Educational initiative of Osaka University in sustainability science: mobilizing science and technology towards sustainability

One of the most important and yet difficult challenges that modern societies face is how to mobilize science and technology (S&T) to minimize the impact of human activities on the Earth’s life support systems. As the establishment of inter-disciplinary education programs is necessary to design a unified vision towards understanding the complexity of human nature, the Research Institute for Sustainability Science (RISS) launched a new program on sustainability science in April 2008. The program expects to address the issue of how to use knowledge more effectively to understand the dynamic interactions between nature and human society. This paper first offers an overview of international and Japanese initiatives on sustainability education in which we highlight the uniqueness of the attempt by the Integrated Research System for Sustainability Science (IR3S). The paper then introduces the RISS program for sustainability science, addressing the principles and curriculum design of the program. The paper discusses the main problems and constraints faced when developing the program, such as institutional barriers in building a curriculum and obtaining cooperation from faculty. To challenge these barriers and limitations, the RISS uses the program as a platform to disseminate the idea of sustainability science across the university. This attempt helps us to obtain the continuing cooperation necessary to improve and maintain the program.

Macroethical systems and sustainability science

The Industrial Revolution and associated economic, demographic, technological and cultural changes have resulted in what many scientists are beginning to refer to as “the Anthropocene” – roughly translated, the Age of Humans. One response to this development is the nascent field of “sustainability science,” a multidisciplinary and systemic attempt to perceive and understand this new era. In doing so, however, methodologies and intellectual frameworks must be developed which extend beyond existing, dominantly reductionist, approaches, and are intended to address emergent characteristics of complex systems that integrate cultural and social systems, the engineered and built environment and natural systems. In the area of ethics, this requires developing a capability for “macroethics,” or ethical systems and processes capable of addressing issues arising from the emergent behavior of the complicated systems that characterize the Anthropocene.     

Visioneering: an essential framework in sustainability science

The science of sustainability has inevitably emerged as a vibrant field of research and education that transcends disciplinary boundaries and focuses increasingly on understanding the dynamics of social-ecological systems (SES). Yet, sustainability remains an elusive concept, and its nature seems unclear for the most part. In order to truly mobilize people and nations towards sustainability, we place emphasis on the necessity of understanding the nature, cost and principles of ‘visioneering’—the engineering of a clear vision. In SES, purpose is the most important pillar, which gives birth to vision—the key to fulfilling the systems’ mission. Such a systems perspective leads us to redefine resilience as jumping back to the original purpose, for which SES do not necessarily retain the same structures and functioning after disturbances. A sustainable future will require purpose-driven transformation of society at all scales, guided by the best foresight, with insight based on hindsight that science can provide. Visioneering with resilience-based systems thinking will provide communities with a logical framework for understanding their interconnections and purposes, envisioning a sustainable web of life, and eventually dancing with the systems.     

Promoting integration and cooperation for sustainability views from the symposium held at UNESCO headquarters September 19, 2013

This public symposium explored ways to integrate knowledge about and strengthen cooperation on complex and interconnected global sustainability issues. (The symposium was organized by the United Nations University (UNU), The University of Tokyo Integrated Research System for Sustainability Science (IR3S), as well as UNESCO. Co-organizers were the Ministry of Education, Culture, Sports, Science and Technology-Japan (MEXT) and the Japan Society for the Promotion of Science (JSPS). Participants included representatives from key institutes and UNESCO’s programs in the areas of water, ocean and ecological sciences as well as social and natural sciences, UNESCO Member states, scholars and policymakers. The symposium program and list of speakers is attached. See also www.isp.unu.edu). The central question put to symposium deliberations was one that many policy- and decision-makers as well as academic scholars struggle with today: how can we overcome barriers to action that will put societies around the world on a path to a more stable and sustainable future? This article examines the presentations made during the symposium and draws upon them to explore opportunities for sustainability scientists to help meet this challenge. The paper is divided into three parts: Part I provides a brief introduction that places the symposium in context of current debates on sustainability science and discusses (a) the role of UNESCO and (b) the relevance of sustainability science to policy- and decision-making for sustainable development. Part II examines three steps that can be taken now to overcome barriers to sustainability and the role of sustainability science in each (a) building societal and environmental resilience; (b) increasing collaboration across geographical and disciplinary boundaries as well as between scientists and decision-makers; and (c) enhancing education for sustainable development (ESD). The paper concludes with a review of why these keys are essential and steps that can be taken in the future to facilitate their widespread application at multiple scales.     

Constructing sustainability science: emerging perspectives and research trajectories

Over the last decade, sustainability science has emerged as an interdisciplinary and innovative field attempting to conduct problem-driven research that links knowledge to action. As the institutional dimensions of sustainability science continue to gain momentum, this article provides an analysis of emerging research agendas in sustainability science and an opportunity for reflection on future pathways for the field. Based on in-depth interviews with leading researchers in the field and a content analysis of the relevant literature, this article examines how sustainability scientists bound the social, political and normative dimensions of sustainability as they construct research agendas and look to link knowledge to social action. Many scientists position sustainability science as serving universal values related to sustainability and providing knowledge that is crucial to societal decision-making. The implications of these findings are discussed with an eye towards creating a space for a more democratic and reflexive research agenda for sustainability.     

Green examination: integration of technology for sustainability

The recent development of infrastructure all around the world has resulted in an increasing trend of online examination in universities. The paper is an approach in theory and practical aimed at analyzing the feasibility of sustainable examination in four universities and its environmental impact reducing the paper use terming it as green examination. The paper studied the integration of sustainability through the use of computers and technology in the examination of the universities viz. King Khalid University (KKU), Saudi Arabia, Integral University (IU), India, Aligarh Muslim University (AMU), India, and The Hague University (HU), The Netherlands. The study has analyzed the trend of paper requirement, paper utilized and paper wasted in all the four universities. The environmental impact resulting from reduced paper use has been also analyzed. The feasibility of e-examination, its implementation and the implications has been undertaken in the study. The study concludes that the e-examination can almost make the examinations paperless and feasible in the four universities.     

Risk communication and sustainability science: lessons from the field

Sustainability science aims to help societies across the globe address the increased environmental and health crises and risks that range from poverty to climate change to health pandemics. With the increased magnitude and frequency of these large-scale risks to different societies, scientists and institutions have increasingly recognized the need for improved communication and collaboration among researchers, governments, businesses, and communities. This article argues that risk communication has fundamentally important contributions to make to sustainability science’s mission to create use-inspired, “actionable science” that can lead to solutions. Risk communication research can advance the mission of sustainability science to engage a wide range of stakeholders. This kind of engagement is especially important in the context of addressing sustainability problems that are characterized by high levels of uncertainty and complexity. We introduce three core tenets of risk communication research that are fundamental to advancing sustainability science. Risk communication specifically offers an increased understanding of how system feedbacks, human perceptions, and levels of uncertainty influence the study and design of solutions within social ecological systems.     

Research core and framework of sustainability science

This paper reviews recent achievements in sustainability science and discusses the research core and framework of sustainability science. We analyze and organize papers published in three selected core journals of sustainability science: Sustainability Science, Proceedings of the National Academy of Sciences of the United States of America, and Sustainability: Science, Practice, & Policy. Papers are organized into three categories: sustainability and its definition, domain-oriented research, and a research framework for sustainability science. First, we provide a short history and define the basic characteristics of sustainability; then we review current efforts in the following research domains: climate, biodiversity, agriculture, fishery, forestry, energy and resources, water, economic development, health, and lifestyle. Finally, we propose a research framework for sustainability science that includes the following components: goal setting, indicator setting, indicator measurement, causal chain analysis, forecasting, backcasting, and problem–solution chain analysis. We emphasize the importance of this last component for improving situations and attaining goals.     

Sustainability science: the changing landscape of sustainability research

Sustainability science is a rapidly expanding field, particularly given the current ecological crises facing many parts of the globe today. To generate a snapshot of the state of sustainability science, we analyzed the current status of sustainability research using citation and text analysis. By reflecting social needs on sustainability science and the increasing number of publications in this field, the landscape is expected to change during the last decade. Our results indicate that previously separated research clusters investigating discipline-focused issues are becoming integrated into those studying coupled systems. We also found the existence of hub clusters bridging different clusters like socio-ecological systems and transition management. We also observed a variety of other emerging research clusters, especially in energy issues, technologies, and systems. Overall, our analysis suggests that sustainability science is a rapidly expanding and diversifying field, which has affected many disparate scientific disciplines and has the potential to feed scientific understanding on socio-ecological systems and to drive society toward transition for sustainability.     

Quality criteria for visions and visioning in sustainability science

Envisioning how a desirable future might look is a long-standing effort in human evolution and social change. Utopian thought and visions provide direction for actions and behavior; more so, they create identity and community. Accordingly, the discourse on sustainability and sustainable development has recognized that positive visions about our societies’ future are an influential, if not indispensable, stimulus for change. Visioning is, thus, considered a key method in sustainability research and problem solving, for instance, in transformational sustainability science or in planning for urban sustainability. Yet, quality criteria for sustainability visions and guidelines on how to rigorously craft such visions are scattered over different strands of the literature and some are insufficiently developed. The goal of this article is to review and synthesize such quality criteria and design guidelines to inform sustainability visioning methodology. The review provides a concise reference framework for sustainability students, researchers, and professionals on how to enhance their sustainability visioning practices.     

Providing sound theoretical roots to sustainability science: systems science and (second-order) cybernetics

After its infant stage, a new science usually starts reflexing on its identity and theoretical roots. Sustainability science is not an exception, and the needs of self-reflection are even more pressing because of its inter- and trans-disciplinary characters, which involve a plenty of different approaches, theories and practices. In fact, such a variety does not provide a consistent ground for its future development. Without a solid grounding on a reliable base, the plethora of different theories that currently crowds its arena could in the near future produce a rejection from disciplinary specialized researchers, thus confining sustainability science to a scientific fad. Convincing theoretical roots can be found in systems science and cybernetics, and in particular second-order cybernetics, once amended from autopoiesis theory and radical constructivism, which raise serious doubts of validity and applicability. If sustainability science acknowledged its systemic and cybernetic nature and adopted second-order cybernetics in its amended version, it would gain a powerful reference paradigm and a theoretical common denominator and language to support its researchers and facilitate their knowledge exchange. From their part, systems science and cybernetics would be better understood and embraced as powerful sources of knowledge for understanding modern challenging problems, and second-order cybernetics, after decades of scarce relevance for other scientific disciplines, would be revitalized and would finally evolve adequately in a promising science and social practice.     

The future of sustainability science: a solutions-oriented research agenda

Over the last decade, sustainability science has been at the leading edge of widespread efforts from the social and natural sciences to produce use-inspired research. Yet, how knowledge generated by sustainability science and allied fields will contribute to transitions toward sustainability remains a critical theoretical and empirical question for basic and applied research. This article explores the limitations of sustainability science research to move the field beyond the analysis of problems in coupled systems to interrogate the social, political and technological dimensions of linking knowledge and action. Over the next decade, sustainability science can strengthen its empirical, theoretical and practical contributions by developing along four research pathways focused on the role of values in science and decision-making for sustainability: how communities at various scales envision and pursue sustainable futures; how socio-technical change can be fostered at multiple scales; the promotion of social and institutional learning for sustainable development.     

Learning for change: an educational contribution to sustainability science

Transition to sustainability is a search for ways to improve the social capacity to guide interactions between nature and society toward a more sustainable future and, thus, a process of social learning in its broadest sense. Accordingly, it is not only learning that is at issue but education and educational science, of which the latter is about exploring the preconditions of and opportunities for learning and education—whether individual or social, in formal or informal settings. Analyzing how educational science deals with the challenge of sustainability leads to two complementary approaches: the ‘outside-in’ approach sees the idea of sustainability influencing educational practice and the way the relationship of learning and teaching is reviewed, theoretically as well as within the social context. In an ‘inside-out’ approach, an overview is given of how educational science can contribute to the field of sustainability science. An examination of the literature on education and sustainability shows that, while sustainability features prominently in one form or another across all sectors, only little work can be found dealing with the contributions of educational science within sustainability science. However, as sustainability is a concept that not only influences educational practices but also invites disciplinary contributions to foster inter- and transdisciplinary research within the sustainability discourse, the question remains as to how and to what extent educational science in particular can contribute to sustainability science in terms of an ‘inside-out’ approach. In this paper, we reconstruct the emergence of education for sustainable development as a distinctive field of educational science and introduce and discuss three areas of sustainability research and throw into relief the unique contribution that educational science can make to individual action and behavior change, to organizational change and social learning, and, finally, to inter- and transdisciplinary collaboration.     

Future directions in air-quality science,policy, and education

On February 12-15, 2001, more than 200 scientists, engineers, decision makers, and educators participated in a conference on the "Future Directions in Air Quality Research: Ecological, Atmospheric, Regulatory/Policy, and Educational Issues." Important perspectives are summarized from the keynote addresses of noted scientists and educators, as well as managers in government, industry, and public interest groups. Observations and recommendations are provided to stimulate further thought about how to increase opportunities to make greater use of scientific knowledge in air-quality decision making and to ensure that decisions are effective, economically viable, health and ecologically sound, and socially acceptable. Recommendations are given regarding ways in which communications between scientists and policy makers should be structured so as to make appropriate and effective use of scientists and the knowledge they can provide in policy-making fora.     

Integrating design thinking with sustainability science: a Research through Design approach

Design disciplines have a long history of creating well-integrated solutions to challenges which are complex, uncertain and contested by multiple stakeholders. Society faces similar challenges in implementing the Sustainable Development Goals, so design methods hold much potential. While principles of good design are well established, there has been limited integration of design thinking with sustainability science. To advance this integration, we examine the process of designing MetaMAP: an interactive graphic tool for collaborating to understand social–ecological systems and design well-integrated solutions. MetaMAP was created using Research through Design methods which integrate creative and scientific thinking. By applying design thinking, researchers and practitioners from different backgrounds undertook multiple cycles of problem framing, solution development, testing and reflection. The testing was highly collaborative involving over 150 people from diverse disciplines in workshops, case studies, interviews and critique. Reflecting on this process, we discuss design principles and opportunities for integrating design thinking with sustainability science to help achieve Sustainable Development Goals.     

Utilizing international networks for accelerating research and learning in transformational sustainability science

A promising approach for addressing sustainability problems is to recognize the unique conditions of a particular place, such as problem features and solution capabilities, and adopt and adapt solutions developed at other places around the world. Therefore, research and teaching in international networks becomes critical, as it allows for accelerating learning by sharing problem understandings, successful solutions, and important contextual considerations. This article identifies eight distinct types of research and teaching collaborations in international networks that can support such accelerated learning. The four research types are, with increasing intensity of collaboration: (1) solution adoption; (2) solution consultation; (3) joint research on different problems; and (4) joint research on similar problems. The four teaching types are, with increasing intensity of collaboration: (1) adopted course; (2) course with visiting faculty; (3) joint course with traveling faculty; and (4) joint course with traveling students. The typology is illustrated by extending existing research and teaching projects on urban sustainability in the International Network of Programs in Sustainability, with partner universities from Europe, North America, Asia, and Africa. The article concludes with challenges and strategies for extending individual projects into collaborations in international networks.