50
3.5.6 Approach Readings
One challenge in teaching the individual approaches has been the assigned reading
for each. More comprehensive textbooks in sustainability science have only recently
started to appear, including this one. However, because of the unique collection of
approaches taught in the course, no single textbook is adequate. This warrants the
use of scholarly articles for each approach. A challenge has been to find readings
that provide an adequate overview for each approach, are not repetitive, and hopefully also provide a case example of how the approach can be applied. This challenge has resulted in the continual updating of preparatory reading materials for
each framing approach, often informed by student reflections of each reading. The
adequacy of the readings, however, is expected to increase in the future as additional
articles—especially case examples (e.g. multi-level perspective, SES framework)—
become available in the academic literature.
3.5.7 Final Reflections
Teaching and working with LUMES students over the past years generating competencies with framing complex sustainability challenges has been challenging.
Simultaneously, it has also been one of the most fulfilling aspects of academic work.
The seven-plus years of working with students through the different iterations of
learning activities has contributed to fostering a new generation of transformative
thinkers, groups with skill sets that extend far beyond any competencies developed
by students merely 10 years earlier. Combined with the LUMES knowledge to
action course, there are more opportunities to understand and build capabilities as
transformative sustainability scientists. However, more opportunities are still
needed throughout program to grow fully engaged competent change agents.
New framing approaches will appear in coming years that even better encapsulate the complexity of socio-ecological systems. This will create the need for how to
integrate them into the sustainability course. In addition, development of pedagogical approaches is not stagnant. New insights into this area will also mean new techniques to foster improved student comprehension and competency development.
Finally, as societal needs change, so will the key competencies that must be nurtured in sustainability education programs at all levels. They will move beyond the
key priorities of today and focus on proficiency development in areas that we still
have yet to imagine. Like today, they will also present both new opportunities and
challenges to grow future generations of sustainability scientists.
B. Ness
3.5.6 Approach Readings
One challenge in teaching the individual approaches has been the assigned reading
for each. More comprehensive textbooks in sustainability science have only recently
started to appear, including this one. However, because of the unique collection of
approaches taught in the course, no single textbook is adequate. This warrants the
use of scholarly articles for each approach. A challenge has been to find readings
that provide an adequate overview for each approach, are not repetitive, and hopefully also provide a case example of how the approach can be applied. This challenge has resulted in the continual updating of preparatory reading materials for
each framing approach, often informed by student reflections of each reading. The
adequacy of the readings, however, is expected to increase in the future as additional
articles—especially case examples (e.g. multi-level perspective, SES framework)—
become available in the academic literature.
3.5.7 Final Reflections
Teaching and working with LUMES students over the past years generating competencies with framing complex sustainability challenges has been challenging.
Simultaneously, it has also been one of the most fulfilling aspects of academic work.
The seven-plus years of working with students through the different iterations of
learning activities has contributed to fostering a new generation of transformative
thinkers, groups with skill sets that extend far beyond any competencies developed
by students merely 10 years earlier. Combined with the LUMES knowledge to
action course, there are more opportunities to understand and build capabilities as
transformative sustainability scientists. However, more opportunities are still
needed throughout program to grow fully engaged competent change agents.
New framing approaches will appear in coming years that even better encapsulate the complexity of socio-ecological systems. This will create the need for how to
integrate them into the sustainability course. In addition, development of pedagogical approaches is not stagnant. New insights into this area will also mean new techniques to foster improved student comprehension and competency development.
Finally, as societal needs change, so will the key competencies that must be nurtured in sustainability education programs at all levels. They will move beyond the
key priorities of today and focus on proficiency development in areas that we still
have yet to imagine. Like today, they will also present both new opportunities and
challenges to grow future generations of sustainability scientists.
B. Ness