Pachamama—La Universidad del ‘Buen Vivir’: A First Nations …
859
2005) or the ‘Entrepreneurial University’ (Scharmer and Käufer 2000). Critical
positions reflect on, whether universities are prepared for such innovative learning methods and for design approaches developed by novices (Razzouk and Shute
2012). Weber (2014) shows, that for an implementation of those approaches in academic contexts one must take into account different levels of prototyping: (1) Many
approaches primarily address the ‘material’ level, which is related to products and
processes. (2) At the second level of building social systems, it is to be reflected,
how design-approaches support sociopolitical integration of different rationalities
for addressing societal ‘wicked problems’ (Weisbord 1989; Weber 2000, 2005). (3)
At the third level of subjects and conscience, ethics and personal transformation, it is
to be asked, how transformational learning and education connects to the education
of societal actors. It addresses the question, how ‘deep innovation’ (Scharmer 2007;
Scharmer and Käufer 2000) can be brought about, in order to be able to integrate
different rationalities and world views in a societal future process. These three levels
need to become relevant for an implicit and explicit modeling of a Higher Education
approach in the field of sustainability studies.
Sustainability Higher Education innovation laboratories in a global Fair Trade
University then can be discussed in an organizational context of co-production (Ballon et al. 2005). It can be regarded as social system development in the sense of
a “user-centric research-methodology” (Eriksson et al. 2005:4) and thirdly can be
seen as an innovation-lab approaches in the sense of developing a systemic innovation
approach (Feuerstein et al. 2008) for the turn and path creation into sustainability.
An academic, teaching-centered practice of interdisciplinary invention can also be
made useful for international and interconnected intercultural research and learning
arrangements of systemic, reflexive as well as anticipative knowledge (Renn et al.
2007). In total it relates to the potential of ‘Design-Research-Teaching’ for Sustainability and supports, what the philosopher Innerarty (2013) calls the ‘democracy of
knowledge’.
References
Abelson J, Forest PG, Eyles J, Smith P, Martin E, Gauvin F-P (2003) Deliberations about deliberative
methods: issues in the design and evaluation of public participation processes. Soc Sci Med
57(2):239–251. Retrieved from https://doi.org/10.1016/S0277-9536(02)00343-X
Acosta A (2017) Buen Vivir. Vom Recht auf ein gutes Leben. OEKOM Verlag, München
Acosta A, Martínez E (2009) Centro de Investigación Sociedad y Politicas Públicas (CISPO).
Santiago de Chile. El buen vivir. Una via para el desarrollo. Editorial Universidad Bolivariana.
Retrieved from https://scielo.conicyt.cl/pdf/polis/v9n25/art31.pdf
Adler A, Weber SM (2018) Future and innovation labs as heterotopic spaces. In: Weber SM et al
(eds) Organisation und Netzwerke. Springer VS, Wiesbaden
ALBA (2006) Cumbre de la Alianza Bolivariana para América; III Cumbre La Habana, Cuba.
Retrieved from http://albatcp.cubaminrex.cu/page/iii-cumbre-la-habana-cuba-28-y-29-de-abrilde-2006
859
2005) or the ‘Entrepreneurial University’ (Scharmer and Käufer 2000). Critical
positions reflect on, whether universities are prepared for such innovative learning methods and for design approaches developed by novices (Razzouk and Shute
2012). Weber (2014) shows, that for an implementation of those approaches in academic contexts one must take into account different levels of prototyping: (1) Many
approaches primarily address the ‘material’ level, which is related to products and
processes. (2) At the second level of building social systems, it is to be reflected,
how design-approaches support sociopolitical integration of different rationalities
for addressing societal ‘wicked problems’ (Weisbord 1989; Weber 2000, 2005). (3)
At the third level of subjects and conscience, ethics and personal transformation, it is
to be asked, how transformational learning and education connects to the education
of societal actors. It addresses the question, how ‘deep innovation’ (Scharmer 2007;
Scharmer and Käufer 2000) can be brought about, in order to be able to integrate
different rationalities and world views in a societal future process. These three levels
need to become relevant for an implicit and explicit modeling of a Higher Education
approach in the field of sustainability studies.
Sustainability Higher Education innovation laboratories in a global Fair Trade
University then can be discussed in an organizational context of co-production (Ballon et al. 2005). It can be regarded as social system development in the sense of
a “user-centric research-methodology” (Eriksson et al. 2005:4) and thirdly can be
seen as an innovation-lab approaches in the sense of developing a systemic innovation
approach (Feuerstein et al. 2008) for the turn and path creation into sustainability.
An academic, teaching-centered practice of interdisciplinary invention can also be
made useful for international and interconnected intercultural research and learning
arrangements of systemic, reflexive as well as anticipative knowledge (Renn et al.
2007). In total it relates to the potential of ‘Design-Research-Teaching’ for Sustainability and supports, what the philosopher Innerarty (2013) calls the ‘democracy of
knowledge’.
References
Abelson J, Forest PG, Eyles J, Smith P, Martin E, Gauvin F-P (2003) Deliberations about deliberative
methods: issues in the design and evaluation of public participation processes. Soc Sci Med
57(2):239–251. Retrieved from https://doi.org/10.1016/S0277-9536(02)00343-X
Acosta A (2017) Buen Vivir. Vom Recht auf ein gutes Leben. OEKOM Verlag, München
Acosta A, Martínez E (2009) Centro de Investigación Sociedad y Politicas Públicas (CISPO).
Santiago de Chile. El buen vivir. Una via para el desarrollo. Editorial Universidad Bolivariana.
Retrieved from https://scielo.conicyt.cl/pdf/polis/v9n25/art31.pdf
Adler A, Weber SM (2018) Future and innovation labs as heterotopic spaces. In: Weber SM et al
(eds) Organisation und Netzwerke. Springer VS, Wiesbaden
ALBA (2006) Cumbre de la Alianza Bolivariana para América; III Cumbre La Habana, Cuba.
Retrieved from http://albatcp.cubaminrex.cu/page/iii-cumbre-la-habana-cuba-28-y-29-de-abrilde-2006