Post on 18-Dec-2015
david.kronlid@did.uu.se Master in SD - Ht 2006/2007
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Crossdisciplinary Education for Sustainable Development (ESD)
A Conceptual Framework
-Studying at the Crossroads-
david.kronlid@did.uu.se Master in SD - Ht 2006/2007
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Writing exercise
• The purpose with this exercise is to give you the opportunity to get a hold on some of your own understandings on today’s topic - crossdisciplinary higher ESD
• Instructions– Pencil/pen and paper – Write on my command – keep on writing…– No talking– About three minutes for each question– Just for your own attention
david.kronlid@did.uu.se Master in SD - Ht 2006/2007
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Questions
• What is significant for crossdisciplinary higher ESD (CHESD)?
• Who is/can/should be the one who practices crossdisciplinary skills in CHESD?
• Why is CHESD important?
david.kronlid@did.uu.se Master in SD - Ht 2006/2007
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Studying at the Crossroads
1. What is significant for CHESD?
2. Who is/can/should be the one who practices crossdisciplinary skills in your CHESD course at Cemus?
3. Why is CHESD important?
david.kronlid@did.uu.se Master in SD - Ht 2006/2007
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1. One theme – several perspectives
• The basics for any CHESD:
• The scientific community has many monodisciplinary cultures
• With more or less different rationalities
david.kronlid@did.uu.se Master in SD - Ht 2006/2007
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Crossdisciplinary HESD – an umbrella concept
• Monodisciplinary higher Education– Zero disciplinary integration
• Multidisciplinary higher education– Integration by addition of disciplinary perspectives
• Interdisciplinary Higher education– Integration by a combination of disciplinary theories
and methods
• Transdisciplinary higher education– Integration by a combination of disciplinary and non-
scientific questions, theories and methods
david.kronlid@did.uu.se Master in SD - Ht 2006/2007
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CHESD
Multidisciplinary HESD
Interdisciplinary HESD
Transdisciplinary HESD
david.kronlid@did.uu.se Master in SD - Ht 2006/2007
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(a) Monodisciplinary HESD gives a disciplinary perspective
• One theme/question/problem is being treated from the perspective of one, mono-discipline
• Monodisciplinary HESD produces a coherent body of knowledge of a specific theme/question/problem
david.kronlid@did.uu.se Master in SD - Ht 2006/2007
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Example: A monodisciplinary study of Jonas Eric Jönsson’s case
Medicine: Which
deceases did
Jönsson catch in
his line of work?
Choices of methods, theories, and interpretative models suitable for a
medical study of Jönsson’s condition
Results:
1…
2…
3…
4…
5…
6…
7…
david.kronlid@did.uu.se Master in SD - Ht 2006/2007
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(b) Multidisciplinary HESD adds several disciplinary perspectives
• One theme/question/problem is being treated from the perspectives of several parallel disciplinary perspectives
• Adds several theoretical, methodological disciplinary perspectives on a common theme/question/problem
• Produces several distinct coherent bodies of knowledge of a specific theme/question/problem
david.kronlid@did.uu.se Master in SD - Ht 2006/2007
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Multidisciplinary HESD
• Several disciplinary perspectives:
– Questions
– Methods
– Material
– Theories
– Results
• Connections not necessary
Economic study Historical study
Medical study
david.kronlid@did.uu.se Master in SD - Ht 2006/2007
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(c) Interdisciplinary HESD combines several disciplinary perspectives
• One theme/question/problem is being treated with the combination of several disciplinary theories and methods
• Combines several theoretical, methodological disciplinary perspectives on a common theme/question/problem
• Produces a, or several, new coherent body/ies of knowledge of a specific theme/question/problem, which cannot be reached from the perspectives of mono- or multidisciplinary HESD
david.kronlid@did.uu.se Master in SD - Ht 2006/2007
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Interdisciplinary HESD
Medical Q’s, Theories, Methods
Economy Q’s, Theories, Methods
History Q’s, Theories, Methods
The theories and
methods of the inter-
Discipline:
Medical economic history
Results:
1…
2…
3…
4…
5…
6…
7…
david.kronlid@did.uu.se Master in SD - Ht 2006/2007
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(d) Transdisciplinary HESD combines several disciplinary and non-scientific perspectives
• “Transquestions”, i.e. Q’s regarding one theme/question/problem is being formulated as a consequence of a dialogue process with representatives from several disciplines and non-scientific fields such as e.g. artistic practices
• Produces new questions, theories, and methods to be used on one main theme/question/problem
• Produces a, or several, new coherent or incoherent body/ies of knowledge of a specific theme/question/problem, which cannot be reached from the perspectives of mono-, multi- or interdisciplinary HESD
david.kronlid@did.uu.se Master in SD - Ht 2006/2007
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Transdisciplinary HESD
Medical Q’s, Theories, Methods
Economy Q’s, Theories, Methods
History Q’s, Theories, Methods
The Qestions
theories and
methods of the Trans-
Discipline:
Bastard Mobility
Studies
Results:
1…
2…
3…
4…
5…
6…
7…
Artist Q
’s, Theories, Methods
“Silent” knowledge and skills…
david.kronlid@did.uu.se Master in SD - Ht 2006/2007
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2. Who is/can/should be the one who practices crossdisciplinary skills in your
CHESD course at Cemus?
• Complementary Teaching Strategies– Mono-, Multi-, Inter-, and Transdisciplinary
HESD are four complementary teaching strategies
• What is being studied• Resources (teaching experience and training,
funding, housing, guest lecturers, university demands, psychosocial climate, formal structures, etc)
• Crossdisciplinary ESD-teaching methods
david.kronlid@did.uu.se Master in SD - Ht 2006/2007
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Cemus is mainly using a multidisciplinary teaching strategy
Teaching assistants Students
Guest lecturers
Environment- and Development Studies
david.kronlid@did.uu.se Master in SD - Ht 2006/2007
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Cemus is however also using inter-, and perhaps even transdisciplinary teaching
strategies
Teaching Assistant Environment- and Development Studies
Guest lecturers
Students
david.kronlid@did.uu.se Master in SD - Ht 2006/2007
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• Lecturer – a monodisciplinary perspective• Teaching Assistants– fusing together,
overlapping, illuminating and clarifying relationships between different perspectives, etc.
• Student– integrates (adds and combines) Crossdisciplinary knowledge:– Literature, material.– Studying technique, exams, exercises, etc.– Previous experiences, knowledge and skills
david.kronlid@did.uu.se Master in SD - Ht 2006/2007
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3. Why is CHESD important?
• ”Most of the environmental problems are so complex that monodisciplinary knowledge is not enough in order for us to understand and deal with the problem in question. For Mistra, interdisciplinarity means to combine knowledge from several disciplines in order to understand and contribute to the solution of complex environmental problems. Often, this means mutual efforts to cross over the boundaries between science/technology and the social sciences/economy and the humanities” (Mistra. My translation)
david.kronlid@did.uu.se Master in SD - Ht 2006/2007
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• ”Many and diverse illuminations of economic, social, and ecological conditions and processes, are being treated as integrated phenomena with the support from crossdisciplinary teaching methods”
(Lärande för hållbar utveckling [Education for Sustainable Development], SOU 2004:104. My translation.)
Central in ESD
david.kronlid@did.uu.se Master in SD - Ht 2006/2007
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Env. Ed. Tradition Fact based EE Normative EE ESD
Political and moral reference point
A-political & a-moral Morally and politically normative
Morally and politically critical
Central subjects and areas of knowledge
Natural science Natural science and aspects of social science
Econ, soc, and ecol. perspectives + ethical and aesthetical aspects
Organisations of lessons and teaching materials
Separate subjects Thematic Integrated
Time perspective Present Present and future Future in relation to past and present
Geographical perspective
Local Local and global Local, regional, and global incorporated
Main teaching methid Factual info from teacher to studenet
Student active in the development of knowledge and values
Critical discussions based on a number of alternatives
Students Passive Active Acvtive and critical
Planning and Democracy
Teacher plans based on observations and exp. Of student’s input
Teacher and students plan together
Students plan under teacher supervision
david.kronlid@did.uu.se Master in SD - Ht 2006/2007
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Studying at the Cross Roads
• What is significant for crossdisciplinary higher ESD (CHESD)? – Umbrella concept with several (four) complementary
CHESD-strategies• Who is/can/should be the one who practices
crossdisciplinary skills in CHESD? – Guest Lectures, the student, Teaching assistants,
literature, material, exercises, etc– Problem, resources, and methods…
• Why is CHESD important?– The problems are complex…– The future needs people with CD-competence…
david.kronlid@did.uu.se Master in SD - Ht 2006/2007
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