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Quo Vadis EducACTION (about discourses and trends in social innovation, education, sustainable development and ACTION)

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Mónica Edwards Schachter
Mónica Edwards Schachter

Invited speaker - 7th International Conference on Interdisciplinary SOCIAL SCIENCES 25-28 June 2012- Universidad Aba Oliva CEU, Barcelona (Spain)

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moed@ingenio.upv.es 7th International Conference on Interdisciplinary SOCIAL SCIENCES 25-28 June 2012- Universidad Aba Oliva CEU, Barcelona (Spain)
Education & action Past Turning point? Fritjof Capra (1982) FUTURE
Education & action FUTURE Turning point? Fritjof Capra (1982) Past
OUTLINE  THE GAP BETWEEN KNOWLEDGE AND ACTION  SOCIAL INNOVATION :THE EMERGENCE OF A NEW PARADIGM  SI & SUSTAINABILITY DISCOURSES  FINAL REFLECTIONS (AND EDUCATION: QUO VADIS?)
EDUCATION: THE GAP BETWEEN KNOWLEDGE AND ACTION
“At the beginning of the last two decades of our century, we find ourselves in a state of PROFOUND, WORLD-WIDE CRISIS. It is a complex, MULTI-DIMENSIONAL CRISIS whose facets touch EVERY ASPECT OF OUR LIVES. It is a crisis of intellectual, moral, and spiritual dimensions; a crisis of a scale and urgency UNPRECEDENTED in recorded human history. For the first time we have to face the very real threat of EXTINCTION OF THE HUMAN RACE and of all life on this planet” Fritjof Capra (1982). The Turning point.
Has there been a decline in commitment to sustainability? 2012! 1992 1972 1962
Rio+20 provides an (other) enormous opportunity to move forward to a new development paradigm …
The big contradiction Economic growth and SD= positive correlation?
Humankind‟s path is a continuous evolution of social networks that build the “Web of Life” in our planet, which seeks self-knowledge and understanding of their own existence …
 … of our individual identity  … of our awareness about our existence on the planet  … and building new concepts and theoretical ‘constructs’ (dignity, human rights, innovation, sustainable development, ‘smart’ growth …)
DIFFERENT THEORIES = DIFFERENT NETS = DIFFERENT REALITIES “the net which we throw out in order to catch the world - to rationalize, explain, and dominate it” Karl Popper. (1959). The Logic of Scientific Discovery, London: Hutchinson, p. 26. Rather, our knowledge of reality is formed by the perception of a real situation and by the interpretation, i.e. the image ... (Thomas Theorem).
WORLD VIEWS IN FORMAL EDUCATION
Perceptions and images of the planetary crisis: an example “Learning to perceive social, political, and economic contradictions, and to take action against the oppressive elements of that reality” (Freire, 1974) 100 1992-2000 90 2000-2009 80 70 60 50 40 30 SD 20 10 0 0 1 1.1 1.2 1.3 1.4 1.5 2.1 2.2 2.3 2.4 3.1 3.2 3.3 4 4.1 4.2 4.2* 4.3 Biology and Geology Science Books, N= 69 de 1992-2000 and N = 54 de 2000-2009 http://lsg.ucy.ac.cy/esera/phd/abstract107.html
CRISIS AND SOCIAL DISCOURSES „the profound change which the advent of 'fluid modernity' has brought to the human condition‟ Bauman, Z. (2000). Liquid modernity. • The multi-crisis (environment, economy, society, governance, ethics …) • Liquid modernity, liquid times, liquid life … (Bauman, 2000, 2005) • Living in an age of uncertainty and risk … (Beck, 2002) • Don‟t worry, be happy (market without frontiers, consumer society, planned obsolescence in industrial design, individualism …) • An example: The shock of the rapidly rising phenomenon of the graduate unemployment
CRISIS AND SOCIAL DISCOURSES • „Smart‟ growth or … de-growth? • Transition to a green economy • The search (or emergence) of a new social order? • Innovation: the magic potion In education • The cognitive revolution (we need to learn with our „all‟ brain, Robinson, 2005) • ITCs and the increasing of non-formal and informal learning („invisible learning‟ - Cobo and Moravec, 2011); connectivism – Downes …)
Dialogues: „The future we want‟ don’t worry: be happy http://www.earthsummit2012.org/news/1064-book-launch-only-one-earth-the-long- road-via-rio-to-sustainable-development
SOCIAL INNOVATION: THE EMERGENCE OF A NEW PARADIGM
Quo Vadis EducACTION (about discourses and trends in social innovation, education, sustainable development and ACTION)
Quo Vadis EducACTION (about discourses and trends in social innovation, education, sustainable development and ACTION)
hidden INNOVATION 21
F. Moulaert D. Harrison B. Lévesque S. Conger A. Hubert SOCIAL G. Mulgan innovation J. Howaldt A. Gurrutxaga J. Echeverría J. Hochgerner 22 A. Rodríguez & Alvarado
DEFINITION OF SI „social innovations are innovations that are social in both their ends and their means. Specifically, we define social innovations as new ideas (products, services and models) that simultaneously meet social needs (more effectively than alternatives) and create new social relationships or collaborations. They are innovations that are not only good for society but also enhance society‟s capacity to act‟ Hubert (2010, p. 7)
The SOCIAL The technological shape of shape of SOCIAL TECHNOLOGICAL innovation innovation ≠ ≠ Social IMPACT DIFFUSION OF of innovation մѱ
What is What is viable DESIRABLE in the to users? MARKET? „TRADITIONAL‟ TECHNOLOGICAL INNOVATION What is What is the POSSIBLE with most TECHNOLOGY? PROFITABLE? Which are the What real REAL SOCIETY NEEDS? demands? SOCIAL INNOVATION Is TECHNOLOGY What VALUES useful or an produces? enabler …?
SI & SUSTAINABILITY DISCOURSES
մѱ TECHNOLOGY TECHNOLOGY SI SI DEVELOPMENT DEVELOPMENT SI SI SI SI SI?
New words … new discourses Innovation is at the core of the EU 2020 Strategy where is presented as a key element to achieving smart, sustainable and inclusive growth „smart growth‟ is used to mean „developing an economy based on knowledge and innovation‟ Transforming innovation for sustainability (Leach et al., 2012).
FINAL REFLECTIONS (AND EDUCATION: QUO VADIS?)
CREATIVITY, ENTREPRENEURSHIP AND INNOVATION COMPETENCES New Blogs PBL Long life paradigms PLAN TIC, e-; b-; m-learning learning Scholar violence Skills and competences Curriculum Projects Active e-portfolio learning Assessment Webquest EDUCATION FOR SUSTAINABLE DEVELOPMENT
LEARNING # EDUCATION
Quo Vadis EducACTION (about discourses and trends in social innovation, education, sustainable development and ACTION)
Future? Where is the change?
Quo Vadis EducACTION (about discourses and trends in social innovation, education, sustainable development and ACTION)
Some final reflections  SI is a multi-faceted concept which can be placed at the intersection of spontaneous and rationally organized movements at the micro, meso or macro levels of society (bottom-up). Not all SI is bottom-up …  Globally, the mainstream sustainability agenda is mostly about eco-efficiency and consumer demand  Greening actions and transformation of local consumption can contribute to changes in local social order  SI start at grassroots level around the world …
Education for sustainability AND innovation Continuing with adjustments to adapt to the changed context, as has frequently been the case in last years ? We need ... … openness to new ways of thinking about education … incorporation of creativity, innovation and entrepreneurship competences together with competences for „sustainability‟ („partial‟ solution) … integration between formal, in-formal and non-formal education (others places and environments? Embbedding in community? … other kind of structures! (re-thinking the formal institutions of education)
THE SOCIAL IMAGINATION Wright Mills, C. (1959)
References ANDREW, C. and KLEIN, J. L. (2010). Social Innovation: What is it and why is it important to understand it better. ET10003. CRISES. BAUMAN, Z. (2000). Liquid modernity. Polity Press: USA. BAUMAN, Z. (2005). Education in a liquid modernity. Review of Education, Pedagogy, and Cultural Studies Vol. 27(4):303-317. BECK, U. (2002). La sociedad del riesgo global. Madrid, Siglo XXI. BROOKS, H. (1982). Social and technological innovation. In Lundstedt, Sven B. and Colglazier, E. William, Jr. (Eds.), Managing innovation. Elmsford, NY: Pergamon Press, 9-10. COBO ROMANÍ, C. and MORAVEC, J. W. (2011). Aprendizaje Invisible. Hacia una nueva ecología de la educación. Col·lecció Transmedia XXI. Laboratori de Mitjans Interactius / Publicacions I Edicions de la Universitat de Barcelona. Barcelona DOWNES, S. http://www.downes.ca/ EDWARDS, M. (2005). Activist Science Education. The Encyclopedia of Science, Technology, and Ethics. Editor-in-chief: Dr. Carl Mitcham. Associate Editors: L. Arnhart, S. Bird, D. Johnson y R. Spier. Ed. MacMillan. USA EDWARDS-SCHACHTER, M., MATTI, C. and ALCÁNTARA, E. (2012). Fostering quality of life through social innovation: A living-lab methodology study-case (forthcoming) EDWARDS M., GIL D., VILCHES A. and PRAIA J., (2004). La atención a la situación del mundo en la educación científica. Enseñanza de las Ciencias Vol. 22 (1), pp. 47- http://www.oei.es/catmexico/ensenanza_de_las_ciencias.pdf EUROPEAN UNION/THE YOUNG FOUNDATION. (YF) (2010). Study on social innovation. Report prepared by the Social Innovation eXchange (SIX) and the Young Foundation for the Bureau of European Policy Advisors.
References  HOCHGERNER, j. (2011). The Analysis of Social Innovations as Social Practice. Published in Zentrum für Soziale Innovation (ed.). 2011. Pendeln zwischen Wissenschaft und Praxis. ZSI-Beiträge zu sozialen Innovationen. Vienna and Berlin: LIT. 173-189.  HOWALDT, J. and SCHWARTZ, M. (2010). Social innovation: concepts, research fields and international trends. Report of ESF, EU and Aachen University. Dortmund, May 2010.  HUBERT, A. (2010). Empowering people, driving change: Social innovation in the European Union. http://ec.europa.eu/bepa/pdf/publications_pdf/social_innovation.pdf  NUSSBAUM, M. C. and SEN, A. K. (Eds.). (1993). The Quality of life. Oxford University Press.  POLANYI, K. (2001). The great transformation. Boston: Beacon Press.  ROBINSON, K. (2005). The Element: How Finding Your Passion Changes Everything. London: Penguin Books.  VAN DEN HOVE, S.; MCGLADE, J.; MOTTET, p. and DEPLEDGE, M. H. (2012). The innovation Union: a perfect means to confused ends? Environmental Science & Policy Vol. 16:73-80.  WAPNER, P. (2011). Civil Society and the Emergent Green Economy. Review of Policy Research, Vol. 28(5):525-530.  WRIGHT MILLS, c. (1959), The Sociological Imagination, 'The Promise', Chapter 1. http://members.ozemail.com.au/~johnthorpe64/Mills.html

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Quo Vadis EducACTION (about discourses and trends in social innovation, education, sustainable development and ACTION)

  • 1. moed@ingenio.upv.es 7th International Conference on Interdisciplinary SOCIAL SCIENCES 25-28 June 2012- Universidad Aba Oliva CEU, Barcelona (Spain)
  • 2. Education & action Past Turning point? Fritjof Capra (1982) FUTURE
  • 3. Education & action FUTURE Turning point? Fritjof Capra (1982) Past
  • 4. OUTLINE  THE GAP BETWEEN KNOWLEDGE AND ACTION  SOCIAL INNOVATION :THE EMERGENCE OF A NEW PARADIGM  SI & SUSTAINABILITY DISCOURSES  FINAL REFLECTIONS (AND EDUCATION: QUO VADIS?)
  • 5. EDUCATION: THE GAP BETWEEN KNOWLEDGE AND ACTION
  • 6. “At the beginning of the last two decades of our century, we find ourselves in a state of PROFOUND, WORLD-WIDE CRISIS. It is a complex, MULTI-DIMENSIONAL CRISIS whose facets touch EVERY ASPECT OF OUR LIVES. It is a crisis of intellectual, moral, and spiritual dimensions; a crisis of a scale and urgency UNPRECEDENTED in recorded human history. For the first time we have to face the very real threat of EXTINCTION OF THE HUMAN RACE and of all life on this planet” Fritjof Capra (1982). The Turning point.
  • 7. Has there been a decline in commitment to sustainability? 2012! 1992 1972 1962
  • 8. Rio+20 provides an (other) enormous opportunity to move forward to a new development paradigm …
  • 9. The big contradiction Economic growth and SD= positive correlation?
  • 10. Humankind‟s path is a continuous evolution of social networks that build the “Web of Life” in our planet, which seeks self-knowledge and understanding of their own existence …
  • 11.  … of our individual identity  … of our awareness about our existence on the planet  … and building new concepts and theoretical ‘constructs’ (dignity, human rights, innovation, sustainable development, ‘smart’ growth …)
  • 12. DIFFERENT THEORIES = DIFFERENT NETS = DIFFERENT REALITIES “the net which we throw out in order to catch the world - to rationalize, explain, and dominate it” Karl Popper. (1959). The Logic of Scientific Discovery, London: Hutchinson, p. 26. Rather, our knowledge of reality is formed by the perception of a real situation and by the interpretation, i.e. the image ... (Thomas Theorem).
  • 13. WORLD VIEWS IN FORMAL EDUCATION
  • 14. Perceptions and images of the planetary crisis: an example “Learning to perceive social, political, and economic contradictions, and to take action against the oppressive elements of that reality” (Freire, 1974) 100 1992-2000 90 2000-2009 80 70 60 50 40 30 SD 20 10 0 0 1 1.1 1.2 1.3 1.4 1.5 2.1 2.2 2.3 2.4 3.1 3.2 3.3 4 4.1 4.2 4.2* 4.3 Biology and Geology Science Books, N= 69 de 1992-2000 and N = 54 de 2000-2009 http://lsg.ucy.ac.cy/esera/phd/abstract107.html
  • 15. CRISIS AND SOCIAL DISCOURSES „the profound change which the advent of 'fluid modernity' has brought to the human condition‟ Bauman, Z. (2000). Liquid modernity. • The multi-crisis (environment, economy, society, governance, ethics …) • Liquid modernity, liquid times, liquid life … (Bauman, 2000, 2005) • Living in an age of uncertainty and risk … (Beck, 2002) • Don‟t worry, be happy (market without frontiers, consumer society, planned obsolescence in industrial design, individualism …) • An example: The shock of the rapidly rising phenomenon of the graduate unemployment
  • 16. CRISIS AND SOCIAL DISCOURSES • „Smart‟ growth or … de-growth? • Transition to a green economy • The search (or emergence) of a new social order? • Innovation: the magic potion In education • The cognitive revolution (we need to learn with our „all‟ brain, Robinson, 2005) • ITCs and the increasing of non-formal and informal learning („invisible learning‟ - Cobo and Moravec, 2011); connectivism – Downes …)
  • 17. Dialogues: „The future we want‟ don’t worry: be happy http://www.earthsummit2012.org/news/1064-book-launch-only-one-earth-the-long- road-via-rio-to-sustainable-development
  • 18. SOCIAL INNOVATION: THE EMERGENCE OF A NEW PARADIGM
  • 22. F. Moulaert D. Harrison B. Lévesque S. Conger A. Hubert SOCIAL G. Mulgan innovation J. Howaldt A. Gurrutxaga J. Echeverría J. Hochgerner 22 A. Rodríguez & Alvarado
  • 23. DEFINITION OF SI „social innovations are innovations that are social in both their ends and their means. Specifically, we define social innovations as new ideas (products, services and models) that simultaneously meet social needs (more effectively than alternatives) and create new social relationships or collaborations. They are innovations that are not only good for society but also enhance society‟s capacity to act‟ Hubert (2010, p. 7)
  • 24. The SOCIAL The technological shape of shape of SOCIAL TECHNOLOGICAL innovation innovation ≠ ≠ Social IMPACT DIFFUSION OF of innovation մѱ
  • 25. What is What is viable DESIRABLE in the to users? MARKET? „TRADITIONAL‟ TECHNOLOGICAL INNOVATION What is What is the POSSIBLE with most TECHNOLOGY? PROFITABLE? Which are the What real REAL SOCIETY NEEDS? demands? SOCIAL INNOVATION Is TECHNOLOGY What VALUES useful or an produces? enabler …?
  • 26. SI & SUSTAINABILITY DISCOURSES
  • 27. մѱ TECHNOLOGY TECHNOLOGY SI SI DEVELOPMENT DEVELOPMENT SI SI SI SI SI?
  • 28. New words … new discourses Innovation is at the core of the EU 2020 Strategy where is presented as a key element to achieving smart, sustainable and inclusive growth „smart growth‟ is used to mean „developing an economy based on knowledge and innovation‟ Transforming innovation for sustainability (Leach et al., 2012).
  • 29. FINAL REFLECTIONS (AND EDUCATION: QUO VADIS?)
  • 30. CREATIVITY, ENTREPRENEURSHIP AND INNOVATION COMPETENCES New Blogs PBL Long life paradigms PLAN TIC, e-; b-; m-learning learning Scholar violence Skills and competences Curriculum Projects Active e-portfolio learning Assessment Webquest EDUCATION FOR SUSTAINABLE DEVELOPMENT
  • 31. LEARNING # EDUCATION
  • 35. Some final reflections  SI is a multi-faceted concept which can be placed at the intersection of spontaneous and rationally organized movements at the micro, meso or macro levels of society (bottom-up). Not all SI is bottom-up …  Globally, the mainstream sustainability agenda is mostly about eco-efficiency and consumer demand  Greening actions and transformation of local consumption can contribute to changes in local social order  SI start at grassroots level around the world …
  • 36. Education for sustainability AND innovation Continuing with adjustments to adapt to the changed context, as has frequently been the case in last years ? We need ... … openness to new ways of thinking about education … incorporation of creativity, innovation and entrepreneurship competences together with competences for „sustainability‟ („partial‟ solution) … integration between formal, in-formal and non-formal education (others places and environments? Embbedding in community? … other kind of structures! (re-thinking the formal institutions of education)
  • 37. THE SOCIAL IMAGINATION Wright Mills, C. (1959)
  • 38. References ANDREW, C. and KLEIN, J. L. (2010). Social Innovation: What is it and why is it important to understand it better. ET10003. CRISES. BAUMAN, Z. (2000). Liquid modernity. Polity Press: USA. BAUMAN, Z. (2005). Education in a liquid modernity. Review of Education, Pedagogy, and Cultural Studies Vol. 27(4):303-317. BECK, U. (2002). La sociedad del riesgo global. Madrid, Siglo XXI. BROOKS, H. (1982). Social and technological innovation. In Lundstedt, Sven B. and Colglazier, E. William, Jr. (Eds.), Managing innovation. Elmsford, NY: Pergamon Press, 9-10. COBO ROMANÍ, C. and MORAVEC, J. W. (2011). Aprendizaje Invisible. Hacia una nueva ecología de la educación. Col·lecció Transmedia XXI. Laboratori de Mitjans Interactius / Publicacions I Edicions de la Universitat de Barcelona. Barcelona DOWNES, S. http://www.downes.ca/ EDWARDS, M. (2005). Activist Science Education. The Encyclopedia of Science, Technology, and Ethics. Editor-in-chief: Dr. Carl Mitcham. Associate Editors: L. Arnhart, S. Bird, D. Johnson y R. Spier. Ed. MacMillan. USA EDWARDS-SCHACHTER, M., MATTI, C. and ALCÁNTARA, E. (2012). Fostering quality of life through social innovation: A living-lab methodology study-case (forthcoming) EDWARDS M., GIL D., VILCHES A. and PRAIA J., (2004). La atención a la situación del mundo en la educación científica. Enseñanza de las Ciencias Vol. 22 (1), pp. 47- http://www.oei.es/catmexico/ensenanza_de_las_ciencias.pdf EUROPEAN UNION/THE YOUNG FOUNDATION. (YF) (2010). Study on social innovation. Report prepared by the Social Innovation eXchange (SIX) and the Young Foundation for the Bureau of European Policy Advisors.
  • 39. References  HOCHGERNER, j. (2011). The Analysis of Social Innovations as Social Practice. Published in Zentrum für Soziale Innovation (ed.). 2011. Pendeln zwischen Wissenschaft und Praxis. ZSI-Beiträge zu sozialen Innovationen. Vienna and Berlin: LIT. 173-189.  HOWALDT, J. and SCHWARTZ, M. (2010). Social innovation: concepts, research fields and international trends. Report of ESF, EU and Aachen University. Dortmund, May 2010.  HUBERT, A. (2010). Empowering people, driving change: Social innovation in the European Union. http://ec.europa.eu/bepa/pdf/publications_pdf/social_innovation.pdf  NUSSBAUM, M. C. and SEN, A. K. (Eds.). (1993). The Quality of life. Oxford University Press.  POLANYI, K. (2001). The great transformation. Boston: Beacon Press.  ROBINSON, K. (2005). The Element: How Finding Your Passion Changes Everything. London: Penguin Books.  VAN DEN HOVE, S.; MCGLADE, J.; MOTTET, p. and DEPLEDGE, M. H. (2012). The innovation Union: a perfect means to confused ends? Environmental Science & Policy Vol. 16:73-80.  WAPNER, P. (2011). Civil Society and the Emergent Green Economy. Review of Policy Research, Vol. 28(5):525-530.  WRIGHT MILLS, c. (1959), The Sociological Imagination, 'The Promise', Chapter 1. http://members.ozemail.com.au/~johnthorpe64/Mills.html