Crossdisciplinary Education for Sustainable Development (ESD)

1. -Studying at the Crossroads- Crossdisciplinary Education for Sustainable Development (ESD) A Conceptual Framework david.kronlid@did.uu.se Master in SD - Ht 2006/2007

2. 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 david.kronlid@did.uu.se Master in SD - Ht 2006/2007

3. 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? david.kronlid@did.uu.se Master in SD - Ht 2006/2007

4. Studying at the Crossroads • What is significant for CHESD? • Who is/can/should be the one who practices crossdisciplinary skills in your CHESD course at Cemus? • Why is CHESD important? david.kronlid@did.uu.se Master in SD - Ht 2006/2007

5. 1. One theme – several perspectives • The basics for any CHESD: • The scientific community has many monodisciplinary cultures • With more or less different rationalities david.kronlid@did.uu.se Master in SD - Ht 2006/2007

6. 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 david.kronlid@did.uu.se Master in SD - Ht 2006/2007

7. CHESD Multidisciplinary HESD Interdisciplinary HESD Transdisciplinary HESD david.kronlid@did.uu.se Master in SD - Ht 2006/2007

8. (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 david.kronlid@did.uu.se Master in SD - Ht 2006/2007

9. Example: A monodisciplinary study of Jonas Eric Jönsson’s case Results: 1… 2… 3… 4… 5… 6… 7… 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 david.kronlid@did.uu.se Master in SD - Ht 2006/2007

10. (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 david.kronlid@did.uu.se Master in SD - Ht 2006/2007

11. Multidisciplinary HESD • Several disciplinary perspectives: • Questions • Methods • Material • Theories • Results • Connections not necessary david.kronlid@did.uu.se Master in SD - Ht 2006/2007

12. (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 david.kronlid@did.uu.se Master in SD - Ht 2006/2007

13. Interdisciplinary HESD Results: 1… 2… 3… 4… 5… 6… 7… The theories and methods of the inter- Discipline: Medical economic history Medical Q’s, Theories, Methods Economy Q’s, Theories, Methods History Q’s, Theories, Methods david.kronlid@did.uu.se Master in SD - Ht 2006/2007

14. (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 david.kronlid@did.uu.se Master in SD - Ht 2006/2007

15. Transdisciplinary HESD “Silent” knowledge and skills… Results: 1… 2… 3… 4… 5… 6… 7… The Qestions theories and methods of the Trans- Discipline: Bastard Mobility Studies Medical Q’s, Theories, Methods Economy Q’s, Theories, Methods History Q’s, Theories, Methods Artist Q’s, Theories, Methods david.kronlid@did.uu.se Master in SD - Ht 2006/2007

16. 2. 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 david.kronlid@did.uu.se Master in SD - Ht 2006/2007

17. Cemus is mainly using a multidisciplinary teaching strategy david.kronlid@did.uu.se Master in SD - Ht 2006/2007

18. Cemus is however also using inter-, and perhaps even transdisciplinary teaching strategies david.kronlid@did.uu.se Master in SD - Ht 2006/2007

19. 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 david.kronlid@did.uu.se Master in SD - Ht 2006/2007

20. 3. 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) david.kronlid@did.uu.se Master in SD - Ht 2006/2007

21. ”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 david.kronlid@did.uu.se Master in SD - Ht 2006/2007

22. david.kronlid@did.uu.se Master in SD - Ht 2006/2007

23. 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… david.kronlid@did.uu.se Master in SD - Ht 2006/2007

24. ? david.kronlid@did.uu.se Master in SD - Ht 2006/2007