Rethinking science for sustainable development: Reflexive interaction for a paradigm transformation |
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| Institution: | 1. Dept of Geography, Royal Holloway, University of London, EGHAM, Surrey TW20 0EX, UK;2. Dept of Limnology, University of Vienna, Althanstrasse 14, A-1090 Vienna, Austria;1. Murdoch University, Centre for Excellence in Climate Change, Woodlands and Forest Health, 90 South Street, Murdoch, Western Australia 6150, Australia;2. Wageningen University, Land Use Planning Group, Netherlands;1. Research Group Inter-/Transdisciplinarity, University of Basel, Program Man-Society-Environment (MGU), Vesalgasse 1, CH-4051 Basel, Switzerland;2. Research Group Inter-/Transdisciplinarity, University of Basel, Program Man-Society-Environment (MGU), Vesalgasse 1, 4051 Basel, Switzerland;1. Centre for Development and Environment, University of Bern, Switzerland;2. Department of Geographical Sciences, University of Maryland, College Park, MD 20740, United States;3. International Programme Office, Global Land Programme (note that GLP is at Centre for Development and Environment, University of Bern, Switzerland;1. Urban Research Program, School of Environment, Griffith University, Australia;2. CSIRO Land and Water Flagship, Dutton Park, Australia;3. London School of Economics, UK;4. Centre for Coastal Management, Griffith University, Australia;5. School of Engineering, Griffith University, Australia;6. College of Engineering and Science, Structural Mechanics and Materials Research Group, Victoria University, Melbourne, Australia;7. School of Environment, Griffith University, Australia |
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| Abstract: | If we postulate a need for the transformation of society towards sustainable development, we also need to transform science and overcome the fact/value split that makes it impossible for science to be accountable to society. The orientation of this paradigm transformation in science has been under debate for four decades, generating important theoretical concepts, but they have had limited impact until now. This is due to a contradictory normative science policy framing that science has difficulties dealing with, not least of all because the dominant framing creates a lock-in. We postulate that in addition to introducing transdisciplinarity, science needs to strive for integration of the normative aspect of sustainable development at the meta-level. This requires a strategically managed niche within which scholars and practitioners from many different disciplines can engage in a long-term common learning process, in order to become a “thought collective” (Fleck) capable of initiating the paradigm transformation. Arguing with Piaget that “decentration” is essential to achieve normative orientation and coherence in a learning collective, we introduce a learning approach—Cohn's “Theme-Centred Interaction”—which provides a methodology for explicitly working with the objectivity and subjectivity of statements and positions in a “real-world” context, and for consciously integrating concerns of individuals in their interdependence with the world. This should enable a thought collective to address the epistemological and ethical barriers to science for sustainable development. |
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| Keywords: | Sustainable development Values Transformative science Transdisciplinarity Learning Ethics in science Human dignity |
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