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2.1.2 Reflexivity
Sustainability science is defined less by its disciplinary content – and more by its
purpose, the problems it studies, the types of solutions it seeks, its applicability
(Clark 2007), and the role of reflexivity in interdisciplinary and transdisciplinary
research (Spangenberg 2011). As a core competence in integrative research, reflexivity means to question assumptions such as those about the ability to predict future
events, the objectivity of the observer, and the value neutrality of science
(Spangenberg 2011). It will also require the acceptance of ignorance, uncertainty,
and the impossibility of knowing all relevant aspects of evolving systems or foreseeing emergent system properties (Spangenberg 2011, p 279). Finally, and owing to
its attributes, sustainability science is ‘a shared learning endeavor’ within which
participants must also include the learning from failures and setbacks (Barth and
Michelsen 2013).
2.1.3 Research Designs
An appropriate research design for sustainability science must be general enough in
scope to include various sustainability challenges and contexts, flexible enough to
include a process of ongoing revision that allows (or even ensures) a reconstruction
of methods and practices when needed (van Kerkhoff 2014, p 149), and specific
enough ‘to offer genuine guidance’ (van Kerkhoff 2014, p 145). In the process of
developing a (format for a good) research design, inspiration can be gained from
various sources. Onto-epistemological reflections are inspirational for identifying
and defining relevant and interesting research problems and for selecting particular
units of analysis to focus on. Theoretical-conceptual reflections are helpful for
developing concepts, theories, and perspectives that may promote our understanding of a broader range of issues (Salas-Zapata et al. 2013). This can also include
thoughts on how to plan and organise stakeholder participation, how to deal with
uncertainty and the limits to knowledge and data construction, and what to expect
from explorative science. Instrumental-methodological reflections will help us
apply theories and concepts to real-world conditions, events, and situations – and
thus facilitate the analysis.
2.2 Ontology – On Reality, Systems and Fields
Ontology is concerned with assumptions, claims, and questions about what exists in
the world, how reality presents itself, and to what extent that reality is observable.
Differences in ontology and epistemology constitute a main obstacle to the integration of knowledge across the boundaries of scientific disciplines (Jerneck et al.
A. Jerneck and L. Olsson
2.1.2 Reflexivity
Sustainability science is defined less by its disciplinary content – and more by its
purpose, the problems it studies, the types of solutions it seeks, its applicability
(Clark 2007), and the role of reflexivity in interdisciplinary and transdisciplinary
research (Spangenberg 2011). As a core competence in integrative research, reflexivity means to question assumptions such as those about the ability to predict future
events, the objectivity of the observer, and the value neutrality of science
(Spangenberg 2011). It will also require the acceptance of ignorance, uncertainty,
and the impossibility of knowing all relevant aspects of evolving systems or foreseeing emergent system properties (Spangenberg 2011, p 279). Finally, and owing to
its attributes, sustainability science is ‘a shared learning endeavor’ within which
participants must also include the learning from failures and setbacks (Barth and
Michelsen 2013).
2.1.3 Research Designs
An appropriate research design for sustainability science must be general enough in
scope to include various sustainability challenges and contexts, flexible enough to
include a process of ongoing revision that allows (or even ensures) a reconstruction
of methods and practices when needed (van Kerkhoff 2014, p 149), and specific
enough ‘to offer genuine guidance’ (van Kerkhoff 2014, p 145). In the process of
developing a (format for a good) research design, inspiration can be gained from
various sources. Onto-epistemological reflections are inspirational for identifying
and defining relevant and interesting research problems and for selecting particular
units of analysis to focus on. Theoretical-conceptual reflections are helpful for
developing concepts, theories, and perspectives that may promote our understanding of a broader range of issues (Salas-Zapata et al. 2013). This can also include
thoughts on how to plan and organise stakeholder participation, how to deal with
uncertainty and the limits to knowledge and data construction, and what to expect
from explorative science. Instrumental-methodological reflections will help us
apply theories and concepts to real-world conditions, events, and situations – and
thus facilitate the analysis.
2.2 Ontology – On Reality, Systems and Fields
Ontology is concerned with assumptions, claims, and questions about what exists in
the world, how reality presents itself, and to what extent that reality is observable.
Differences in ontology and epistemology constitute a main obstacle to the integration of knowledge across the boundaries of scientific disciplines (Jerneck et al.
A. Jerneck and L. Olsson