Reference : Taking the Complex Dynamics of Human–Environment–Technology Systems Seriously: A Case...
Scientific journals : Article
Social & behavioral sciences, psychology : Multidisciplinary, general & others
Sustainable Development
http://hdl.handle.net/10993/48335
Taking the Complex Dynamics of Human–Environment–Technology Systems Seriously: A Case Study in Doctoral Education at the University of Luxembourg
English
König, Ariane mailto [University of Luxembourg > Faculty of Humanities, Education and Social Sciences (FHSE) > Department of Social Sciences (DSOC) >]
Ravetz, Jerome [University of Oxford]
Raber, Bo Manuel mailto [University of Luxembourg > Faculty of Humanities, Education and Social Sciences (FHSE) > Department of Social Sciences (DSOC) >]
Stankiewicz, Jacek mailto [University of Luxembourg > Faculty of Humanities, Education and Social Sciences (FHSE) > Department of Social Sciences (DSOC) >]
Rojas Aedo, Ricardo Arturo mailto [University of Luxembourg > Faculty of Science, Technology and Medicine (FSTM) > Department of Physics and Materials Science (DPHYMS) >]
Hondrila, Kristina mailto [University of Luxembourg > Faculty of Humanities, Education and Social Sciences (FHSE) > Department of Social Sciences (DSOC) >]
Pickar, Karl Arthur mailto [University of Luxembourg > Faculty of Humanities, Education and Social Sciences (FHSE) > Department of Social Sciences (DSOC) >]
20-Sep-2021
Frontiers in Sustainability
2
60
Yes
International
2673-4524
[en] discipline ; critical inter-disciplinarity ; complexity ; science ; doctoral school course ; responsible research and innovation
[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.
Researchers ; Students
http://hdl.handle.net/10993/48335
10.3389/frsus.2021.673033
https://www-frontiersin-org.proxy.bnl.lu/articles/10.3389/frsus.2021.673033/full

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