Reference : Taking the Complex Dynamics of Human–Environment–Technology Systems Seriously: A Case...

	Document type :	Scientific journals : Article
	Discipline(s) :	Social & behavioral sciences, psychology : Multidisciplinary, general & others
	Focus Areas :	Sustainable Development
	To cite this reference:	http://hdl.handle.net/10993/48335

Title :	Taking the Complex Dynamics of Human–Environment–Technology Systems Seriously: A Case Study in Doctoral Education at the University of Luxembourg
Language :	English
Author, co-author :	König, Ariane [University of Luxembourg > Faculty of Humanities, Education and Social Sciences (FHSE) > Department of Social Sciences (DSOC) >]
	Ravetz, Jerome [University of Oxford]
	Raber, Bo Manuel [University of Luxembourg > Faculty of Humanities, Education and Social Sciences (FHSE) > Department of Social Sciences (DSOC) >]
	Stankiewicz, Jacek [University of Luxembourg > Faculty of Humanities, Education and Social Sciences (FHSE) > Department of Social Sciences (DSOC) >]
	Rojas Aedo, Ricardo Arturo [University of Luxembourg > Faculty of Science, Technology and Medicine (FSTM) > Department of Physics and Materials Science (DPHYMS) >]
	Hondrila, Kristina [University of Luxembourg > Faculty of Humanities, Education and Social Sciences (FHSE) > Department of Social Sciences (DSOC) >]
	Pickar, Karl Arthur [University of Luxembourg > Faculty of Humanities, Education and Social Sciences (FHSE) > Department of Social Sciences (DSOC) >]
Publication date :	20-Sep-2021
Journal title :	Frontiers in Sustainability
Publisher :	Frontiers
Volume :	2
Pages :	n. pag.
Peer reviewed :	Yes (verified by ORBilu)
Audience :	International
ISSN :	2673-4524
City :	Lausanne
Country :	Switzerland
Keywords :	[en] discipline ; critical inter-disciplinarity ; complexity ; science ; doctoral school course ; responsible research and innovation
Abstract :	[en] Our existential sustainability challenges involve human–environment–technology systems that are complex, dynamic and tightly coupled. But at universities, knowledge, in teaching and research, is mostly organized into discrete parcels, the disciplines. These are further divided into the categories of natural sciences, social science and the humanities. This paper addresses the question of how in their training of researchers, universities can equip them to better understand their roles and also to act as change agents. It describes a doctoral school course in transferable skills that is offered across faculties. The unique aim of the course is to provide a space for reflection on different research paradigms and the way they differ in their framing the role of a scientific researcher in pluralist societies that face existential challenges. The course introduces diverse more recent approaches to scientific inquiry that harness the potential of democratizing science in our networked knowledge society, including critical interdisciplinarity, post-normal science, citizen science and transformative sustainability science, that complement normal disciplinary research practices.
Research centres :	University of Luxembourg: Sustainability Science
Target :	Researchers ; Students
Permalink :	http://hdl.handle.net/10993/48335
DOI :	10.3389/frsus.2021.673033
Other URL :	https://www-frontiersin-org.proxy.bnl.lu/articles/10.3389/frsus.2021.673033/full

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