https://tidsskrift.dk/FECUN/issue/feed Futures of Education, Culture and Nature - Learning to Become 2022-01-31T15:11:40+01:00 Jesper Garsdal jega@via.dk Open Journal Systems Futures of Education, Culture and Nature - Learning to Become (FECUN) is an international peer-reviewed and open access online journal that focuses on the interplay between education, culture and nature in the past, present and future, with a strong emphasis on the future challenges and possibilities emerging in this complex interplay. https://tidsskrift.dk/FECUN/article/view/130744 Editorial Introduction 2022-01-31T15:11:40+01:00 Jesper Garsdal jega@via.dk Simon Nørgaard Iversen sniv@via.dk 2022-01-31T00:00:00+01:00 Copyright (c) 2022 https://tidsskrift.dk/FECUN/article/view/130223 Dare to Think Past the Anthropocene 2022-01-10T15:49:34+01:00 Daniel Ross djrossmail@gmail.com <p>To refer education to the dates 2030 and 2050, as the UN has done via its “Education for Sustainable Development” and “Futures of Education” initiatives, is to place it in the context of the IPCC’s two key deadlines for the reduction of carbon emissions. Yet this immediately leads to a paradox: how can we even begin to conceive or imagine education after 2050 without first recognizing that the current dismal failure to approach these targets stems in no small part from an inability to foster the collective knowledge and will required to take care of this biospheric emergency – and that remedying this inability absolutely depends on a transformation of the conditions of intergenerational transmission and a critique of contemporary education? Rather than being paralysed by this paradox, we must inhabit it as the vector of a new dynamism directed towards the transformation of the way education is conceived and undertaken in the nihilistic depths of the Anthropocene. This will require a renewed understanding of the meaning of both sustainability and diversity, the relationship these bear to reason and technics, and the way this ultimately yet unavoidably calls for a new economic model.</p> 2022-01-21T00:00:00+01:00 Copyright (c) 2022 Daniel Ross https://tidsskrift.dk/FECUN/article/view/130229 Digital Me Ontology and Ethics 2022-01-11T09:36:01+01:00 Ljupco Kocarev lkocarev@manu.edu.mk Jasna Koteska jasnakoteska@yahoo.com <p>This paper addresses ontology and ethics of an AI agent called digital me. We define digital me as an autonomous, decision-making, and learning agent, representing an individual and having practically immortal life. It is assumed that digital me is equipped with the big-five personality model, ensuring that it provides a model of some aspects of a strong AI: consciousness, free will, and intentionality. As computer-based personality judgments are more accurate than those made by humans, digital me can judge the personality of the individual represented by the digital me, other individuals’ personalities, and other digital me-s. We describe seven ontological qualities of digital me: a) double-layer status of Digital Being versus digital me, b) digital me versus real me, c) mind-digital me and body-digital me, d) digital me versus doppelganger (shadow digital me), e) non-human time concept, f) social quality, g) practical immortality. We argue that with the advancement of AI’s sciences and technologies, there exist two digital me thresholds. The first threshold defines digital me having some (rudimentary) form of consciousness, free will, and intentionality. The second threshold assumes that digital me is equipped with moral learning capabilities, implying that, in principle, digital me-s could develop their own ethics which significantly differs from human’s understanding of ethics. Finally, we discuss the implications of digital me metaethics, normative and applied ethics, the implementation of the Golden Rule in digital me-s, and we suggest two sets of normative principles for digital me: consequentialist and duty based digital me principles.</p> 2022-01-21T00:00:00+01:00 Copyright (c) 2022 Ljupco Kocarev, Jasna Koteska https://tidsskrift.dk/FECUN/article/view/130231 International Collaboration for a Sustainable Future 2022-01-11T09:48:03+01:00 Caroline McCaw Caroline.McCaw@op.ac.nz Elinor Bray-Collins Elinor.Bray-Collins@humber.ca Isabel Sousa Isabel.Sousa@humber.ca Machiko Niimi Machiko.Niimi@op.ac.nz Valeria Contreras na@na.na Samantha Groover na@na.na Madavi Nandalall na@na.na Evan Reid na@na.na Birgitte Woge Nielsen bin@via.dk Jonas Hoffmann na@na.na Kristian Iversen na@na.na Anne Louise Mogensen na@na.na Jeppe Kiel Christensen jkcn@via.dk Chartsiri Klinpibul na@na.na Angus Lewry na@na.na Emily McKenzie na@na.na Toni Linington na@na.na <p>This paper represents a concrete reflection on the first steps in a Collaborative Online International Learning journey through the Global Polytechnic Alliance participation in Map the System. The polytechnics are in Denmark (VIA), Canada (Humber College), and New Zealand (Otago Polytechnic). Students and faculty participated in the initiative to work together strategically, based on common interests, to strengthen the participating institutions academically and globally. Three international teams were developed to participate and enter into the Map the System global competition. The teams chose a social or environmental issue that mattered to them and researched connecting elements and factors to share findings in a way that people can meaningfully learn from. This competition, and the paper, is viewed as a discovery process. In this article, we describe three stages the team went through faculty team formation, teaching and learning as well as developing student research and system maps. Through this process, we discovered key insights on creating a sense of community online, systems thinking and reflective learning process. The paper concludes with our thoughts on the unintended gifts of collaborating internationally in virtual teams.</p> 2022-01-21T00:00:00+01:00 Copyright (c) 2022 Caroline McCaw, Elinor Bray-Collins, Isabel Sousa, Machiko Niimi, Valeria Contreras, Samantha Groover, Madavi Nandalall, Evan Reid, Birgitte Woge Nielsen, Jonas Hoffmann, Kristian Iversen, Anne Louise Mogensen, Jeppe Kiel Christensen, Chartsiri Klinpibul, Angus Lewry, Emily McKenzie, Toni Linington https://tidsskrift.dk/FECUN/article/view/130234 Architecture’s Road to Sustainable Innovation 2022-01-11T10:13:42+01:00 Natalie Mossin nmos@kglakademi.dk Pelle Munch-Petersen pmun@kglakademi.dk Mikkel A. Thomassen mtho@kglakademi.dk <p>Current practice in the building industry is not sustainable. The United Nations 17 Sustainable Development Goals define a key set of the global challenges and targets that the world must move significantly towards to address the sustainability emergency. Architectural solutions, products and services contributing to the Goals are already there, in smaller scale. However, the bulk of the built environment is part of im-mense current challenges – the building industry is a major consumer of energy and natural resources, and a prolific producer of waste. To create new sustainable practice, we need to understand why new architectural solutions, products and services struggle to become market dominant. And we need to teach a new generation of architects and building professionals how to engage in, develop, sustain and promote emerging sustainable practices not yet formed. In this article we discuss findings from seven case studies to argue that dynamic capabilities are required for sustainable innovation to succeed. Rather than simply following established practise, navigating in emergent sustainable markets requires finding and forming new practise, which in turn make the ability to work freely among knowledge domains an essential capability in future professionals. This points to an educational potential in working with open-ended project- and problem-specific assignments to build the capabilities needed to reach sustainable change.</p> 2022-01-21T00:00:00+01:00 Copyright (c) 2022 Natalie Mossin, Pelle Munch-Petersen, Mikkel A. Thomassen https://tidsskrift.dk/FECUN/article/view/130236 A Framework for Innovating through Design 2022-01-11T10:19:46+01:00 Laura Clèries lcleries@elisava.net <p>Design has the potential for transformation and innovation. In the current changing and complex environment facing multiple new challenges, the design discipline itself is also changing, being increasingly implicated in less tangible matters. The purpose of design and the role of designers is being redefined, and in this context, which designerly ways of innovating, namely Design Attitudes, do we have to promote in order to have presence in the future? This paper presents the Design Attitudes Trend report as well as a digital Design Attitudes Survey, obtained through the use of a qualitative trends’ analysis methodology. The report and survey propose four different ways of innovating, that is, design innovators’ types, and an initial exploration of the meaning of the resulting collective survey data collected amongst design professionals and students.</p> 2022-01-21T00:00:00+01:00 Copyright (c) 2022 Laura Clèries https://tidsskrift.dk/FECUN/article/view/130237 “Swedes’ relations to their government are based on trust” 2022-01-11T10:23:50+01:00 Kerstin von Brömssen kerstin.von-bromssen@hv.se Tommaso Milani tommaso.milani@svenska.gu.se Andrea Spehar andrea.spehar@pol.gu.se Simon Bauer simon.bauer@gu.se <p>Civic orientation has become one of the dominant immigrant integration policies in western Europe, with the aim of transmitting knowledge, norms, and values, thereby furthering “integration” into the new country. However, there is a not much research regarding how the educational content is communicated and negotiated in civic orientation courses in practice. This article aims to bring more empirically based knowledge in this field. The case study discussed in this article explores one specific module, entitled “nature and environment”, in civic orientation courses for newly arrived adults in Sweden. This is done through participatory observations in the courses, both in classrooms in real life and on the internet and exploring in detail the negotiations between the civic orientation communicators and the course participants. The analyses show how a real “success story” of Sweden and its citizens is constructed through an overall discourse of Swedes high awareness of the environment and nature, not least through comparisons between geographical spaces in the world. The analyses also re-veal antagonistic voices about the content, although these are not particularly strong. We suggest that there is an urgent need to critically reflect on the aim, content, and teaching practices of civic orientation courses for newly arrived migrants, as these more seem to contribute to the Swedish nation’s reproduction of “banal nationalism”.</p> 2022-01-21T00:00:00+01:00 Copyright (c) 2022 Kerstin von Brömssen, Tommaso Milani, Andrea Spehar, Simon Bauer https://tidsskrift.dk/FECUN/article/view/130238 Global Citizenship Education for (Unknown) Futures of Education 2022-01-11T10:31:46+01:00 Karen Bjerg Petersen kp@edu.au.dk <p>A ‘World in 2030’ survey carried out by UNESCO in the months May through September 2020 indicates that “climate change and biodiversity loss” by far are the biggest concerns of the around 15.000 participants, who at the same time indicate that education and multilateralism are seen as the most important solutions to global issues. In this article, I will discuss possibilities and limitations of (global citizenship) education in versions of skills- and competency-based versus virtue/value-based approaches as means of solving current global issues and concerns, including (unknown) futures of education at a local and global level.</p> 2022-01-21T00:00:00+01:00 Copyright (c) 2022 Karen Bjerg Petersen https://tidsskrift.dk/FECUN/article/view/130240 Learners Learning to Become 2022-01-11T10:34:39+01:00 Thomas Østergaard thos@via.dk Torsten Sack-Nielsen tosn@via.dk Birgitte Woge Nielsen bin@via.dk Birgitte Helbæk Marcussen bihm@via.dk Karen Frederiksen kafr@via.dk <p>This article describes an entrepreneurial, transdisciplinary and transformative ESD competencies-course for educators at VIA University College, Denmark, the; "Circular Economy and Sustainable Development in the Education" course (CESDE) from 2018-2021, involving more than 100 educators from a wide variety of faculties. It analyses to what extent the effects on transformative changes towards a sustainable university have been and how these experiences with "learning the learners to become" can be implemented at other Higher Educations. (HE’s). The presentation analyses three levels of impact of the competencies course; (1) impacts on the individual educator’s approach to teaching practices; (2) impacts on the values in managerial and organizational levels; (3) impacts on the personal and institutional interaction with surrounding communities, business and society. The results of this case study demonstrate the potential of initiating ESD competencies-courses and confirms the notion that the competence development of academic staff is an essential prerequisite for a sustainability paradigm shift in higher education. In this way, the program started out with an ambition to enhance curriculum redesign (creating Circular and Sustainable Educations for Sustainable Development ESD) but ended up making organizational alterations and creating an iterative loop of learning and interventions between educators, external specialists, the institutional organization (management), the collaborating companies and the students.</p> 2022-01-21T00:00:00+01:00 Copyright (c) 2022 Thomas Østergaard, Torsten Sack-Nielsen, Birgitte Woge Nielsen, Birgitte Helbæk Marcussen , Karen Frederiksen https://tidsskrift.dk/FECUN/article/view/130241 Emotional and Entrepreneurial Didactics for Sustainable Design Educations 2022-01-11T10:39:47+01:00 Ainoa Abella Garcia aabella@elisava.net Thomas Østergaard thos@via.dk María José Araya León maraya@elisava.net <p>Students at Higher Educations face a world in need of help to create sustainable solutions for complex systems. But still, European design-graduates finish their studies with a narrow concentration in design skills and lack competencies in order to cope with the complex reality, as well as students lack attachment to the teaching in Education for Sustainable Development (ESD). In order to change this, educators need to acknowledge the students' personal, motivational and emotional elements before de-signing the courses. This article is based on two new discourses in both entrepreneurial and design didactic research – and how they could be connected. The first is “emotional learning” and “emotional design” – regarding how emotions impact the student’s learning process’ in Educations for Sustainable Development (ESD). Emotions affect the student's learning process and their health and well-being (Pekrun, 2014, p. 28). The other discourse is how the use of value-driven emotional entrepreneurial didactics, based on the connection between emotionally influencing actions/events and the development of entrepreneurial competencies, can present a new emotionally based understanding of the value of altruistic (sustainable) outcomes within entrepreneurial educations (Lackeus, 2020). This paper presents, using one of the experimental methods - comparative - of Research through Design, two emotional tools: “Design for Change - Yggdrasill” from VIA Design, Denmark and “Emotional Analogous Data” from ELISAVA, Barcelona. The first results indicate a need for emotional education, which has an impact on ESD and their development as professionals. For these reasons, both emotional tools presented above can contribute to empowering students and teachers to improve Sustainable Design Educations.</p> 2022-01-21T00:00:00+01:00 Copyright (c) 2022 Ainoa Abella Garcia, Thomas Østergaard, María José Araya León https://tidsskrift.dk/FECUN/article/view/130244 Teacher Education and Co-Learning with ESD 2022-01-11T10:46:21+01:00 Niels Larsen niladk5@gmail.com <p>Education for a sustainable future includes, not only qualitative basic education (Goals 4 and 4.7 of the Sustainable Development Goals (SDG)) but also reorientating and transforming educational institutions such as Teacher Training Institutions (TTI) to address sustainable development and learning in a global context.TTIs have the potential to bring knowledge, skills, values and develop action competences and social learning for future generations and give hope for creating a more sustainable future. This article focuses on a cross-national partnership in TTI education, and discussions from a case study lead to an awareness of what is called three-layered cultural challenge on micro, mezzo and macro level when establishing international partnerships in education.</p> 2022-01-21T00:00:00+01:00 Copyright (c) 2022 Niels Larsen https://tidsskrift.dk/FECUN/article/view/130245 Gender and TVET in Africa 2022-01-11T10:50:30+01:00 Elinor Bray-Collins Elinor.Bray-Collins@humber.ca Nalini Andrade nalini.andrade@humber.ca Catherine Wanjiru katecatherinew@gmail.com <p>In this paper we present the findings of an extensive review of the literature on gender issues in Africa’s TVET sector. Specifically, we highlight a number of themes which emerge from this review and propose a theoretical framework for understanding TVET institutions as gendered spaces. The TVET sector is frequently spoken about the potential it holds for the advancement of the SDGs on the African continent as well as the achievement of Agenda 2063 - indeed, it is seen as crucial to achieving these goals. What the literature suggests however, is that in the absence of gender-responsive re-forms rooted in an understanding of how “gender regimes” operate and persist, TVET institutions may tend to be sites of reproduction of patriarchal dynamics as opposed to sites of their transformation.</p> 2022-01-21T00:00:00+01:00 Copyright (c) 2022 Elinor Bray-Collins, Nalini Andrade, Catherine Wanjiru https://tidsskrift.dk/FECUN/article/view/130246 Deep History Curricula under the Mandate of the Anthropocene 2022-01-11T10:59:33+01:00 Felix Riede f.riede@bio.au.dk <p>Whilst scientifically debated, the key insights encapsulated in the notion of the Anthropocene are profound: First, natural and cultural history – the fates of climate and the natural world on the one hand, and of humankind and its many cultures on the other – are conjoined. Second, human history is certainly not an inevitable history of progress but one potentially towards catastrophe. These realizations are driven by the wicked perspectives of future climate change and the likelihood of dramatically negative consequences for life on Earth. Looking back into deep history, however, the same realizations also have implications for how we view the human past and what driving forces we view as causal. This, in turn, impinges significantly on how we teach deep and recent history, how we articulate it with other disciplines, and how we display it in children’s books, school textbooks, teaching materials and in museums. With roots firmly in a specific academic discipline – archaeology – I here examine what the topsy-turvy perspective of the Anthropocene implies vis-à-vis the design of contemporary, relevant and sustainable history teaching and teaching resources for the classroom and for learning spaces such as museums. While a collapse of traditional disciplinary boundaries is im-practical if not impossible, I draw on notions of dark pedagogy and disciplinary shadow places to highlight how Anthropocene deep history can connect knowledge domains from across the natural and social sciences. New visions for our future need, I suggest, new visions of our past.</p> 2022-01-21T00:00:00+01:00 Copyright (c) 2022 Felix Riede https://tidsskrift.dk/FECUN/article/view/130247 The Bildung Rose 2022-01-11T11:02:39+01:00 Lene Rachel Andersen la@nordicbildung.org <p>The world is becoming more complex and local decisions may have global impact. To grasp these complexities, education must provide the ability to see the full picture, to approach decision making and professional as well as individual choices from several perspectives, and it must promote the development of the moral courage to think and act according to personal conscience. Bildung can be defined as the combination of knowledge about the world and the emotional and moral to engage and take responsibility. The Bildung Rose is a heuristic model that depicts society as consisting of seven domains: Production, Technology, Aesthetics, Power, Science, Narrative, and Ethics. The purpose of this article is to introduce the Bildung Rose as a tool for addressing, grasping, and taking responsibility for society. Bildung is the combination of education and moral and emotional development; the cultivation and development of personal character, autonomy, and sense of responsibility. In order to thrive in one’s society, to be an active and engaged citizen, and to see society from a system’s perspective, one needs to understand some of all seven domains; deep knowledge in one domain is professionally crucial, but the complexity of the world and of most jobs demands that individuals can contextualize decision making into a wider societal context. This article presents the Bildung Rose, explores the universality of the model, and suggests how it can be practically applied both at the macro-level when designing educational systems and organizations, at the meso level when developing programs, and at the micro-level when educating or making decisions. The model as of yet is a sketch and a heuristic model that requires further examinations and exploration.</p> 2022-01-21T00:00:00+01:00 Copyright (c) 2022 Lene Rachel Andersen https://tidsskrift.dk/FECUN/article/view/130449 Digital Diversity 2022-01-24T14:00:32+01:00 David Kergel davidkergel@gmail.com <p>Digital teaching and learning and diversity-sensitive teaching are often researched independently. This can quickly lead to overlooking the common origin of digitization (or early Internet culture) and an emancipatory diversity-sensitive stance. Uncovering the common origin in the emancipation movements at (US) universities in the 1960s to the early 1980s allows for practical consequences for a diversity-sensitive use of digital media in educational contexts. To accomplish this, the presentation is divided into three steps. In the first step, the development of a diversity-sensitive attitude will be reconstructed, and in the second step, the development of early Internet culture. Based on this genealogical reconstruction work, a competence model for a diversity-sensitive use of digital media in educational contexts will be presented.</p> 2022-01-24T00:00:00+01:00 Copyright (c) 2022 https://tidsskrift.dk/FECUN/article/view/130567 From Onto-sympathy and Ecological Awareness to Ethico-sympathy and Zoëlogical Interaction, Embodied Beings, and Pedagogy in an Anthropocene Age 2022-01-27T16:22:45+01:00 Michael Paulsen mpaulsen@sdu.dk <p>It matters what world understanding we base educational theory and practice on. If we base it on an inherited Holocene scenic and human-centered world understanding, this leads to education understood as learning to optimize the use of resources only and solely for human needs. If we, on the other hand, base it on an emerging Anthropocene dialogical and life-centered world understanding, it leads to education understood as supporting students to become aware of the possibilities and value of being together with more-than-humans and to obtain experiences with how to co-create a joyful life. More specifically, it is argued that the onto-sympathy model proposed by Jane Bennett is based on a life-centered world understanding that might be helpful to foster needed ecological awareness within the field of education. However, this model needs to be complemented by an idealistic ethico-sympathy model, also based on a life-centered world understanding but paying more heed to cautious action, focusing on the possibility and value of zoëlogical interaction between humans and more-than-humans. If both models are used, it becomes more likely that we will begin to gain educational experiences with developing ethical relationships to more-than-humans and become able to co-create interspecies life-communities on a larger scale than today—both of which are needed more than ever in planetary history.</p> 2022-01-27T00:00:00+01:00 Copyright (c) 2022 https://tidsskrift.dk/FECUN/article/view/130249 Education for Sustainability 2022-01-11T13:34:36+01:00 Caroline McCaw Caroline.McCaw@op.ac.nz <p>This paper proposes an approach to teaching and learning that reflects the idea that to undergo systemic change we need to learn from and with living systems. I reflect on two projects that illustrate small steps towards this emergent practice and draw upon theories that may help to frame this ecological approach. Drawing these frameworks and design education projects together helps to understand education for sustainability as embedded in productive learning relationships, involving thinking reflectively on our messages and actions. According to the UNESCO Policy Brief (2018) Education is a crucial element of a sustainable development agenda and needs to be holistic and transformational. These practices of taking education outside of the classroom are illustrated through examples of project-based learning in a Communication Design degree at Otago Polytechnic in Dunedin New Zealand in partnership with local environmental groups, and aim to be both holistic and potentially transformative. Examining the projects in this way helps to see the requirement for empathy including and beyond human-centred design, an understanding of the systems in which the student projects sit, and acknowledging te Ao Māori, an indigenous worldview unique to New Zealand.</p> 2022-01-21T00:00:00+01:00 Copyright (c) 2022 Caroline McCaw https://tidsskrift.dk/FECUN/article/view/130250 It Takes a Village 2022-01-11T13:38:01+01:00 Megan Brasell-Jones Megan.Brasell-Jones@op.ac.nz Caroline McCaw Caroline.McCaw@op.ac.nz <p>Our relationship with waste has been tumultuous and at times dysfunctional, but it has come a long way. This paper outlines a project involving staff and students at Otago Polytechnic (in Dunedin, New Zealand) and traces the development of communication design systems and strategies aimed at on-campus behaviour change. Targeting the campus community, these communication strategies imply that people take personal responsibility for personal waste. The project was an opportunity for students to align their practices with the UN Sustainable Development Goals #12 (Responsible Consumption and Production) and #15 (Life on Land). This paper considers how a project that engages these goals, can also contribute to SDG #4 (Quality Education). In the New Zealand context, this paper also outlines a consideration of bicultural thinking to inform outcomes.</p> 2022-01-21T00:00:00+01:00 Copyright (c) 2022 Megan Brasell-Jones, Caroline McCaw https://tidsskrift.dk/FECUN/article/view/130251 Oh No, Not Another Framework! 2022-01-11T13:41:51+01:00 Anne Louise Bang ANLB@via.dk <p>The aim of this paper is to emphasise the relevance and importance of sensibility, contemplation and craftmanship as a foundation for sustainable development driven by fashion and textile design. The paper looks beyond the frameworks and tools that often guide lecturers in higher educational institutions. Within design, we have access to several newly launched and open source frameworks and method collections, but the question is how we prepare educators as well students to critically work with, contribute to and reflect upon sustainable development acting as change agents across disciplines? This position paper suggests and discusses the value of combining disciplinary expertise with cross-disciplinary teamwork. It also suggests that we fully acknowledge and implement this in our teaching and curriculums of fashion and textile designers. The yarn winding technique known from weaving serves as an example to discuss cross-disciplinary mutual understanding in combination with deep disciplinary articulation as a means for sustainable change of the fashion and textile industry.</p> 2022-01-21T00:00:00+01:00 Copyright (c) 2022 Anne Louise Bang https://tidsskrift.dk/FECUN/article/view/130252 Project Based Learning in Communication Design 2022-01-11T13:44:11+01:00 Sara Denise Narciso Sara.Narciso@op.ac.nz <p>This paper presents a developing framework aimed to further enhance the delivery of Project Based Learning (PBL) in Communication Design at the School of Design, Otago Polytechnic. Our programme employs PBL methodologies extensively in the second half of the degree. We find that this is a great way to engage learners with live projects, improving both their design skills and techniques and their social skills. The benefits to community groups are wide-ranging, and they come to better understand their own needs, as well as how to work with a designer. This highlights the United Nation's Sustainable Development Goals 4 (SDGs 4) of an exclusive and equitable quality education for our students that targets sustainable development through global citizenship. However, there is a lack of coherent resources and consistency of delivery in these courses. An explorative study was conducted, including a literature review and a range of stakeholders’ interviews investigating needs and opportunities of the PBL model. An observation and analysis of existing models and practices were conducted that led to a proposed systematization of best practices in delivering PBL in the classroom. The paper also outlines the various improvements and recommendations that will provide a sustainable, ethical and high value chain that will benefit the communities and stakeholders. These findings were analyzed and informed the proposed initial framework that will be piloted in course teaching for 2021.</p> 2022-01-21T00:00:00+01:00 Copyright (c) 2022 Sara Denise Narciso https://tidsskrift.dk/FECUN/article/view/130253 Using Design Activism to Empower and Value a Community Group 2022-01-11T13:47:41+01:00 Inge Andrew Inge.Andrew@op.ac.nz <p>I have been working as a Masters student with a group of people that don’t generally have a voice in everyday discourse – perpetrators of domestic violence. Stopping Violence Dunedin (SVD) is run by experienced facilitators who instead of placing blame on their clients, work to empower them with a sense of community and positive self-worth. These men are taught to appreciate and build on their own sense of worth and my Masters project focused on creating a value object to enhance their journey of change towards a non-violent life. The value creation process involved using communication design as a tool to develop a social enquiry, working to understand this community and the challenges they face. By looking at their entire system of interactions and experiences, I was able to develop a series of milestones for the men which led to the development of a key prototype. The first ‘shift’ key could be gifted to the men in the group who show a shift in their thinking and are able to engage in the process of change. The second ‘manhole cover’ key to the men who develop leaderships skills and can men-tor newer group members. The outcome of the object created a value proposition working to celebrate the milestones that these men reach. This sense of value and appreciation could also extend to the possibility of an alternative future for the men – a future without violence.</p> 2022-01-21T00:00:00+01:00 Copyright (c) 2022 Inge Andrew https://tidsskrift.dk/FECUN/article/view/130254 Strange Animals, and What to Do with Them 2022-01-11T13:50:27+01:00 Torben Albertsen torbenalbertsen@hotmail.com <p>In Chile, intercultural education, at least ideally, is concerned with the learning from indigenous people, and as such, anthropology is at the center stage. One of the aspects learning might learn from anthropology has to do with plurality, and more specifically, how to embrace plurality without reducing it at the same time. If sustainability has any stake in this, it would have to do with learning how to continually sustain plurality. Viveiros De Castro is a founding part of a relatively recent anthropological tradition called recursive anthropology, sometimes also referred to as the ontological turn. His ethnography consists of a proposal for Amerindian cosmology and his methodology proposes a way to sustain plurality. I propose to treat both aspects. First, we would like to describe his Amerindian cosmology, and we are specifically here interested in its different approach to nature. Secondly, we will describe his methodology in its relation to his ethnography, and here we will be specifically concerned with thinking his method as a pedagogical project involved with intercultural learning.</p> 2022-01-21T00:00:00+01:00 Copyright (c) 2022 Torben Albertsen https://tidsskrift.dk/FECUN/article/view/130255 Occupational Therapy and Product Design Students Learning Together 2022-01-11T13:54:04+01:00 Machiko Niimi Machiko.Niimi@op.ac.nz Mary Butler marypbutler99@gmail.com <p>This paper is a case study of a particular project (the Vision 20/20 project), which was developed by students on an interdisciplinary project. The goal of the project was to develop a child-to-child vision screening toolkit to integrate eye health into the school curriculum and make vision testing more accessible for children. An interdisciplinary research team was formed to support the students, and then continued to work together to ensure the ongoing sustainability of the project. The team used an action research approach and consisted of researchers and practitioners from three institutions: Otago Polytechnic, the University of Otago, and Tahuna Intermediate School (10-13 year olds). It was made of occupational therapists, optometrists, product designers, teachers and learners (at multiple levels). This case study exemplifies how problem-based learning can provide a context for students to do real work that makes a difference in the world. This goal of the Vision 20/20 project connects closely with the commitment underpinning the UN Sustainable Development Goals, which is to leave no one behind. The SDG for health (Goal 3: Good Health and Wellbeing) links with the World Health Organisation Global Action Plan on Universal Eye Health. There is considerable scope for this project to continue to develop in ways that will feed our long-term goal of ensuring that no child is left behind because of poor vision. Similarly this project illustrates how faculty members from different disciplines can work together to develop a learning environment that enriches student’s learning opportunities.</p> 2022-01-21T00:00:00+01:00 Copyright (c) 2022 Machiko Niimi, Mary Butler https://tidsskrift.dk/FECUN/article/view/130256 Art, Complexity and Sustainability in the Anthropocene 2022-01-11T13:57:03+01:00 Bridie Lonie Bridie.Lonie@op.ac.nz <p>This paper explains the thinking behind the exhibition The Complete Entanglement of Everything. The curators’ premise was that, taken as whole, the exhibition would demonstrate the emergence of an understanding of the Anthropocene as it is playing out in Ōtepoti/Dunedin, New Zealand. The term “entanglement” was drawn from Donna Haraway’s argument that the wicked problems of our present predicament will only be intelligible if we understand that categorical distinctions are a problem in themselves (Haraway 2016). While some works were didactic, others, less obvious, drew on the power that art has to enable conceptual understanding in such a way that it is experienced by each viewer as their own. The genre of conceptual art offers such experiences: theorist and art historian Gregory Minissale in The Psychology of Art characterizes it as a kind of bundling of affect, cognition and emotion that extends the development of understanding. (Minissale 2013). Curatorial projects can in themselves operate as conceptual art. The argument that culture is the fourth pillar of sustainability is strengthened when artworks are viewed as holding patterns, containers or vehicles, for emergent and complex scenarios. In that way, artworks can assist as much with ac-knowledging the forces - such as grief and the sense of impotence - that restrain us from action, as with gaining new approaches and new strength for engagement.</p> 2022-01-21T00:00:00+01:00 Copyright (c) 2022 Bridie Lonie https://tidsskrift.dk/FECUN/article/view/130270 Evaluation of Art Research for Sustainable Development 2022-01-14T12:28:57+01:00 Lesley Brook Lesley.Brook@op.ac.nz <p>An exhibition of environmental artworks in 2020 created value for members of the public. The artists were responding to climate change and wider issues of human-caused changes to the planet. This study, undertaken for the researcher’s Master of Professional Practice, evaluated the emotional impact of that exhibition on visitors. Each participant sorted photographs of the artworks according to the strength of their positive/negative emotional responses to the artworks. This was followed by a semi-structured interview. This paper presents the results of analysis of the transcripts of answers by 24 participants to three of the questions asked in interview. Participants were asked to describe how they feel about the effects of human activity on our world, to identify which artwork or artworks most closely represented how they felt about that, and whether they thought or felt differently about the effects of human activity on our world after experiencing this exhibition. Their answers suggest that a values-driven approach is suitable for improving human and institutional capacity on climate change mitigation, and that environmental art has a valuable role to play, to maintain awareness about climate action and to encourage public support for environmental initiatives.</p> 2022-01-21T00:00:00+01:00 Copyright (c) 2022 Lesley Brook https://tidsskrift.dk/FECUN/article/view/130665 Sustainability – Local explorations – Global awareness 2022-01-30T19:13:52+01:00 Michael Vogt MV@via.dk Marianne Leth AX@via.dk <p>Education for Sustainable Development in teacher education: Possibilities, capabilities, and dilemmas in educating teachers to handle the complexity of sustainability issues through interdisciplinary and outdoor didactics. What is the relationship between specific substantive knowledge and interdisciplinary skills and the measurable competencies and 'Bildung' processes for teachers in a sustainable future? This paper presents a course, its intentions, methodology, content, and a discussion of the dilemmas between, on the one hand, subject-specific skills in 'nature &amp; technology' and in 'history,' as well as interdisciplinary skills, and on the other hand measurable competencies in teacher education and ideals of 'Bildung.'</p> 2022-01-30T00:00:00+01:00 Copyright (c) 2022 Michael Vogt, Marianne Leth https://tidsskrift.dk/FECUN/article/view/130588 Empowering Education for Sustainable Futures 2022-01-28T08:26:46+01:00 Jesper Marius Als JMAA@via.dk <p>This paper positions the role of quality education in the historical and current development paradigm in a global context under the Sustainable Development Goals. I revisit empowering theories and the whole concept of development and connect it to the present. Can such theories guide us in the debate on the future of education? Finally, I reflect on whether my current workplace, a Danish University College, and similar education institutions are at all obliged to tackle global challenges. If so, how can such institutions position themselves to play an essential role in the futures to come? Are there any common denominators in design and content? I draw on my background as a historian and my master’s degree in International Relations. From a practical perspective, I draw on what I learned from 15 years of experience working with internationalization and development, both within the UN system, private companies, and later as responsible for large-scale education programs and projects in more than 36 countries. I also draw on six years of experience as chairperson of a Danish NGO working with child protection, alternative care, and deinstitutionalization. Most importantly, I draw on experience as a concerned father of two kids who will be affected by, and dependent on, our current actions.&nbsp;</p> 2022-01-28T00:00:00+01:00 Copyright (c) 2022 https://tidsskrift.dk/FECUN/article/view/130666 Gross Local Happiness 2022-01-30T19:28:15+01:00 Tsewang Lhundup na@na.na <p>The 21st century promises to be the "century of interdependence." Yet, growing interdependence is no guarantee for greater equity of sustainable and just development. To ensure that increasing interdependence leads to an extending and deepening mind, the education system must appropriately respond to and coordinate the complex dynamics that characterize 21st century social, economic, political, and cultural realities.&nbsp; The consensus from the students, teachers, parents, and policymakers throughout Bhutan is clear. Ancient wisdom needs to be integrated into the future Education system. This paper proposes forging a coordinated approach to an educational system systematically informed by traditional conceptual resources, which is consonant with future education systems to 'form the mind' rather than 'filling' it.&nbsp; Such an educational system would organically develop the body, speech, and mind while effectively interacting with people, culture, and environment. In particular, it will secure emotional intelligence and mental balance. That is essential to stay relevant and stay ahead in the age of algorithms.</p> 2022-01-30T00:00:00+01:00 Copyright (c) 2022 Tsewang Lhundup