858
S. M. Weber and M. A. Tascón
educational perspectives of a good and sustainable life can support the cooperation,
which values indigenous cultures and their concept of nature and cosmology.
5.1 Participatory Learning and Participatory Creation
for Social Innovation
With participation at the core, deliberative methods are a way to inclusiveness and
inclusion. The approach relates to perspectives of social practice, which means that
the social practice of creating inclusive spaces for socio-economic justice and reform
has to be reflected in process. How can this approach reframe Higher Education as
an inclusive space? How can it become a global practice of collaboration, involving
a wide range of actors including individuals, civil society actors, state authorities and
private companies? How can the ‘living lab’ approach work as a practice of inclusion
in education and organizing social and societal change?
Deliberative methods in these processes will be at the core. Their common features
are (1) getting relevant information about the issues considered; (2) having ample
opportunity for free and open discussion between citizens and researchers, policy
actors or other actors (3) encouragement to discuss information and positions and
as well as consider each other’s views (4) before finally making decisions or giving
recommendations for action (Abelson et al. 2003; Degeling et al. 2015).
From an organizational education perspective, inclusion and exclusion relate to
economical, ecological, social, cultural and educational dimensions in regional multistakeholder settings and rationalities. Where innovation labs (Adler and Weber 2018)
can become a core element and a methodological framework for a transformative
system of Higher Education must be considered.
The process approach of innovation labs as spaces of multi-stakeholdersengagement between research, economy, and society can offer participation and
co-productive social innovation. The broad and multidisciplinary field of research
discusses them in different research strands like innovation- and network-theories,
in theories of social spaces and social development, and in theories of political participation and deliberation (Weber 2014).
5.2 Discursive Knowledge in Participative Action
Participatory approaches and methods are regarded as knowledge in action and discursive process (Bormann et al. 2016; Bormann and Hamborg 2016; Hamborg 2016).
In present policy statements like OECD papers, the development of innovation competences and problem-based, participatory learning in Higher Education much is
asked for (Hoidn and Kärkäinen 2014). To implement design-thinking strategies
within Higher Education, connections are made on ‘transformative learning’ (Moore
S. M. Weber and M. A. Tascón
educational perspectives of a good and sustainable life can support the cooperation,
which values indigenous cultures and their concept of nature and cosmology.
5.1 Participatory Learning and Participatory Creation
for Social Innovation
With participation at the core, deliberative methods are a way to inclusiveness and
inclusion. The approach relates to perspectives of social practice, which means that
the social practice of creating inclusive spaces for socio-economic justice and reform
has to be reflected in process. How can this approach reframe Higher Education as
an inclusive space? How can it become a global practice of collaboration, involving
a wide range of actors including individuals, civil society actors, state authorities and
private companies? How can the ‘living lab’ approach work as a practice of inclusion
in education and organizing social and societal change?
Deliberative methods in these processes will be at the core. Their common features
are (1) getting relevant information about the issues considered; (2) having ample
opportunity for free and open discussion between citizens and researchers, policy
actors or other actors (3) encouragement to discuss information and positions and
as well as consider each other’s views (4) before finally making decisions or giving
recommendations for action (Abelson et al. 2003; Degeling et al. 2015).
From an organizational education perspective, inclusion and exclusion relate to
economical, ecological, social, cultural and educational dimensions in regional multistakeholder settings and rationalities. Where innovation labs (Adler and Weber 2018)
can become a core element and a methodological framework for a transformative
system of Higher Education must be considered.
The process approach of innovation labs as spaces of multi-stakeholdersengagement between research, economy, and society can offer participation and
co-productive social innovation. The broad and multidisciplinary field of research
discusses them in different research strands like innovation- and network-theories,
in theories of social spaces and social development, and in theories of political participation and deliberation (Weber 2014).
5.2 Discursive Knowledge in Participative Action
Participatory approaches and methods are regarded as knowledge in action and discursive process (Bormann et al. 2016; Bormann and Hamborg 2016; Hamborg 2016).
In present policy statements like OECD papers, the development of innovation competences and problem-based, participatory learning in Higher Education much is
asked for (Hoidn and Kärkäinen 2014). To implement design-thinking strategies
within Higher Education, connections are made on ‘transformative learning’ (Moore