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Course guide
for
Sustainability Opportunities – Exploring Sustainability at the Cross-roads of Science and Society
2016 Obs!! This document will not be updated after the course starts. For updates see specific documents on the course web-site (e.g. Schedule, literature list, and so forth)
Content: 1. Practical information 2. Schedule 3. Teachers 4. Participants and groups 5. Syllabus 6. Course literature 7. Preparation for lectures 8. Project instructions 9. Preparations for home exam
1. Practical information Course website: www.gmv.chalmers.gu.se/sustopp Where are the lectures halls?
See information, below the schedule, and also on the course website for more information about “How to get to the lecture halls”. There will be updates during the course. The halls for the autumn is not decided yet. Where can I buy/get the literature?
*) You have to buy the course book by Jeffrey Sachs on your own, e.g. on Amazon. See also http://cup.columbia.edu/book/the-age-of-sustainable-development/9780231173155 *) The other documents should be possible to download, either from your home university library or by using the link presented in the literature list. If you do not have access to some of the articles via your
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home university library, just send an email to [email protected] and you will have a pdf-version sent to you. Who can answer my questions and help me if necessary?
Course leader Dan Strömberg 0730 79 42 46 [email protected]
Will there be a course platform?
No. The course website and email will be used for information to you. Your project reports and similar documents should be sent by email to [email protected] Communication within the group could be arranged by e.g. Google docs, arranged within the group. An email list will be sent out, with all email-addresses to both students and teachers. How will I get my credits?
Information that you have passed all mandatory requirements will be sent out in the form of a signed Course certificate, describing the content of the course and a recommendation that the course should be valued as 7.5 hec. Your examiner will then have to make a decision upon this and make sure that your credit points will be registered in the “Research Ladok system”.
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2. Schedule Dste Time and Hall
Title Content and some practical arrangements *The teachers can also integrate the discussions and exercises, with the lecture
Teachers
Comments
26th of April 10th floor Chemistry**
09.00-09.45
Introduction to the course
Presentation of the course Each participant present themselves shortly
DS
10.00-11.45 Sustainable Development – an overview
The story of Sustainable Development and the different definitions. Wellbeing and other indicators are introduced, normative aspects highlighted. International and national actors. International agreements and negotiations, etc.
MagSv, GAO,…
11.45-12.30 Lunch 12.30-13.30 Sust Dev – an overview Discussions and exercises as a follow-up of the
10.00-11.45 session GAO, DS
13.30-17.00 Start of the projects
The five thematic areas, Land Use/Food, Energy/Climate; Water, Global Health and Education, Transport and mobility, are introduced by a 25 min lecture per theme.
GAO, ToKå/FiJo, ThPe, ArWa, MaThy, DS
GAO for Land useFood ToKå/FiJo for EnergyClimate ThPe for Water ArWa for Global HealthEducation MaThy for TransportMobility
17.30- Dinner GMV arranges a dinner DS, … 27th of April F45 at Business school GU**
09.00-11.00 Sustainability Science Research about Sustainable Development; sustainability as an emerging science; holistic approaches to environmental issues; the resilience concept, research challenges related to strong and weak sustainability, resilience and vulnerability
MaSt GAO
11.15-12.00 Sustainability Science Discussions and exercises as a follow-up of the 09.00-11.00 session*
MaSt GAO
12.00-13.00 Lunch 13.00-15.00 Social Dilemmas and
Sustainable Development
Social dilemmas, Tragedy of the Commons, including solutions to overcome dilemmas, Wicked Sustainability Problems, etc
AnBi, YNB
15.15-16.00 Social Dilemmas and Sust Dev
Discussions and exercises as a follow-up of the 13.00-15.00 session*
AnBi, YNB
1st of June Botany House GU
10.00-12.00 Hall 10
Global equity and justice
A global perspective on equity and justice. BeBr, HaMa
12.15-13.00 Hall 10
Global equity and justice
Discussions and exercises as a follow-up of the 10.00-12.00 session*
BeBr, HaMa
13.00-14.00 Lunch 14.00-16.30 Hall 8, 9, 10
Project work Project work, partly, in the form of a work-shop, which also involve teachers
DS + some supervisors
17.00- Dinner GMV arranges a dinner DS, … 2nd of June Botany House GU
09.00-11.00 Hall 5
Measures for Sust Dev Policy instruments for Sustainable Development. Good examples. From research to Policy. New solutions vs present solutions
AnEk, YNB
11.15-12.00 Hall 5
Measures for Sust Dev Discussions and exercises as a follow-up of the 09.00-11.00 session*
AnEk, YNB
12.00-13.00 Lunch 13.00-16.00 Hall 8, 10, 11
Project work Project work, partly, in the form of a work-shop, which also involve teachers
DS + some supervisors
12th of September
10.00-12.00 Half- time The groups present what they have achieved so DS + some
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presentations of the project work
far, with the purpose of interacting with the other groups and with the teachers present
supervisors
12.00-13.00 Lunch 13.00-14.00 Half- time
presentations of the project work
Continuing from morning session
DS + some supervisors
14.30-16.30 Project work Project work DS + some supervisors
13th of September
09.00-11.00 Innovation and learning for Sust Dev
Both learning and innovation perspectives. A broad perspective on the role of education for Sustainable development. How can more people become involved? Technical solutions, but also new concept solutions like Sharing, Social entrepreneurship, etc.
ArWa, MagSv, ToKå/FiJo, …DS,
11.15-12.00 Innovation and learning for Sust Dev
Discussions and exercises as a follow-up of the 09.00-11.00 session*
ArWa, MagSv, ToKå/FiJo, MaThy, …DS
12.00-13.00 Lunch 13.00-15.00 Economic growth and
Sust Dev Different perspectives and implications of economic growth are presented and discussed
OJoSt, ArWa, GAO
15.15-16.00 Economic growth and Sust Dev
Discussions and exercises as a follow-up of the 13.00-15.00 session*
OJoSt, ArWa, GAO
11th of October
10.00-11.45 SDG, FN, SDSN, EU
The Sustainable Development Goals. The Sustainable Development Solution Network, SDSN. What’s up in the UN and the EU in the area of Sust Dev?
KaGå, DaMa, AnEk
12.00-13.00 SDG, FN, SDSN, EU
Discussions and exercises as a follow-up of the 10.00-11.45 session*
KaGå, DaMa, AnEk
13.00-14.00 Lunch 14.00-16.30 ? An invited guest lecturer ? 12th October
09.00-12.30 Project presentations
Final project presentation. 3 groups DS + supervisors
12.30-13.30 Lunch 13.00-16.00 Project
presentations Final project presentation 2 groups + a general discussion
DS + supervisors
15th November
On-line Home-exam
Home-exam in an on-line version, which is "open" at a certain time interval. One of the tasks will be to analyse his/her own PhD work from a Sustainable Development perspective.
DS
**) Lecture halls: See also the web-page for instructions about how to get to the different lecture halls! Name Where ? 10th floor Chemistry At Chalmers Univ of Technology. In the top floor (10:an) in the highest building of the
Chemistry department. F45 at Business school GU
At the School of Business, Economics and law at Univ of Gothenburg, Vasagatan 1, Göteborg
Hall 5, 8, 9, 10, 11 at Botany house GU
The department of Biology and Environmental Sciences, Carl Skottsbergs gata 22 B
5
3. Teachers AnBi Anders Biel, professor, Psychology, GU AnEk Anders Ekbom, ass prof, GMV , GU ArWa Arjen Wals, professor, Education and Learning, Wageningen/GU BeBr Bengt Brülde, professor, Philosophy, GU DaMa Darko Manakovski, proj coordinator, GMV, Chalmers DS Dan Strömberg, ass professor, GMV, GU FiJo Filip Jonsson, professor, Energy and Environment, Chalmers GAO Gunilla A Olosson, professor, Global studies, GU HaMa Hauwa Madhi, PhD, guest researcher at Global studies, GU, KaGå Katarina Gårdfeldt, ass prof, Chemistry, Chalmers MagSv Magdalena Svanström, ass professor, Chemistry and Chemical Engineering, Chalmers MaSt Marie Stenseke, professor, Human Geography, GU MaThy Marie Thynell, ass prof, Global studies, GU OJoSt Olof Johansson Stenman, professor, Economics , GU ThPe Thomas Pettersson, professor, Civil and Environmental Engineering , Chalmers ToKå Tomas Kåberger, professor, Energy and Environment, Chalmers YNB Ylva Norén Bretzer, ass prof, School of Public Administration, GU
4. Participants and groups
Name Pink = female Blue = male 16 13
Department/Univ Chalmers 12, GU 7, Uppsala Univ 4, Linköping Univ 3, Örebro Univ 1, Karlstad Univ 1, Vaasa Univ 1, KTH 1 = 29
Email Group/The-me
Yellow = Nat/tech Sci Green = Hum/Social sci 22 7
1 Margaretha Häggström
Dep o pedagogical, curricular and professional studies GU
2 Louise Lindkvist IEI - the Department of Management and Engineering LiU
3 Toni Gutknecht Dep Chemistry and Chem Eng Chalmers
4 Marianna Lena Kambanou
Environmental Technology and Management LiU
5 Sergio Brambila IEI - the Department of Management and Engineering LiU
6 Veronica Carlsson
Civil and environmental engineering Construction Management Chalmers
EC
7 Per Fors Industrial Engineering and Management (ICT), Uppsala University
8 Cosima Hermans
Dep of Evolutionary Biology, Uppsala University
9 Kristina Karlsson
Polymeric Materials and Composites Chalmers
LF
10 Ilaria Barletta Dep for Product and Production Development Chalmers
11 Jolanda van Rooijen
Div of Industrial Eng and Management Uppsala Univ
EC
12 Rut Blomqvist Dep of Languages and Literatures, Faculty of Arts, GU
13 Houman Sadri Dep of Languages and Literatures, Faculty of Arts, GU
14 Filip Nylander Dep Chemistry and Chem Eng Chalmers
15 Benedict School of Humanities, Education and [email protected] W
6
Singleton Social Sciences, Örebro Univ 16 Tomas
Bengtsson Signals and Systems Chalmers [email protected] LF
17 Kassahun T Weldemariam
Dept of pedagogical, curricular and professional studies GU
18 Karl Forsell Occupational and Environmental Medicine GU
19 Virginia Claudio Div. of Biological Physics, Applied Physics Chalmers
20 Josefin Borg Dep o Shipping and Marine Technology Chalmers
21 JEAN-VIANEY NYARUBUYE
Climate Change at the University of Dar es Salaam, Tanzania, and affiliated at Karlstad University
EC
22 Hosein Daneshpour
Industrial management, Univ of Vaasa, Finland
23 Simon Isaksson Applied Chemistry, Chalmers [email protected] TM 24 Diego Peñaloz Biobased construction material, SP
(50%) and KTH (50%) [email protected] HE
25 Alexina Thorén Williams
the Centre for Education Science and Teacher Research (CUL) and the Dep of Chem and Mol Biology at GU
26 Carl Anderson Kronlid
Dep of engineering sciences at Uppsala Univ
27 Stefanía Ósk Gardarsdottir
Dep of Energy and Environment, Chalmers
28 Leif Lithander Biologi och miljövetenskaper, GU [email protected] LF 29 Sanna Björkgren Applied Surface Chemistry, Chalmers
AkzoNobel [email protected] W
5. Syllabus, including course idea, examination
Course Syllabus
for
Sustainability Opportunities -
Exploring Sustainability at the Cross-roads of Science and Society
1. Field of education Sustainability Science 2. Position in the educational system The course is freestanding graduate course 3. Entry requirements The student should have initiated his/her graduate studies for a PhD-degree or for a licentiate degree. Since no specific courses in environmental science or Sustainable Development is required, all students should prepare themselves for the course by reading chapter 1, 2, 3 and 6 in the course book (see literature list below).
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4. Course content Background We live in a ‘systemic world’ characterized by multiple causation, interactions and complex feedback loops, yet the dominant structures in, for instance, governance, policy-making and education, are still essentially based on fragmentation rather than on connectivity, relationships and synergies. The persistent call for a more sustainable development increasingly influences policy-making, public debate, business decisions and lifestyle choices. This persistence is fuelled by major environmental, social, financial, economic and ecological disruptions (both acute and chronic) that are interconnected and characterized by high levels of uncertainty and complexity. The University of Gothenburg and Chalmers and their graduates, together with universities all over the world, will need to play a pivotal role in addressing emerging challenges manifested in the depletion of natural resources, the rise of unnatural disasters, lack of food safety and security, human-induced climate change, rising inequity, and so on. What is increasingly clear is that dealing with complex and, even wicked, sustainability challenges requires new forms of education, research and community engagement. These new forms tend to have in common: a tendency towards integrative thinking and design, the facilitation of trans-boundary alliances and creative coalitions, acceptance of indeterminacy, emergence and uncertainty, the democratization of knowledge, and a preference for contextual solutions with a planetary conscience. The fact is, however, that we still know very little about these alternatives. Course idea: Perspectives, practices and possibilities of Sustainable Development are studied, including: global to local, technological to societal, policy instruments and lifestyles/behaviors, the efficiency to systems changes, etc. Key drivers and barriers to change are analyzed, including also how the implementation of one solution can affect the other options. A major focus should be on solutions for the future. Moreover, the conditions for research about Sustainability are reflected upon. Course structure: The course consists of three main types of activities: i) Lectures with active student participation (exercises, discussions, ...) ii) A group project iii) A home-exam
Course project: The students will explore sustainability challenges at the crossroads of science and society by working in interdisciplinary groups on sustainability challenges that will be analysed using the concepts, methods, theories and solution models presented during the lectures, and thereby deepen the knowledge about those. The PhD-students are divided multidisciplinary groups, addressing one theme each, e.g. Land Use/Food; Energy/Climate; Water; Global Health and Education; Transport and Mobility. The report should contain: ► Overview
● Identify and discuss the major societal challenges and the needed transformative changes, within the theme ● Identify and discuss the major actors, both nationally and globally, from business, public bodies, civil society, academy, institutes, and others. ● What are the major research challenges in the field?
► Concepts and perspectives discussed during the lectures ● Identify and discuss rich-poor and inter-generational equity issues with relevance for the theme ● Economic growth and the theme? ● Identify and discuss the social dilemmas within the area. Solutions to overcome the dilemma? ● Identify and discuss the SDGs that are most relevant for the theme. Are the targets well designed? ● Comment on the necessity to apply a learning perspective, both regarding the normal education system and from a more general learning perspective
► Solutions and measures (don’t forget to apply a system perspective, when appropriate/necessary)
● Identify and discuss the major solutions and measures that are applied/available today, including both technical and other types of solutions. ● Discuss those solutions in 6), from a barriers and drivers perspective. Obstacles? Suitable policy instruments? Try to find best practices on an international scale. ● Give some examples of really novel ideas of solutions (not only technological). Tested or not tested. ● Propose an idea for a so called Solution Initiative (http://unsdsn.org)
► Miscellaneous
● Formulate one or two interesting and distinct questions, either related to the other points or not. Find relevant information, make an analysis, answer the question(s), and discuss the results.
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● Apply one new “hot” concept, like e.g. nexus thinking. Discuss, within in the group, the chosen concept and its application also from a critical standpoint.
5. Learning outcomes
Knowledge and understanding
To pass the course, the participants should have a far reaching understanding of:
• how the concept of Sustainable Development has been used and is used, by different types of actors and on both local and global scales
• the practical Sustainable Development work and activities that is carried out all over the world, both by international players and in a local context
• the variety of aspects that could be addressed by the concept Global equity • the role of economic growth for sustainable development, and how the present economic system based on continuous growth
is debated today, including also modern concepts like circular economy and a sharing economy • the solution opportunities for sustainable development that are already in the implementation phase or in the concept stage • the new Sustainable Development Goals (SDG), and the process of implementation, including indicators for follow up • knowledge about how to find relevant statistical data for sustainable development Skills and abilities After completed course, the participants should have the ability to:
• analyze and discuss trans-, inter-, multidisciplinary approaches in the context of sustainable development • apply the concept of Social dilemmas in the context of sustainable development • analyze and discuss the present and future relevance of concepts like rich and poor countries, developed and developing countries • analyze and discuss the potential of and the possibilities for citizen involvement and the role of a lifelong learning, in a
Sustainability context • analyze barriers and drivers for different solution opportunities for sustainable development, including the issue of choosing
appropriate policy instruments
Judgement and approach After completion of the course the student should be able to critically evaluate:
• the idea of Sustainability as an emerging science • the usage of the trans-, inter-, multidisciplinary concepts in the context of Sustainable development • the usage of the concept Wicked Sustainability Problems
The students should also be able to have an opinion on:
• the role for Sweden, as a nation, in the implementation of the new SDGs • the role of research for promoting Sustainable Development • how the Sustainable development perspective relates to his/her own PhD-work
6. Literature
The course book is The age of sustainable development by Jeffrey Sachs, 2015, Columbia University Press, New York
In addition, a list of scientific articles and reports are included. See separate list, available at the course web-site.
7. Assessment
In order to pass the course, the student must receive Pass on all three parts:
i) Active participation in at least 75% of the course lectures ii) Active participation in the project work, including written report and oral presentation
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iii) On-line home exam
8. Grading scale
The grading scale comprises Fail (U) and Pass (G)
9. Course evaluation
A written evaluation should be performed in the end of the course.
10. Additional information
Language: English
7.5 hec is recommended.
6. Course literature
The course book is The age of sustainable development by Jeffrey Sachs, 2015, Columbia University Press, New York. Chapter 1,2,3,6 should be read before the course starts. The book is included in the pen sum for the exam.
Suggestions for supporting literature for the 5 project themes will be available on the course web-site. That literature will not be included in the pen sum for the exam.
The literature list version 14th of April:
General Sustainable Development
Authors
Address … Sachs’s pages are very small, corresponds to half a page !!
Year Type
Num-ber of pages
Read and
learn before course
!!!
Read once befor
e cours
e
For the
exam
The Age of Sustainable Development
Jeffrey Sachs
Columbia University Press Course book
2015 Book
135
Ch 1,2, 3,6
X
UN Sust Dev Knowledge Platform
UN DESA https://sustainabledevelopment.un.org/
Cont Web-site
-
Global Sustainable Development Report
UN DESA https://sustainabledevelopment.un.org/content/documents/1870GSDR%202015%20Briefs.pdf
2015 Summary
18
X
Sustainable Development Goals
UN Sust Dev Know-ledge Platf
https://sustainabledevelopment.un.org/sdgs https://sustainabledevelopment.un.org/?menu=1300
2016 Web-site
-
Extra material for the interested, and for the projects
Authors
Address … Year Type
Assessment of Global Megatrends
EEA http://www.eea.europa.eu/soer-2015/global/action-download-pdf
2015 Report
10
Living planet report WWF http://wwf.panda.org/about_our_earth/all_publications/living_planet_report/
2014 report
World happiness report
Helliwell et al
http://worldhappiness.report/ 2016 report
Vision 2050 WBCSD www.wbcsd.org/pages/edocument/edocumentdetails.aspx?id=219
2010 Report
Human Development report
UNDP http://hdr.undp.org/sites/default/files/hdr14-summary-en.pdf
2014 Sum
Our Common Future UN/ Gro Harlem Brundtland
http://upload.wikimedia.org/wikisource/en/d/d7/Our-common-future.pdf
1987 Report
Agenda 21 UNCED www.unep.org/Documents.Multilingual/Default.asp?documentid=52
1992 Report
Sustainable development – an overview 26th of April morning lecture
Teachers MagSv GAO Authors
Address … Sachs’s pages are very small, corresponds to half a page !!
Year Type
Num-ber of pages
Read and
learn before lecture
!!!
Read once befor
e lectu
re
For the
exam
The Age of Sustainable Development
Jeffrey Sachs
Ch 1, 2, 3 and 6 2015 Book
135 X X
What is Sustainable Development
Kates, R. et al
http://www.hks.harvard.edu/sustsci/ists/docs/whatisSD_env_kates_0504.pdf Environment: Science and Policy for Sust Dev, 47 (2005) p 8–21.
2005 Article
13 X
X
The five dimensions of sustainability
Seghezzo, L.
Environmental Politics 18 (2010) 539-556.
2010 Article
18
X
A safe operating space for humanity
Rockstrom, J. et al.
Nature 461 (2009) 472-475 2009 Article
4
X
The Anthropocene: From global change to planetary stewardship
Steffen, W. et al
AMBIO 40 (2011) 739-761 2011 Article
23
X
X
A safe and just space for humanity
Kate Raworth Oxfam
https://www.oxfam.org/sites/www.oxfam.org/files/file_attachments/dp-a-safe-and-just-space-for-humanity-130212-en_5.pdf https://www.youtube.com/watch?v=CqJL-cM8gb4
2012 Dis-cussion paper or video
24 X
Sustainability Science 27th of April morning lecture
Teachers MaSt GAO Authors
Address … Sachs’s pages are very small, corresponds to half a page !!
Year Type
Num-ber of pages
Read and
learn before lecture
!!!
Read once befor
e lectu
re
For the
exam
The Age of Sustainable Development
Jeffrey Sachs
P 271-74 2015 Book
4 X X
Structuring sustainability science
Jerneck A et al
Sustainability Science 6 (2011) 69-82
2011 Article
14
X X
Constructing sust-ainability science: emerging perspectives and research trajectories
Miller, T.R.
Sustain Sci 8 (2013) 279–293 http://dx.doi.org/10.1007/s11625-012-0180-6
2013 Article
15 X
X
Sustainable landscapes:contra-
Antrop, M. Landscape and Urban Planning, 75: 187-197.
2006 Article
11
X
11
diction, fiction or or utopia? Resilience: The emergence of a per-spective for social–ecological systems analyses.
Folke, C. Global Environmental Change, pp 253-267.
2006 Article
15 X
Vulnerability and resilience: Coalescing or parall-eling approaches for sustainability science?
Turner II, BL.
Global Environmental Change 20 (2010) 570–576
2010 Article
7
X
X
Social dilemmas 27th of April afternoon lecture
Teachers AnBi YNB Authors
Address … Sachs’s pages are very small, corresponds to half a page !!
Year Type
Num-ber of pages
Read and
learn before lecture
!!!
Read once befor
e lectu
re
For the
exam
The Age of Sustainable Development
Jeffrey Sachs
Page 216-17 2015 Book
2 X X
The Tragedy of the Commons
Garrett Hardin
Science 162 (1968) page 1243–1248
1968 Article
6
X X
The Struggle to Govern the Commons
Dietz, T. et al
Science 302 (2003) page 1907-1912 2003 Article
6
X
Revisiting the Commons: Local Lessons, Global Challenges
Ellinor Ostrom et al
Science 284, (1999); page 278-282
1999 Article
5
X X
Global equity and justice 1st of June morning lecture
Teachers BeBr HaMa Authors
Address … Sachs’s pages are very small, corresponds to half a page !!
Year Type
Num-ber of pages
Read and
learn before lecture
!!!
Read once befor
e lectu
re
For the
exam
The Age of Sustainable Development
Jeffrey Sachs
P 27-33 Ch 2, 4, 5, 7
2015 Book
140 X X
Rawls’s Law of Peoples
Beitz C Ethics, 110 (2000), 669-696 2000 Article
28
X
X
Just emissions Caney S Philosophy & Public Affairs, 40 (2012) 255-300
2012 Article
46
X
Climate change, intergenerational equity and the social discount rate
Caney S Politics, Philosophy & Economics, 13 (2014) 320-342
2014 Article
23
X
Sustainability and intergenerational equity: do past injustices matter?
Golub, A, Mahoney, M. & Harlow, J.
Sustainability Science 8: 269-277 2013 Article
8
X
X
Rethinking Development, Sustainability, and Gender Relations
Feldman, S.
Cornell Journal of Law and Public Policy, 22 (2013) 649-666
2013 article
17
X
Report of the commission on the measurement of economic performance and social progress
Stiglitz, J.E., Sen, A. and Fitoussi, J.-P.
http://ec.europa.eu/eurostat/documents/118025/118123/Fitoussi+Commission+report Page 1-18 Exec Summary
2009 Report
18
X
12
Teachers AnEk YNB Authors
Address … Sachs’s pages are very small, corresponds to half a page !!
Num-ber of pages
Num-ber of pages
Read and
learn before lecture
!!!
Read once befor
e lectu
re
For the
exam
The Age of Sustainable Development
Jeffrey Sachs
Ch 5 p 139-180, p 385-391, 414-445
2015 Book
79 X X
Fuel Taxes an instrument for climate policy
Sterner, T. Energy Policy, 35 (2007) 3194-3202
2007 article
9
X
Natural resource management: Challenges and policy options
Coria, J. and Sterner, T.
Annual Review Resource Economics 3 (2011) 14.1–14.28
2011 article
28
X
Planetary Opportunities: A Social Contract for Global Change Science to Contribute to a Sustainable Future
DeFries et al
BioScience 62 (2012) 603-606 2012 Article
4
X
X
Policy Instruments for Climate Change: …
Stavins, R.N.
www.rff.org/files/sharepoint/WorkImages/Download/RFF-DP-97-11.pdf
1997 article
28
X
X
Environmental policy instruments and institutions in developing countries
Somanathan, E. and Sterner, T.
Economic development and environmental sustainability: new policy options www.khmerdocs.com/files/docs/docs420975169068.pdf#page=236
2006 Chapter 7 in Book
28
X
Innovation and learning for Sust Dev 12th of September morning lecture
Teachers ArWa, MagSv, ToKå/FiJ Authors
Address … Sachs’s pages are very small, corresponds to half a page !!
Year Type
Num-ber of pages
Read and
learn before lecture
!!!
Read once befor
e lectu
re
For the
exam
The Age of Sustainable Development
Jeffrey Sachs
P 79-86, Ch 8 p 251-274 2015 Book
32 X X
Learning and Knowing in Pursuit of Sustainability: Concepts and Tools for Trans-disciplinary Env Res
Scott Peters and Arjen Wals
https://arjenwals.files.wordpress.com/2013/11/finalpeterswals2013.pdf
2013 Chapter 4 in a book
26 Yet to be deter-mined
Yet to be det
Yet to be det
Beyond unreasonable doubt – education and learning for sustainability in the anthropocene
Arjen Wals https://arjenwals.files.wordpress.com/2016/02/8412100972_rvb_inauguratie-wals_oratieboekje_v02.pdf
2015 Lecture
32
Yet to be deter-mined
Yet to be det
Yet to be det
Mirroring, Gestalt-switching and trans-formative social learning
Arjen Wals www.emeraldinsight.com/loi/ijshe Int J of Sustainability in Higher Education 11 (2010) pp. 380-390
2010 Article
11
Yet to be deter-mined
Yet to be det
Yet to be det
Technological innovation
Sustainia Explore: http://www.sustainia.me/solutions/
2016 Web
-
X
Global megatrend 4: Accelerating technological change
EEA www.eea.europa.eu/publications/global-megatrends-update-4-accelerating
2015 Report
18 Yet to be deter-mined
Yet to be det
Yet to be det
13
Economic growth and Sust Dev 13th of September afternoon lecture
Teachers OJoSt, ArWa, GAO Authors
Address … Sachs’s pages are very small, corresponds to half a page !!
Year Type
Num-ber of pages
Read and
learn before lecture
!!!
Read once befor
e lectu
re
For the
exam
The Age of Sustainable Development
Jeffrey Sachs
P 14-41, Ch 3 71-100, 214-217 Ch 5 (?)
2015 Book
61 X X
Report of the commission on the measurement of economic performance and social progress
Stiglitz, J.E., Sen, A. and Fitoussi, J.-P.
http://ec.europa.eu/eurostat/documents/118025/118123/Fitoussi+Commission+report Page 1-18 Exec Summary
2009 Report
18
Yet to be deter-mined
Yet to be det
Yet to be det
Green growth: an Assessment
Bowen, A. Hepburn, C
Oxford Review of Economic Policy 30 (2014) 407–422
2014 Article
16
Yet to be deter-mined
Yet to be det
Yet to be det
Green Growth in the Post-Copenhagen Climate Energy Policy
Sterner, T. Damon, M,
Energy Policy, 39 (2011) 7165-7173
2011 article
9
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Human Development and Economic Sustainability
Anand, S. and Sen, A.
World Development, Vol. 28 (2000) 2029-2049 Ch 1-4 www2.econ.iastate.edu/classes/tsc220/hallam/Readings/AnandSenHumanDevelopmentEconomicSustainability.pdf
2000 article
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SDG, FN, SDSN, EU 11th of October morning lecture
Teachers KaGå, DaMa, AnEk Authors
Address … Sachs’s pages are very small, corresponds to half a page !!
Year Type
Num-ber of pages
Read and
learn before lecture
!!!
Read once befor
e lectu
re
For the
exam
The Age of Sustainable Development
Jeffrey Sachs
Ch 14 p 481-511 2015 Book
31 X X
Transforming our world: the 2030 Agenda for Sustainable Development
UN https://sustainabledevelopment.un.org/content/documents/21252030%20Agenda%20for%20Sustainable%20Development%20web.pdf
2015 Report
39
X
The Millennium Development Goals Report
UNDESA http://mdgs.un.org/unsd/mdg/Resources/Static/Products/Progress2015/English2015.pdf Page 1-9
2015 Report
9
X
Sustainable Development Goals
UN Sust Dev Know-ledge Platf
https://sustainabledevelopment.un.org/sdgs
2015 Web-site
-
X
Sust devt in the EU - 2013 monitoring report of the EU sust dev strat
Eurostat http://ec.europa.eu/eurostat/documents/3217494/5759629/237EN-EN.PDF
2013 Sum-mary
11
X
SDSN – brochure SDSN http://unsdsn.org/wp-content/uploads/2013/05/SDSN-brochure-WEB.pdf http://unsdsn.org/
2015 Broch Web-site
2
X
14
7. Preparation in advance for lectures
What you should read before the lecture is marked in the literature list above.
Some teachers may want to also give you a task or exercise to prepare in advance. This will be presented in a specific document on the course web-site called Preparations for lectures version x. This document might be updated during the course.
8. Project instructions In the course, you will explore sustainability challenges at the crossroads of science and society by working in interdisciplinary groups on sustainability challenges that will be analysed from a range of disciplinary and societal/sectoral vantage points. The PhD-students are divided into five multidisciplinary groups (5-6 persons per group), with the following themes: Land Use/Food, Energy/Climate, Water, Global Health and Education, Transport and Mobility The idea with the project is to deepen your knowledge about the concepts, theories, issues, solution models, etc. that is discussed at the lectures. All students will also get an overview of the major challenges within all five themes, from all project presentations. The group should first identify the major challenges within the broad theme. Then, the group should choose a narrower scope for the rest of the project work. See the document, Suggestions of narrower scope within the project themes, on the course website for suggestions. The group could also suggest another scope. Information about the choice should be sent to [email protected] Each group should have an experienced researcher from the field as a co-supervisor, supporting content-wise. Dan S is taking care of a lot of the formal, practical and general issues. The proposed co-supervisors are: Land use/food – GAO; Energy/Climate – ToKå/FJ; Water – ThPe; Global health/Education - AW; Transport/Mobility – MaTh Suggestions for supporting literature for the each of 5 project themes will be available on the course web-site. The report should contain: (The first bullet point should be carried out for both the general them and for the chosen narrower scope, and the rest of the bullet points should address the narrower scope)
► Overview ● Identify and discuss the major challenges and the needed transformative changes. ● Identify and discuss the major actors, both nationally and globally, from business, public bodies, civil society, academy, institutes, and others. ● what are the major research challenges in the field?
► Concepts and perspectives discussed during the lectures ● Identify and discuss rich-poor and inter-generational equity issues with relevance for the theme ● Economic growth and the theme? ● Identify and discuss the social dilemmas within the area. Solutions to overcome the dilemma? ● Identify and discuss the SDGs that are most relevant for the theme. Are the targets well designed? ● Comment on the necessity to apply a learning perspective, both regarding the normal education system and from a more general learning perspective
► Solutions and measures (don’t forget to apply a system perspective, when appropriate/necessary)
● Identify and discuss the major solutions and measures that are applied/available today, including both technical and other types of solutions. ● Discuss those solutions in 6), from a barriers and drivers perspective. Obstacles?
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Suitable policy instruments? Try to find best practices on an international scale. ● Give some examples of really novel ideas of solutions (not only technological). Tested or not tested. ● Propose an idea for a so called Solution Initiative (http://unsdsn.org)
► Miscellaneous
● Formulate one or two interesting and distinct questions, either related to the other points or not. Find relevant information, make an analysis, answer the question(s), and discuss the results. ● Apply one new “hot” concept, like e.g. nexus thinking. Discuss, within in the group, the chosen concept and its application also from a critical standpoint.
You should use the competences and experiences in the group. The idea is not to just distribute the different points above, and then work on your own with “your points”. The discussions in the group are vital. However, you also have to find efficient working methods as well, in order to be able to solve all those tasks. The group should provide a page describing who has done what in the report. There are also sessions in the schedule reserved for work in the project groups, together with support from supervisors. The report's length should be approximately 15-20 pages (at least 15 pages, excluding references). The reports shall be made in a way that they could be put together into one single report for the whole course. Deadline for sending the report (in word format) to [email protected] is at 09.00 on the 12th of October. Feedback will be sent out to each of the group members, a couple of weeks after. There will be two oral presentations per group; one halftime and one fulltime. The halftime presentation should be 15-20 min per group, excluding discussion. The presentation in the end of the course should be 40 min, excluding discussion. The presentations should start with an overview describing the major challenges within the broad theme. Suggestions of narrower scope within project themes:
Land use/food • The equation population-food-land use, today’s situation and trends • European land use in a global perspective • Consumption/Consumers and land use
Climate/Energy • Transforming the global electricity generation system – success stories and challenges. Ways to accelerate change? • The role of biomass resources in the future energy system
Water • Control/ownership of water resources • Water and food production • Shared water resources between countries – cooperation or conflict
Global health and education • GH & climate change • GH & Mobility • GH & Water • GH & Land/Food The education theme would bring in how to develop an integrated perspective? How to deal with complexity, controversy and ambiguity around these issues? What kinds of competencies do people need to understand GH-issues from a sustainability perspective? A life-long learning perspective? Etc.
Transport and mobility • The transition to low-carbon mobility • Transport and mobility in large cities • International transport – options for change
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The part of the schedule that is devoted to the project work: Dste Time and Hall
Title Content and some practical arrangements
Teachers
Comments
26th of April 10th floor Chemistry
13.30-17.00 Start of the projects
The five thematic areas, Land Use/Food, Energy/Climate; Water, Global Health and Education, Transport and mobility, are introduced by a 25 min lecture per theme.
GAO, ToKå/FiJo, ThPe, ArWa, MaThy, DS
GAO for Land useFood ToKå/FiJo for EnergyClimate ThPe for Water ArWa for Global HealthEducation MaThy for TransportMobility
1st of June Botany House GU
14.00-16.30 Hall 8, 9, 10
Project work Project work, partly, in the form of a work-shop, which also involve teachers
DS + some supervisors
2nd of June Botany House GU
13.00-16.00 Hall 8, 10, 11
Project work Project work, partly, in the form of a work-shop, which also involve teachers
DS + some supervisors
12th of September
10.00-12.00 Half- time presentations of the project work
The groups present what they have achieved so far, with the purpose of interacting with the other groups and with the teachers present
DS + some supervisors
12.00-13.00 Lunch 13.00-14.00 Half- time
presentations of the project work
Continuing from morning session
DS + some supervisors
14.30-16.30 Project work Project work DS + some supervisors
12th of October
09.00-12.30 Project presentations Final project presentation. 3 groups DS + supervisors
12.30-13.30 Lunch 13.00-16.00 Project presentations Final project presentation 2 groups + a
general discussion DS + supervisors
9. Preparations for home exam
Read the course book.
Read the articles according to the literature list
Prepare yourself to be able to analyze your PhD-project with the concepts, theories, methods, etc., included in the course.
