Resilience and Sustainability Development

Informed action by the leaders of the future is critical for creating resilient communities. Preparing these future leaders through formal and informal education, research, and environmental/climate change programs that interweave local knowledge with the most current global science positions them to becomes the catalysts that propel community leaders to engage a wider range of possible futures. This chapter integrates findings from a SeaTrust Institute research project with the sustainable development goals in an analysis supporting dynamic and reconfigurable combinations of agents that promote the attributes of elasticity, future orientation, and motivation to address the high stakes choices for resilience to climate and environmental/social change. Author objectives in this chapter are to illustrate the optimum roles of youth in the process and what preparations and conditions are needed to instill and support youth in their ability to flip a process at the point of catastrophe to restore equilibrium and promote resilience.

LIFE HACKS FOR NON-ENGLISH-SPEAKING LIBRARIANS: FEATURES OF COMMUNICATIVE PRACTICE IN TRANSLATION

Objective. This paper aims to provide practical recommendations to the non-English-speaking staff working at academic libraries to practice the English language in order to fully utilize the potential of global indexing services such as Scopus and Web of Science. Methods. Comparative analysis and bibliometric analysis were employed to estimate the share of the English-language journals in the aforementioned databases to emphasize the relevance of proper knowledge of English by academic librarians given its current status as the language of global scientific communication. Results. The analysis results revealed that as of August 2021, 56 % of the Scopus-indexed journals were published in the English language only while most of the rest practiced a hybrid language approach allowing their authors to submit papers in two/three languages. In contrast, only 7 journals (0.016 % in the cited database) published their materials in the Ukrainian language only. This indirectly testifies to the importance for scientists in Ukraine to report their findings in English to reach a wider target audience. This assumption may underlie the fact that all the 15 Ukrainian journals newly accepted in the Scopus database (as of Aug 2021) are all hybrid, that is, the papers are published both in English and Ukrainian. Conclusions. It is a relevant task both for researchers in Ukraine and academic librarians at Ukrainian universities to practice their knowledge of the English language given its current status as the language of global science. A practical way to do it is to engage local professional translators (preferably with certified teaching experience) who have confirmed their knowledge of academic English to conduct sessions for librarians to train their practical skills in speaking (at international conferences) and writing (when submitting papers to relevant journals). This work provides a reference framework for such attempts.

Understanding students’ global interdependence in science instruction

Multiple American educational organizations such as the National Education Association, Association for Supervision and Curriculum Development, and the Council of Chief State School Officers have advocated for globalizing the K-12 curriculum. The National Science Teaching Association (NSTA) in a position statement on international education and the Next Generation Science Standards have produced goals and standards for internationalizing the science curriculum by addressing topics such as climate change, environment, and disease that cross borders. In contrast to those pronouncements on the curriculum, this article views global science education through an instructional lens that focuses on a students’ global interdependence in science continuum allowing researchers and casual observers to classify science classroom activities into one of five stages based on the interdependence during instruction of students in two or more countries. At the continuum’s lowest stage labeled isolated, instruction is contained within a classroom with students having no interaction with students in another country. At the highest end called collaborate, students in two or more countries are working jointly to co-create a solution to the task before them. This science education continuum can also be used to categorize technology and engineering activities and could be adapted for use in other curricular areas including mathematics, language arts, and social studies, used as a tool to complement scholarship about a range of education topics from social justice to curriculum to student motivation, or inform pre- and in-service teacher education.

Jaan Valsiner’s Cultural Psychology. Part I. In the Discourse of Global Science

We introduce a variant of international cultural psychology, insufficiently known to the Russian reader, the leader of which is Jaan Valsiner. It differs significantly in its methodological principles and orientations from most related to cultural psychology, both international and Russian. In a certain sense, the methodology of the school of dynamic semiosis seems to be an alternative to the modern development of the discourse of cultural psychology in Russia. Russian cultural psychological discourse primarily moves towards a general humanitarian synthesis, with a focus on the intersection of the humanitarian subject area of psychology with the humanities, while cultural psychology of Jaan Valsiner represents a movement of trans-subject synthesis, embrasing not only the humanities, but the entire scientific sphere, including the exact and natural sciences, along with the humanities. Thus, the task of “vertical” integration of psychological knowledge, that is, the integration of natural science and humanitarian psychology, appears the main target, which should become the mission of cultural psychology in the development of psychological science.

Culturally diverse expert teams have yet to bring comprehensive linguistic diversity to intergovernmental ecosystem assessments

Multicultural representation is a stated goal of many global scientific assessment processes. These processes aim to mobilize a broader, more diverse knowledge base and increase legitimacy and inclusiveness of these assessment processes. Often, enhancing cultural diversity is encouraged through involvement of diverse expert teams and sources of knowledge in different languages. In this article, we examined linguistic diversity, as one representation of cultural diversity, in the eight published assessments of the Intergovernmental Science-Policy Platform on Biodiversity and Ecosystem Services (IPBES). Our results show that the IPBES assessment outputs are disproportionately filtered through English-language literature and authors from Anglophone countries. To incorporate more linguistic diversity into global ecosystem assessment processes, we present actionable steps for global science teams to recognize and incorporate non-English-language literature and contributions from non-Anglophones. Our findings highlight the need for broad-scale actions that enhance inclusivity in knowledge-synthesis processes through balanced representation of different knowledge holders and sources.

The Globalization of Science: The Increasing Power of Individual Scientists

National science systems have become embedded in global science and countries do everything they can to harness global knowledge to national economic needs. However, accessing and using the riches of global knowledge can occur only through scientists. Consequently, the research power of nations relies on the research power of individual scientists. Their capacity to collaborate internationally and to tap into the global networked science is key. The constantly evolving, bottom-up, autonomous, self-regulating, and self-focused nature of global science requires deeper understanding; and the best way to understand its dynamics is to understand what drives academic scientists in their work. We are particularly interested in the contrast between global science as a largely privately governed and normatively self-regulating institution and global science as a contributor to global collective public goods. The idea that science remains a state-driven rather than curiosity-driven is difficult to sustain. In empirical terms, we describe the globalization of science using selected publication, collaboration, and citation data from 2000-2020. The globalization of science implies two different processes in two different system types: the growth of science in the Western world is almost entirely attributable to internationally co-authored publications; its growth in the developing world, in contrast, is driven by both internationally co-authored and domestic publications. Global network science opens incredible opportunities to new arrivals—countries as well as institutions and research teams. The global system is embedded in the rules created by scientists themselves and maintained as a self-organizing system and nation-states have another major level to consider in their science policies: the global level. Globalization of science provides more agency, autonomy, collegiality, and self-regulation to scientists embedded in national science structures and involved in global networks.