Feb 14: Re-emergence/emergency walk – Learning, Knowing and Acting in a Changing World

See full February-May 2019 program for the walks here: Re-emergence/emergency walks spring 2019

When: Thursday February 14 at 9.15-11.30

Where: Starting outside of CEMUS Library, Villavägen 16

Register here: https://goo.gl/forms/W9guH6a3Yw7sHxdb2

In collaboration with the Erasmus+ project on Applied Ecopreneurship Methodologies.

Questions and framing
What skills, knowledge and perspectives are needed to in a real and effective way deal with climate change and other sustainability challenges? How can we organise university education in a different way to better prepare students for working and acting in a changing and unpredictable world? What experiences of doing this can we share with each other and how can we build networks that supports new initiatives?


The walk will start outside of CEMUS, Villavägen 16 at 9.15 (be there a couple of minutes before quarter past). We will walk to Stadsskogen, then along the winding paths in Stadsskogen to Valltjärn where we will light a fire. Bring your own fika (thermos of coffee or tea and/or some food to share). And remember to wear warm clothes and snow resistant shoes.


Background-video/presentation and starting points

“It may turn out, in the end, that the idea of the future we’ve come to depend on so much is no longer even available. Or to put it another way: the future is already here, and it’s confusing as hell.”

Roy Scranton & Torie Bosch (2017) “What Future: The Year’s Best Ideas to Reclaim, Reanimate & Reinvent Our Future”

Education for Emergence – Education for Emergency

The transition to an ecologically sustainable society will involve a historically unprecedented revolution in institutions, systems, lifestyles and values. Much of Western culture has to be totally reversed in a few decades. We have to replace a long list of cultural traits by their opposites, particularly obsessions with material affluence, getting richer, competing, winning, exercising power and controlling nature.

Fien & Trainer, 1993:39 quoted in “Bourdieu and Education for Sustainable Development: analysis of an interview Justin Karol, Monash University”

Further listening – listen to the podcast (in Swedish): P3 Dystopia

A rough draft of the purposes of education at CEMUS

From “A rough draft of the purposes of education at CEMUS” by CEMUS course coordinators autumn 2018.

Bourdieu and Education for Sustainable Development

This paper introduces the terms ‘environmental capital’ and ‘sustainable habitus’ as extensions of Bourdieu’s theoretical concepts that are considered valuable in contributing to a sociological understanding of our environmental crisis. Without more individuals possessing a sustainable habitus, the personal actions deemed necessary to achieve environmental sustainability might not occur. The role education can play in informing a sustainable habitus in students through the acquisition of environmental capital is investigated, with reference to semi-structured interview data drawn from a case study of an effective educator for sustainable development.

Karol (2006) “Bourdieu and Education for Sustainable Development: analysis of an interview Justin Karol, Monash University”.

Five metaskills — feeling, seeing, dreaming, making, and learning

From the book “Metaskills: Five Talents for the Robotic Age” by Marty Neumeier

Take the Metaskills Quiz

Key competencies in sustainability

The emerging academic field focused on sustainability has been engaged in a rich and converging debate to define what key competencies are considered critical for graduating students to possess. For more than a decade, sustainability courses have been developed and taught in higher education, yet comprehensive academic programs in sustainability, on the undergraduate and graduate level, have emerged only over the last few years. Considering this recent institutional momentum, the time is seemingly right to synthesize the discussion about key competencies in sustainability in order to support these relatively young academic programs in shaping their profiles and achieving their ambitious missions.

Wiek et al. (2011) “Key competencies in sustainability: a reference framework for academic program development”.

We as human beings, educators, researchers and universities are failing in bringing about meaningful and radical (to the root causes) change – a systemic change of systems that are destroying human and more-than-human worlds.

We need to explore and rediscover old ideas and ways of organising resistance, and build new spaces that can survive the present-future destruction and madness.

The idea is also built on and inspired by the botanical walks – Herbationes Upsalienses – that Linnaeus did around Uppsala during the 18th century, read more here: The Linnaeus Trails.

The concept is simple: before the actual walking discussion you can watch a background-video or presentation that aims to provoke and inspire some initial thoughts, feeling on the topic being discussed. Then we gather, walk somewhere out of the city or to a certain destination; engage in dialogue, disagreement, discussion two and two (paths are narrow); find a space for fika and further discussion (sometimes around a fire); then walk back and have a conversation with someone new.