Towards a Convergence of Institutional Structures for Sustainable Development?

Conditions for Transformative Learning for Sustainable Development: A Theoretical Review and Approach

Sustainability ◽

10.3390/su10124479 ◽

2018 ◽

Vol 10 (12) ◽

pp. 4479 ◽

Cited By ~ 28

Author(s):

Magnus Boström ◽

Erik Andersson ◽

Monika Berg ◽

Karin Gustafsson ◽

Eva Gustavsson ◽

...

Keyword(s):

Sustainable Development ◽

Transformative Learning ◽

Social Practices ◽

Cultural Changes ◽

Technological Advances ◽

Institutional Structures ◽

Sustainability Problems ◽

Cultural Constraints ◽

Critical Literature

Continued unsustainability and surpassed planetary boundaries require not only scientific and technological advances, but deep and enduring social and cultural changes. The purpose of this article is to contribute a theoretical approach to understand conditions and constraints for societal change towards sustainable development. In order to break with unsustainable norms, habits, practices, and structures, there is a need for learning for transformation, not only adaption. Based on a critical literature review within the field of learning for sustainable development, our approach is a development of the concept of transformative learning, by integrating three additional dimensions—Institutional Structures, Social Practices, and Conflict Perspectives. This approach acknowledges conflicts on macro, meso, and micro levels, as well as structural and cultural constraints. It contends that transformative learning is processual, interactional, long-term, and cumbersome. It takes place within existing institutions and social practices, while also transcending them. The article adopts an interdisciplinary social science perspective that acknowledges the importance of transformative learning in order for communities, organizations, and individuals to be able to deal with global sustainability problems, acknowledging the societal and personal conflicts involved in such transformation.

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The National Innovative System Development Strategy as the Institutional Framework of Sustainable Development: Features and Risks of Russian Model

SHS Web of Conferences ◽

10.1051/shsconf/20219401032 ◽

2021 ◽

Vol 94 ◽

pp. 01032

Author(s):

Andrei Aleinikov ◽

Daria Maltseva ◽

Olga Safonova ◽

Anastasia Dedul ◽

Daria Kosareva

Keyword(s):

Sustainable Development ◽

Economic System ◽

Development Strategy ◽

System Development ◽

Sociocultural Factors ◽

Institutional Changes ◽

Institutional Structures ◽

Innovative System ◽

The Impact ◽

Russian Model

This article is concerned with the features of the Russian national innovative system as the set of related various institutional structures in the context of the impact on the national sustainable development. The ability to quickly and efficiently master innovations, the speed of institutional changes and the openness of the economic system are analyzed as risks to the NIS development. It is shown that the low innovation susceptibility of society can become a serious obstacle on the way to the effective NIS. A range of issues related to the influence of political and sociocultural factors on the technological and investment abilities and capabilities of the country is problematized, the features of the functioning and development of the Russian national innovative system are shown.

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Education and Learning in Sustainable Development: Foregrounding an Emergent Discourse

Discourse and Communication for Sustainable Education ◽

10.2478/dcse-2020-0015 ◽

2020 ◽

Vol 11 (2) ◽

pp. 5-19

Author(s):

Bob Offei Manteaw

Keyword(s):

Sustainable Development ◽

Discourse Analysis ◽

Critical Discourse Analysis ◽

Institutional Structures ◽

Educational Ideology ◽

Environment And Development ◽

Emergent Discourse ◽

The Times ◽

Definition Of ◽

Sustainability Challenges

AbstractThe framing of education and learning in sustainable development has evolved out of global environment and development discussions to shape how knowledge, learning and action are applied in efforts to address complex socio-ecological and sustainability challenges of the times. Such framings have over time contributed not only to the establishment of the importance of education and learning in issues of environment and development – sustainable development – but also to the definition of what forms education and learning should take. Education for Sustainable Development (ESD) has since emerged from such framings in international discussions to pave the way for the formal recognition of the role of education and learning in the global quest for sustainable development. While the ESD discourse has since evolved to become a pragmatic educational ideology and tradition; while many countries and institutions have embraced its ideals in practice, not a lot of attention has been given to the seemingly instrumentalization of education in the ESD discourse. This work foregrounds ESD as an emergent discourse to critically explore how education has been framed in the discourse. Through Discourse Analysis and Critical Discourse Analysis, the paper examines the coarseness of words used in creating the ESD discourse across time by paying close attention to texts – specific language use – in key discourse moments to understand how linguistic choices, power, and institutional structures have helped to create a role for education in sustainable development and how that has facilitated the formation of the ESD discourse.

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Modes of Constructing Evidence: Sustainable Development as Social Experimentation-The Cases of Chemical Regulations and Climate Change Politics

Nature and Culture ◽

10.3167/nc.2013.080105 ◽

2013 ◽

Vol 8 (1) ◽

pp. 74-96 ◽

Cited By ~ 5

Author(s):

Stefan Böschen

Keyword(s):

Climate Change ◽

Sustainable Development ◽

Social Experiment ◽

Institutional Structures ◽

Correct Form ◽

Institutional Contexts ◽

Knowledge Intensive ◽

Social Experimentation ◽

Climate Change Politics ◽

Do So

Envisioning strategies for sustainable development and its governance are knowledge-intensive processes. Against this background, conflicts about the correct form and actual validity of knowledge supporting sustainable development have arisen. What can be seen as evident-and what not? This article is based on the argument that there are differing modes creating evidence within “epistemic“ and “practice“ communities. Therefore, I propose to decipher knowledge production for sustainable development as processes of social experimentation in Dewey's sense. To do so, I introduce the concept of a “formative public“ for analyzing the cultural and institutional contexts of such processes. The argument is underlined by a focused description of the cases of chemical regulations and climate change politics. The findings support the argument that the politics of sustainable development has to elaborate guidelines and institutional structures for processing knowledge as a social experiment in order to resolve the conflicting ideas mirrored through differing accounts of the evidence.

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