发展可持续发展的跨学科意识:使用有趣的框架反射来挑战学科偏见

IF 3.6 Q2 ENVIRONMENTAL STUDIES Sustainability: Science, Practice, and Policy Pub Date : 2022-07-11 DOI:10.1080/15487733.2022.2095780
Annemarie L. Horn, Marjoleine G. van der Meij, Willemine L. Willems, F. Kupper, M. Zweekhorst
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引用次数: 1

摘要

在复杂的可持续性问题上,跨学科团队合作面临的一个主要挑战是,合作者之间往往存在相互冲突的学科观点和潜在的价值观和假设。因此,研究人员和实践者之间的跨学科合作需要跨学科意识(IC):对自己和他人的学科观点及其差异的认识论和形而上学的理解和欣赏。由于不能假定专业人员都具有智力,因此需要进行明确的培训,例如在高等教育中。我们开发了框架反射实验室(FRL)——一种有趣的干预手段,通过框架反射刺激IC的发展——并研究了它在跨学科学生团队合作解决可持续性问题中的应用。我们旨在通过分析23名硕士研究生的书面和口头反思,了解框架反思如何有助于提高IC。我们发现FRL干预有助于IC的发展,因为它激发了认知、情感和批判性反思;创造一个安全的反思空间;帮助参与者阐明价值观和假设;平衡的结构和自由。我们的研究结果表明,为了培养跨学科合作的可持续发展专业人员,必须挑战根深蒂固的、可能无意识的先入为主的观念,以建立对学科差异的认识和欣赏。这需要明确地促进情感过程,例如使用游戏性,而反思和跨学科训练通常侧重于认知过程。这些发现很有希望为未来在教育、研究和实践中使用有趣的框架反射提供信息和启发,以支持跨学科合作,解决复杂的可持续性问题。
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Developing interdisciplinary consciousness for sustainability: using playful frame reflection to challenge disciplinary bias
Abstract A major challenge for interdisciplinary teamwork on complex sustainability issues is the often-conflicting disciplinary perspectives and underlying values and assumptions among collaborators. Interdisciplinary collaboration among researchers and practitioners therefore requires interdisciplinary consciousness (IC): epistemological and metaphysical understanding and appreciation of one’s own and others’ disciplinary views and their differences. Since it cannot be assumed that professionals have IC, there is a need for explicit training, for instance in higher education. We developed Frame Reflection Lab (FRL)—a playful intervention to stimulate the development of IC through frame reflection—and investigated its application among cross-disciplinary student teams collaborating on sustainability issues. We aimed to understand how frame reflection can contribute to enhancing IC, by analyzing the written and oral reflections of 23 Master’s degree students. We found that the FRL intervention contributed to the development of IC as it sparked cognitive, affective, and critical reflection; created a safe space for reflection; helped participants to articulate values and assumptions; and balanced structure and freedom. Our findings demonstrate that to prepare sustainability professionals for interdisciplinary collaboration, deeply rooted and possibly unconscious preconceptions have to be challenged to build awareness and appreciation of disciplinary differences. This calls for explicitly facilitating affective processes, for instance using playfulness, whereas training in reflection and interdisciplinarity usually focuses on cognitive processes. These findings are promising in terms of informing and inspiring future efforts to use playful frame reflection in education, research, and practice to support interdisciplinary collaboration to address complex sustainability issues.
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来源期刊
Sustainability: Science, Practice, and Policy
Sustainability: Science, Practice, and Policy Social Sciences-Geography, Planning and Development
CiteScore
12.00
自引率
0.00%
发文量
54
审稿时长
27 weeks
期刊介绍: Sustainability: Science, Practice and Policy is a refereed, open-access journal which recognizes that climate change and other socio-environmental challenges require significant transformation of existing systems of consumption and production. Complex and diverse arrays of societal factors and institutions will in coming decades need to reconfigure agro-food systems, implement renewable energy sources, and reinvent housing, modes of mobility, and lifestyles for the current century and beyond. These innovations will need to be formulated in ways that enhance global equity, reduce unequal access to resources, and enable all people on the planet to lead flourishing lives within biophysical constraints. The journal seeks to advance scientific and political perspectives and to cultivate transdisciplinary discussions involving researchers, policy makers, civic entrepreneurs, and others. The ultimate objective is to encourage the design and deployment of both local experiments and system innovations that contribute to a more sustainable future by empowering individuals and organizations and facilitating processes of social learning.
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