Suchergebnisse
Filter
10 Ergebnisse
Sortierung:
Expert organizations as a space for early-career development: Engaging in service while balancing expectations on research and teaching
In: Environmental sociology, Band 9, Heft 2, S. 190-199
ISSN: 2325-1042
Acknowledging Risk, Trusting Expertise, and Coping With Uncertainty: Citizens' Deliberations on Spraying an Insect Population
In: Society and natural resources, Band 25, Heft 6, S. 587-601
ISSN: 1521-0723
Early-career scientists in the Intergovernmental Panel on Climate Change. A moderate or radical path towards a deliberative future?
In: Environmental sociology, Band 6, Heft 3, S. 242-253
ISSN: 2325-1042
Organizing international experts: IPBES's efforts to gain epistemic authority
In: Environmental sociology, Band 4, Heft 4, S. 445-456
ISSN: 2325-1042
Klimatkrisens sociologi: Gästredaktörernas introduktion
In: Sociologisk forskning: sociological research : journal of the Swedish Sociological Association, Band 60, Heft 3-4, S. 219-228
ISSN: 2002-066X
Building capacity for the science-policy interface on biodiversity and ecosystem services: Activities, fellows, outcomes, and neglected capacity building needs
In: Earth system governance, Band 4, S. 100050
ISSN: 2589-8116
Cold Science Meets Hot Weather: Environmental Threats, Emotional Messages and Scientific Storytelling
In: Media and Communication, Band 8, Heft 1, S. 118-128
Science is frequently called upon to provide guidance in the work towards sustainable development. However, for science to promote action, it is not sufficient that scientific advice is seen as competent and trustworthy. Such advice must also be perceived as meaningful and important, showing the need and urgency of taking action. This article discusses how science tries to facilitate action. It claims that the use of scientific storytelling - coherent stories told by scientists about environmental trajectories - are central in this; these stories provide meaning and motivate and guide action. To do this, the storylines need to include both a normative orientation and emotional appeals. Two different cases of scientific storytelling are analyzed: one is a dystopic story about a world rushing towards ecological catastrophe, and the other is an optimistic story about a world making dramatic progress. These macrosocial stories offer science-based ways to see the world and aim to foster and guide action. The article concludes by stating that using storylines in scientific storytelling can elicit fear, inspire hope, and guide action. The storylines connect cold and distant scientific findings to passionate imperatives about the need for social transformation. However, this attachment to emotions and values needs to be done reflexively, not only in order to create engagement with an issue but also to counteract a post-truth society where passionate imperatives go against scientific knowledge.
Institutionalising reflexivity? Transformative learning and the Intergovernmental science-policy Platform on Biodiversity and Ecosystem Services (IPBES)
In: Environmental science & policy, Band 110, S. 71-76
ISSN: 1462-9011
Conditions for transformative learning for sustainable development: a theoretical review and approach
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.
BASE