The Transformation of Higher Education Institutions …
643
Table 1 Overview of four evolutionary stages
1.0: Traditional
Environmental
compliance
2.0: Modern
Eco-efficiency
3.0: Post-modern
Respect for nature
and people
4.0: Integral
Systemic
management of
multi-level
development
Focused on order,
absolute truths and
norms
Inclined to be critical
of development and
change
Currently the most
powerful worldview
in the developed
world
Based on positivism,
focused on
achievement
Focused on respect
for nature and people
Emphasizes ways of
knowing beyond the
rational-empirical
methods of modern
science
Embracing
uncertainty and able
to inhabit different
perspectives
simultaneously
Basic understanding
of cause and effect
and the capacity for
long-term planning,
supported by strong
hierarchies and strict
division of labor
Radically
questioning
assumptions and the
pursuit of
optimization have led
to both societal
wealth and disastrous
side effects for nature
and people
The concept of
sustainable
development
emerged from a
postmodern world
view
Emphasis on
fundamental changes
needed in society as a
whole
The integral world
view is the first
worldview of the
second tier and the
first with a truly
systemic
understanding
Often holds to an
evolutionary,
spiritual-unitive
notion of
development
A set of rules is more
important than the
content of the rules
Particularly critical of
materialist/consumerist
notions of
development
Belief in pure
meritocracy
Emphasis on
development of
science and
technology for
sustainable solutions
Focused on win-win
solutions and
eco-efficiency
Postmodern thinking
focuses on being
positive and
empowering and is
often blind to the
challenges and
trade-offs of
implementing
sustainability in
economic
processes—both in
industrial and
pre-industrialized
countries
Emphasis on
integration and
synthesis of different
interests and
perspectives
Attempts to integrate
local and global
Potential willingness
for change of
lifestyle and of self
Based on Müller-Christ (2017) and Hedlund-de Witt (2014a)
3.1 Traditional HEI 1.0: Preserving Truths and Insights
from Experts
Universities—as preservers of truths, virtues and norms–were invented from a traditional worldview and have managed to keep their distinctive spirit for several centuries. Even in the 20th century, teaching at universities often meant that a supposedly
all-knowing professor literally read his insights and knowledge to the passive stu-
643
Table 1 Overview of four evolutionary stages
1.0: Traditional
Environmental
compliance
2.0: Modern
Eco-efficiency
3.0: Post-modern
Respect for nature
and people
4.0: Integral
Systemic
management of
multi-level
development
Focused on order,
absolute truths and
norms
Inclined to be critical
of development and
change
Currently the most
powerful worldview
in the developed
world
Based on positivism,
focused on
achievement
Focused on respect
for nature and people
Emphasizes ways of
knowing beyond the
rational-empirical
methods of modern
science
Embracing
uncertainty and able
to inhabit different
perspectives
simultaneously
Basic understanding
of cause and effect
and the capacity for
long-term planning,
supported by strong
hierarchies and strict
division of labor
Radically
questioning
assumptions and the
pursuit of
optimization have led
to both societal
wealth and disastrous
side effects for nature
and people
The concept of
sustainable
development
emerged from a
postmodern world
view
Emphasis on
fundamental changes
needed in society as a
whole
The integral world
view is the first
worldview of the
second tier and the
first with a truly
systemic
understanding
Often holds to an
evolutionary,
spiritual-unitive
notion of
development
A set of rules is more
important than the
content of the rules
Particularly critical of
materialist/consumerist
notions of
development
Belief in pure
meritocracy
Emphasis on
development of
science and
technology for
sustainable solutions
Focused on win-win
solutions and
eco-efficiency
Postmodern thinking
focuses on being
positive and
empowering and is
often blind to the
challenges and
trade-offs of
implementing
sustainability in
economic
processes—both in
industrial and
pre-industrialized
countries
Emphasis on
integration and
synthesis of different
interests and
perspectives
Attempts to integrate
local and global
Potential willingness
for change of
lifestyle and of self
Based on Müller-Christ (2017) and Hedlund-de Witt (2014a)
3.1 Traditional HEI 1.0: Preserving Truths and Insights
from Experts
Universities—as preservers of truths, virtues and norms–were invented from a traditional worldview and have managed to keep their distinctive spirit for several centuries. Even in the 20th century, teaching at universities often meant that a supposedly
all-knowing professor literally read his insights and knowledge to the passive stu-