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Approaches for Framing Sustainability Challenges : Experiences from Swedish Sustainability Science Education

Ness, Barry LU (2019) p.35-53
Abstract
Sustainability challenges are defined by their complex and multifaceted interactions between nature and society and contention as to how and where to direct problem-solving efforts. This chapter presents four different approaches that exist for framing sustainability challenge areas that are introduced and worked with by students in LUMES International Master Programme in Environmental Studies and Sustainability Science at Lund University in Sweden. The approaches include the (1) Driver-Pressure-State-Impact-Response (DPSIR) framework, (2) causal loop diagrams (CLDs), (3) multi-scale and level perspective, including transition theory and management, and the SES framework. Each approach is described and critically assessed, especially from... (More)
Sustainability challenges are defined by their complex and multifaceted interactions between nature and society and contention as to how and where to direct problem-solving efforts. This chapter presents four different approaches that exist for framing sustainability challenge areas that are introduced and worked with by students in LUMES International Master Programme in Environmental Studies and Sustainability Science at Lund University in Sweden. The approaches include the (1) Driver-Pressure-State-Impact-Response (DPSIR) framework, (2) causal loop diagrams (CLDs), (3) multi-scale and level perspective, including transition theory and management, and the SES framework. Each approach is described and critically assessed, especially from the perspective of student mastery. The outcome of the chapter is a more comprehensive understanding of which approaches are useful for different sustainability problem constellations and a deeper comprehension of how the framing tools can be taught in sustainability science education. (Less)
Please use this url to cite or link to this publication:
author
organization
publishing date
type
Chapter in Book/Report/Conference proceeding
publication status
published
subject
keywords
Framing approaches, Sustainability education, DPSIR, Transition theory, SES framework, Sweden, CLDs
host publication
Framing in Sustainability Science : Theoretical and Practical Approaches - Theoretical and Practical Approaches
pages
14 pages
publisher
Springer
ISBN
978-981-13-9061-6
978-981-13-9060-9
DOI
10.1007/978-981-13-9061-6_3
language
English
LU publication?
yes
id
9c6c951d-417e-499b-b46e-8e5a0b5dc8cc
date added to LUP
2019-11-14 17:50:21
date last changed
2019-11-15 08:14:55
@inbook{9c6c951d-417e-499b-b46e-8e5a0b5dc8cc,
  abstract     = {Sustainability challenges are defined by their complex and multifaceted interactions between nature and society and contention as to how and where to direct problem-solving efforts. This chapter presents four different approaches that exist for framing sustainability challenge areas that are introduced and worked with by students in LUMES International Master Programme in Environmental Studies and Sustainability Science at Lund University in Sweden. The approaches include the (1) Driver-Pressure-State-Impact-Response (DPSIR) framework, (2) causal loop diagrams (CLDs), (3) multi-scale and level perspective, including transition theory and management, and the SES framework. Each approach is described and critically assessed, especially from the perspective of student mastery. The outcome of the chapter is a more comprehensive understanding of which approaches are useful for different sustainability problem constellations and a deeper comprehension of how the framing tools can be taught in sustainability science education.},
  author       = {Ness, Barry},
  booktitle    = {Framing in Sustainability Science : Theoretical and Practical Approaches},
  isbn         = {978-981-13-9061-6},
  language     = {eng},
  month        = {11},
  pages        = {35--53},
  publisher    = {Springer},
  title        = {Approaches for Framing Sustainability Challenges : Experiences from Swedish Sustainability Science Education},
  url          = {http://dx.doi.org/10.1007/978-981-13-9061-6_3},
  doi          = {10.1007/978-981-13-9061-6_3},
  year         = {2019},
}