Sustainable development of natural rubber in the 21st century

2021 ◽  
pp. 463-479
Author(s):  
Shinzo Kohjiya
Keyword(s):  
Sustainable Development ◽  
Natural Rubber ◽  
21St Century

Environmental Ethics and Sustainability in Indian Thought

2021 ◽  
Vol 26 ◽  
pp. 55-87
Author(s):  
Rana P. B. Singh ◽  
Keyword(s):  
Sustainable Development ◽  
Environmental Ethics ◽  
21St Century ◽  
Sustainable Development Goals ◽  
Vital Role ◽  
Deep Ecology ◽  
Way Of Life ◽  
Indian Thought ◽  
Development Goals ◽  
The Universe

Religion (dharma) plays a vital role in the Hindu (Sanatana) quest for understanding and practicing harmony between nature and humanity that result into the formation of a cosmological awakening, i.e. 'transcending the universe.' The importance and applicability of such new consciousness is a sign in promoting global humanism in the 21st century, where environmental ethics and sustainability are the wheels of making the future more humane and peaceful. Arne Naess, who coined the term 'deep ecology' conceiving humankind as an integral part of its environment, gives credit to Gandhi. Gandhi’s contributions help to re-awaken the human spirit to self-realisation, finally leading to revelation promoting human coexistence with nature sustainably, mostly through re-interpretation of Vedantic thought. Under the SDGs (Sustainable Development Goals) the ideas of Gandhi are recognised as a path that makes human coexistence stronger, feasible and co-sharedness, sustainable in peace and harmony with nature. This essay presents ecospiritual contextuality and its vitality concerning a sustainable perspective in line with Gandhi's vision and way of life.

Global Citizenship Education (GCED) in The Digital Era: The Unexpected Tool for Peacebuilding. How 21st Century Fluencies Can Shape Sustainable Global Peace?

2021 ◽  
Author(s):  
Nezha El Massoudi ◽  
Keyword(s):  
Sustainable Development ◽  
Emotional Intelligence ◽  
Gender Equity ◽  
21St Century ◽  
Peace Education ◽  
Global Citizenship ◽  
World State ◽  
Research Fields ◽  
Global Peace ◽  
National Analysis

Abstract If education is unanimously recognized as a powerful and impactful tool for social advancement, its use in global affairs as a major component has not yet been fully acknowledged. The current world state, with multiplying challenges amidst a global crisis - caused by the fallouts of an unmanageable pandemic - exposed the limits of multilateralism, undermining international cohesion already struggling over geopolitical rivalries and bursting territorial conflicts. Growing gaps between citizens and governing bodies are threatening the very essence of democracy, the quintessence of people representation, the act of being a citizen. If such struggles arise even within states’ borders, needless to say, building a global citizenship feeling of belonging may prove difficult, requiring exceptional efforts and a strong driver, such as education, leaning on an innovative approach. Peacebuilding through education to global citizenship is one of the pillars of the United Nations 2030 Agenda. In this regard this work is directly relevant to the Sustainable Development Goal 4.7 (Education for sustainable development and global citizenship, and the promotion of a culture of peace and non-violence), an indicator building a basis for decision-making and institutional frameworks, reflecting on citizen political involvement on a local/global level, leaning on the tryptic pattern of foundation/adaptation/integration. GCED could be one of the strongest peace advancement tools to think globally and act locally, by integrating emotional intelligence, creating a common shared value, tackling climate change and gender equity, as women are often in the frontline of rising challenges. This work will investigate and analyze the paradigms of GCED in peacebuilding using a cross-national analysis within the framework of digital humanities and peace studies research fields. KEYWORDS: peace, education, peacebuilding, digital citizenship, emotional intelligence, critical thinking, global security, 21st century skills, peacetech, innovation, empowerment

scholarly journals CHALLENGE OF LEARNING ENGLISH FROM REVOLUTION AS 21st CENTURY LEARNING FOR COMMUNITIES 5.0

2020 ◽  
Vol 2 (1) ◽  
pp. 34-41
Author(s):  
Dina Purnama Sari
Keyword(s):  
Sustainable Development ◽  
21St Century ◽  
English Language ◽  
Journal Article ◽  
English Language Teaching ◽  
First Century ◽  
Development Education ◽  
Educational Challenges ◽  
New Learning Environments ◽  
New Learning

Brown, John Seely. (2005). New Learning Environments for the 21st Century*retrieved from http://www.johnseelybrown.com/newlearning.pdf Delors, Jacques. (2013). The treasure within: Learning to know, learning to do, learning to live together and learning to be. What is the value of that treasure 15 years after its publication? Int Rev Educ 59:319–330. retrieved from http://www.oosci-mena.org/uploads/1/wysiwyg/Delors_article_review_of_education_2013.pdf Karinov. (2019). Revolusi Industri Ala Jepang: Hjuman-Centered Society. Retrieved From https://Karinov.Co.Id/Revolusi-Industri-5-Jepang/ Malik, Ranbir Singh. (2018). Educational Challenges In 21st Century And Sustainable Development. Journal of  Sustainable Development Education and Research. JSDER Vol. 2, No.1. 9-20. retrieved from File:///C:/Users/User.User-PC.000/Downloads/12266-25620-1-SM.Pdf Marcellino, M. (2008). English Language Teaching In Indonesia: A Continuous Challenge In Education And Cultural Diversity. TEFLIN Journal, Volume 19, Number 1, February. 57 – 69. retrieved from http://journal.teflin.org/index.php/journal/article/viewFile/99/93 Niara, Kita. (2016). Bahasa Inggris untuk Bisnis 01 - Bagaimana Memperkenalkan Staf Perusahaan. Retrieved from https://www.youtube.com/watch?v=xz3qXl6nro4 Niara, Kita. (2016). Bahasa Inggris untuk Bisnis 02 - Memperkenalkan Tim/Staf Perusahaan Bag. 2. Retrieved from https://www.youtube.com/watch?v=8qBq7CJc_z0 Singh, Raja Roy. (1991). Education for The Twenty First Century: Asia-Pasific Perspective.  Bangkok: UNESCO. retrieved from http://www.unesco.org/education/pdf/15_15.pdf

scholarly journals PERSPECTIVE OF SUSTAINABLE DEVELOPMENT IN POST-PANDEMIC WORLD: SURVEILLANCE CAPITALISM AND HOPES

2020 ◽  
Vol 4 (2) ◽  
pp. 159-166
Author(s):  
ŁUKASZ RĄB ◽  
KAROLINA KETTLER
Keyword(s):  
Sustainable Development ◽  
21St Century ◽  
Social Relations ◽  
Natural Environment ◽  
Interesting Case ◽  
Modus Operandi ◽  
Working Models ◽  
Healthcare Crisis ◽  
Modern Technologies

The current coronavirus pandemic is not only a health/healthcare crisis but to a vast extent it will also influence other spheres of life, including social relations, the shape of economy and working models, and natural environment. Sustainable development that relies on the previously mentioned pillars (economy, society, environment) is going to be strongly affected by the virus outbreak. There is a threat that the process of recovering from the corona crisis will accelerate and legitimize the dynamics of surveillance capitalism. A really interesting case is going to be the labor world, where thanks to modern technologies, suppression of personal freedoms and triumph of total surveillance might be particularly easy. However, good scenarios are also plausible. The first 21st century pandemic of that scale may force societies to redefine their current modus operandi and shift capitalism into a more sustainable, humanistic model.

Reflections on Mode 3, the Co-Evolution of Knowledge and Innovation Systems and How it Relates to Sustainable Development

2013 ◽  
pp. 46-55
Author(s):  
Alice B. M. Vadrot
Keyword(s):  
Sustainable Development ◽  
21St Century ◽  
Knowledge Production ◽  
Theoretical Perspective ◽  
Innovation Systems ◽  
Quadruple Helix ◽  
Innovation Ecosystem ◽  
Starting Point ◽  
Basic Understanding ◽  
Mode 3

This paper is interested in raising the question to which extent the epistemological implications of the Mode 3 concept coincide with the respective knowledge understanding. The argumentation focuses on the article from David F. J. Campbell and Elias G. “Mode 3” and “Quadruple Helix”: Toward a 21st Century Fractal Innovation Ecosystem (2009) and aims to illuminate it from a theoretical perspective. The starting point is the elaborated basic understanding of knowledge as well as the interpretation of knowledge production.

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