Training Competencies for Sustainable Thinking Through …
361
In spite of the assumption that the right strategy leads to the best result, which
is relevant in solving easy problems, adapting strategies for individual situations in
managing complex problems is central.
2.2 The Theoretical Framework for Developing
Sustainability Competency
Learning to solve problems in complex situations becomes a self-reinforcing process that can take different directions. The processes presented above are only a piece
of the learning process. The probability of success increases when success occurs,
because success breeds success as one reflects on his or her experiences. Through
this process, self-confidence grows as well as emotional commitment. This process
prepares a person to understand how to cope with complex problems. The factors
above are embedded in the process of gaining experiences with complex problem
solving (see Fig. 1). Self confidence in combination with emotion regulation leads
to an adaptive emotional process, which facilitates certain cognitive processes, like
creative or analytical thinking, depending on the problem-solving stage. Using different cognitive directions like bottom-up or top-down thinking, also means adapting
the strategy to the situation. If people do this careful reflecting, their advances will
lead to success, which increases their confidence. This reciprocal process is needed
to develop competency in dealing successfully with complex problems.
Results of a study from Boekaerts (2007) confirm the steps in the cycle of competency gaining. 357 high school pupils documented, in diaries, the level of competency
they felt in relation to the effort they put forth, as well as their feelings when they
completed their homework in mathematics. The results show that as competency
increased, so did the effort. The emotion becomes a mediating variable, because it
influences the decision-making process.
Motivation is an important starting point for the problem-solving process. Emotional commitment is required before the problem-solving process can be successful.
The person needs to develop a feeling for the situation, e.g. enthusiasm for a certain
topic or simply love for nature.
Complex problems often make excessive demands on the psychological system.
The disposal of working memory is limited. Normally people only focus on parts of
a problem without seeing the big picture. Often, people are too close to a situation
and they need to take a step back in order to gain perspective. The vision becomes
blurred and results in fear. The synergy of the dynamics of this condition results in
impatience and makes a prognosis difficult. This leads to uncertainty and a lack of
control. For this reason, emotional regulation is necessary.
361
In spite of the assumption that the right strategy leads to the best result, which
is relevant in solving easy problems, adapting strategies for individual situations in
managing complex problems is central.
2.2 The Theoretical Framework for Developing
Sustainability Competency
Learning to solve problems in complex situations becomes a self-reinforcing process that can take different directions. The processes presented above are only a piece
of the learning process. The probability of success increases when success occurs,
because success breeds success as one reflects on his or her experiences. Through
this process, self-confidence grows as well as emotional commitment. This process
prepares a person to understand how to cope with complex problems. The factors
above are embedded in the process of gaining experiences with complex problem
solving (see Fig. 1). Self confidence in combination with emotion regulation leads
to an adaptive emotional process, which facilitates certain cognitive processes, like
creative or analytical thinking, depending on the problem-solving stage. Using different cognitive directions like bottom-up or top-down thinking, also means adapting
the strategy to the situation. If people do this careful reflecting, their advances will
lead to success, which increases their confidence. This reciprocal process is needed
to develop competency in dealing successfully with complex problems.
Results of a study from Boekaerts (2007) confirm the steps in the cycle of competency gaining. 357 high school pupils documented, in diaries, the level of competency
they felt in relation to the effort they put forth, as well as their feelings when they
completed their homework in mathematics. The results show that as competency
increased, so did the effort. The emotion becomes a mediating variable, because it
influences the decision-making process.
Motivation is an important starting point for the problem-solving process. Emotional commitment is required before the problem-solving process can be successful.
The person needs to develop a feeling for the situation, e.g. enthusiasm for a certain
topic or simply love for nature.
Complex problems often make excessive demands on the psychological system.
The disposal of working memory is limited. Normally people only focus on parts of
a problem without seeing the big picture. Often, people are too close to a situation
and they need to take a step back in order to gain perspective. The vision becomes
blurred and results in fear. The synergy of the dynamics of this condition results in
impatience and makes a prognosis difficult. This leads to uncertainty and a lack of
control. For this reason, emotional regulation is necessary.