Building Environmental Peace: The UN Environment Programme and Knowledge Creation for Environmental Peacebuilding

2021 ◽  
pp. 1-22
Author(s):  
Natalia Dalmer
Keyword(s):  
Environmental Degradation ◽  
Knowledge Creation ◽  
Knowledge Building ◽  
Conflict Prevention ◽  
Environmental Dimension ◽  
Environment Programme

Abstract Since the aftermath of the 1999 Kosovo Conflict, UNEP has addressed the environmental dimension of insecurities and turned to peacebuilding. This has been risky because it strays close to conflict prevention, identification, or resolution, which lie outside of UNEP’s mandate. I argue that this change in approach results from knowledge creation. UNEP’s experiences about the linkage between environmental degradation and insecurity in postconflict settings motivated its search for opportunities that would legitimize its contribution to postconflict peacebuilding. Seizing on the UN’s Peacebuilding Architecture, UNEP established ECP and, through the program, aimed to develop environmental peacebuilding as a concern through three distinct but interrelated knowledge-building practices: knowledge collection, strategic interpretation, and implementation.

scholarly journals Analytics for Knowledge Creation: Towards Epistemic Agency and Design-Mode Thinking

2016 ◽  
Vol 3 (2) ◽  
pp. 139-163 ◽  
Author(s):  
Bodong Chen ◽  
Jianwei Zhang
Keyword(s):  
Knowledge Creation ◽  
Learning Analytics ◽  
Knowledge Building ◽  
Higher Order ◽  
Static State ◽  
Epistemic Agency ◽  
Knowledge And Skills ◽  
Demand For Education ◽  
High Level

Innovation and knowledge creation call for high-level epistemic agency and design-mode thinking, two competencies beyond the traditional scopes of schooling. In this paper, we discuss the need for learning analytics to support these two competencies, and more broadly, the demand for education for innovation. We ground these arguments on a distinctive Knowledge Building pedagogy that treats education as a knowledge-creation enterprise. By critiquing current learning analytics for their focus on static-state knowledge and skills, we argue for agency-driven, choice-based analytics more attuned to higher order competencies in innovation. We further describe ongoing learning analytics initiatives that attend to these elements of design. Prospects and challenges are discussed, as well as broader issues regarding analytics for higher order competencies.

scholarly journals PRODUK DOMESTIK REGIONAL BRUTO (PDRB) HIJAU SEKTOR PERTANIAN DI KABUPATEN JAYAPURA

Agro Ekonomi ◽  
2010 ◽  
Vol 17 (2) ◽  
Author(s):  
Lestari Rahayu Waluyati ◽  
Any Suryantini ◽  
Herman Masbaitubun
Keyword(s):  
Time Series ◽  
Natural Resources ◽  
Environmental Degradation ◽  
Side Effect ◽  
Time Series Data ◽  
Series Data ◽  
Adverse Side Effect ◽  
Environmental Dimension ◽  
Green Gdp ◽  
Steep Hill

Gaps in the farming development have caused the damage to land because of erosion and sedimentation. Utilization of and on the river outskirts and a steep hill without conservation principle, has led to soil damage that is difficult to be restored again. The use of production facilities in the form of chemicals such as fertilizers, pest, diseases and weeds eradications, in the form of pesticides, insecticides, fungicides, and herbicides are not appropriate, cause adverse side effect to the crops, farmers and environment. Similarly, use of eradications that pollute the waters around the plantation and it is harmful to humans, fish and livestock. Admission of environmental dimension, such as natural resources depletion and environmental degradation, in conventional GDP calculation requires modeling of Green GDP. In the modeling of Green GDP, natural resources depletion and degradation are subjects of numerous recounts. Time series data of 2006-2008 were used in analysis. Accroding to conventional GDP calculation from 2006-2008, there was declination of agricultural sector’s contribution in GDP . agricultural sector’s contribution in Jayapura regency based on 2006 was up to 40,16 percent, 37,97 ercent in 2007, and 35,8 percent in 2008. The degradation value of natural resources were much greater than their depletion value. However according to Green GDP calculation, agricultural sector’s contribution of 2006-2008 in Jayapura regency were in state of inclination. Based on GDP data of Jayapura regency, in 2006 the contribution inclined up to 181.791,46 milion Rupiah (45,43 percent), 153.495,13 milion Rupiah (34,98 percent) in 2007, and 176.664,89 milion Rupiah (36,96%) in 2008. Commitment to admit environmental dimensions as an important aspect in developmental planning is key to succesfull model of Green GDP and environmental plicy in general. DAS conservation, reforestation, and activism of those kind need to be promoted in order to reduce environmental degradation.

Models of Innovative Knowledge Communities and Three Metaphors of Learning

2004 ◽  
Vol 74 (4) ◽  
pp. 557-576 ◽  
Author(s):  
Sami Paavola ◽  
Lasse Lipponen ◽  
Kai Hakkarainen
Keyword(s):  
Knowledge Acquisition ◽  
Knowledge Creation ◽  
Knowledge Building ◽  
Knowledge Society ◽  
Dynamic Processes ◽  
Knowledge Communities ◽  
Social Community ◽  
Expansive Learning ◽  
Intelligent Activity

The authors analyze and compare three models of innovative knowledge communities: Nonaka and Takeuchi’s model of knowledge-creation, Engeström’s model of expansive learning, and Bereiter’s model of knowledge building. Despite basic differences, these models have pertinent features in common: Most fundamentally, they emphasize dynamic processes for transforming prevailing knowledge and practices. Beyond characterizing learning as knowledge acquisition (the acquisition metaphor) and as participation in a social community (the participation metaphor), the authors of this article distinguish a third aspect: learning (and intelligent activity in general) as knowledge creation (the knowledge-creation metaphor). This approach focuses on investigating mediated processes of knowledge creation that have become especially important in a knowledge society.

Knowledge building: aligning education with needs for knowledge creation in the digital age

2021 ◽  
Author(s):  
Seng Chee Tan ◽  
Carol Chan ◽  
Katerine Bielaczyc ◽  
Leanne Ma ◽  
Marlene Scardamalia ◽  
...  
Keyword(s):  
Knowledge Creation ◽  
Knowledge Building ◽  
Digital Age

scholarly journals Can Children Really Create Knowledge?

2010 ◽  
Vol 36 (1) ◽  
Author(s):  
Carl Bereiter ◽  
Marlene Scardamalia
Keyword(s):  
Elementary School ◽  
Knowledge Creation ◽  
Knowledge Building ◽  
Declarative Knowledge ◽  
Theory Building ◽  
School Knowledge ◽  
Childhood Education ◽  
Research Communities ◽  
New Knowledge

Can children genuinely create new knowledge, as opposed to merely carrying out activities that resemble those of mature scientists and innovators? The answer is yes, provided the comparison is not to works of genius but to standards that prevail in ordinary research communities. One important product of knowledge creation is concepts and tools that enable further knowledge creation. This is the kind of knowledge creation of greatest value in childhood education. Examples of it, drawn from elementary school knowledge-building classrooms, are examined to show both the attainability and the authenticity of knowledge creation to enable knowledge creation. It is mainly achieved through students’ theory building, and it is a powerful way of converting declarative knowledge to productive knowledge.

scholarly journals ABDUCTIVE REASONING: A CONTRIBUTION TO KNOWLEDGE CREATION IN EDUCATION

2019 ◽  
Vol 49 (171) ◽  
pp. 308-329 ◽  
Author(s):  
Javier Nunez Moscoso
Keyword(s):  
Knowledge Creation ◽  
Knowledge Building ◽  
Scientific Research ◽  
Abductive Reasoning ◽  
Logical Inference ◽  
Philosophical System ◽  
Scientific Project ◽  
Educational Field

Abstract Based on an epistemological discussion, this paper aims to show the contribution of abduction as a scientific procedure in the educational field. To that end, I explain how scientific research approaches and processes are founded on the three types of logical inference: deduction, induction and abduction, all of which underpin knowledge building and the role of both science and researchers. Firstly, I describe the specific features of abduction according to Peirce’s philosophical system. Then, I illustrate its implementation in a study on teaching. Finally, I underscore how abduction could contribute to build a broader scientific project in the intercept between basic and praxeological research.

scholarly journals Advancing Knowledge Creation in Education Through Tripartite Partnerships

2021 ◽  
Vol 47 (4) ◽  
Author(s):  
Sharon Friesen ◽  
Barbara Brown
Keyword(s):  
Novice Teachers ◽  
Professional Learning ◽  
Knowledge Creation ◽  
Research University ◽  
Knowledge Building ◽  
Practitioner Research ◽  
Provincial Government ◽  
Collective Knowledge ◽  
School Division

The purpose of this paper is to highlight the work of one tripartite partnership with stakeholders to improve and strengthen novice teachers’ pedagogical designs using design based professional learning guided by the principles of knowledge building/knowledge creation. The tripartite partnership involved 450 novice teachers from an urban school division, a practitioner-research university team, and the provincial government. Drawing upon one case, this paper analyzes the ways in which the design-based professional learning mirrored the knowledge building/knowledge creation processes highlighting the ways in which teachers worked in collaborative, collective, and connected ways to progressively improve pedagogical designs for collective knowledge building. Computer supported, networked digital technologies provided a community to develop an audit trail to keep track of progressive improvements and refinements to their pedagogical designs and to support, enable, and enhance knowledge building discourse. Design-based professional learning informed by the 12 principles of knowledge building/knowledge creation provided novice teachers with a process to work collectively as a community, progressively improving and refining their pedagogical designs, identifying the role of their pedagogical designs in their students’ work, and engaging with other teachers in their respective schools.

scholarly journals A Brief History of Knowledge Building

2010 ◽  
Vol 36 (1) ◽  
Author(s):  
Marlene Scardamalia ◽  
Carl Bereiter
Keyword(s):  
Technological Innovation ◽  
Knowledge Creation ◽  
Knowledge Building ◽  
Tertiary Education ◽  
Intentional Learning ◽  
Cultural Contexts ◽  
Teacher Researcher ◽  
History Of ◽  
Collaborative Learning Environment ◽  
Pedagogical Innovations

Knowledge Building as a theoretical, pedagogical, and technological innovation focuses on the 21st century need to work creatively with knowledge. The team now advancing Knowledge Building spans multiple disciplines, sectors, and cultural contexts. Several teacher-researcher-government partnerships have formed to bring about the systemic changes required to accommodate pedagogical innovations that range from elementary to tertiary education and require new forms of teacher education. This paper tracks the evolution of Knowledge Building, starting with research on “knowledge transforming,” “intentional learning,” and other processes leading to the development of expertise. It provides an account of how the first networked collaborative learning environment was developed to support such processes and next-generation research and development to advance education for innovation and knowledge creation.

scholarly journals Environmental Degradation as an Unprecedented Threat to Human Security in Pakistan

2021 ◽  
Vol 5 (1) ◽  
pp. 191-200
Author(s):  
Bilal Aslam ◽  
Shabnam Gul ◽  
Muhammad Faizan Asghar
Keyword(s):  
Environmental Degradation ◽  
Qualitative Methodology ◽  
Human Security ◽  
Secondary Data ◽  
United Nations Environment Programme ◽  
Security Threat ◽  
Secondary Sources ◽  
The Impact ◽  
Nations Environment ◽  
Environment Programme

Environmental Degradation over the years has gained significance as a non-traditional security threat and it can be regarded as an unprecedented challenge to the human security in Pakistan as well. This paper analyses the causes the Environmental degradation in Pakistan and also explores the impact of environmental degradation on the various dimensions of the human security. The study incorporates the secondary data in the form of reports published by the World Bank, United Nations Environment Programme, Ministry of Finance & Ministry of Climate Change Pakistan and also the newspapers and online resources. The qualitative methodology has been used to analyze the data obtained through the secondary sources. The paper attempts to establish a linkage between the two existing concepts i.e. environment and human security by testing the hypothesis that environmental degradation is a new and unprecedented threat to the human security in Pakistan which consequently paves the way for policy oriented research in the field of sustainable development.

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