homem. Nesse intuito, o objetivo deste artigo é propor uma sequência didática que evidencia a utilização do jogo Rain World na discussão de problemas que envolvem redes biológicas. Para tanto, é utilizada uma abordagem qualitativa que apresenta o jogo Rain World e seus potenciais no ensino de Ecologia e Redes Ecológicas. Como resultado, é apresentada a sequência didática que considera as perspectivas da Aprendizagem Baseada em Problemas (ABP, do inglês Problem Based Learning, PBL) e Digital Game-Based Learning (DGBL).
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The monograph examines the problems of market management on the basis of innovative development at the interstate, national, regional and individual levels. Methodological, theoretical and methodological and applied principles of innovation marketing and innovation management are highlighted. Approaches to the application of new methods and tools in marketing and management are presented.
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The monograph investigated the problems of management in the market on the basis of innovative development at the interstate, national, regional and organizations. Methodological, theoretical and applied principles of innovation marketing and innovation management. Approaches to the application of new methods and tools in marketing and management are presented.
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У монографії досліджено проблеми управління на ринкових засадах інноваційним розвитком на міждержавному, національному, регіональному рівнях та рівні окремої організації. Висвітлено методологічні, теоретико-методичі та прикладні засади маркетингу інновацій та інноваційного менеджменту. Викладено підходи до застосування нових методів та інструментів у маркетингу і менеджменті.
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This paper reflects on an undergraduate module at the University of Exeter (2018–2019) trialing a problem-based learning approach to the political ecologies of land. It found that this approach offers significant value for teaching and learning complex socio-ecological interdisciplinarity and instilling in learners a deep and reflective sense of the political in all considerations of land and nature. Team-based co-production of ‘solutions’ to ‘problems’ imbued learners with a sense of personal agency, though many found problem-based approaches an unfamiliar and challenging approach to path dependent modes of teaching and learning. The principal contribution is to show how problem-based pedagogies have the potential to empower learners as change agents, to better engage with socio-ecological complexity, and gain greater insights into the deep political in conceptions of nature. It offers environmental educators a pathway for replication of this approach, and for introducing learners to problem-based pedagogies for a political ecology of education. Supplemental data for this article is available online at https://doi.org/10.1080/00958964.2020.1825919.
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