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It is widely accepted that environmental awareness is essential, yet does not inevitably lead to responsible use of resources. Additional factors on the individual level include the meaning constructed by the term "resources" and the individual and social norms that influence the relevant behavior. Current didactic concepts do not take into account such aspects. Therefore, this article uses a didactic-psychological approach for designing an educational concept for raising awareness for a responsible use of natural resources. Combining insights of environmental psychology and of constructivist didactics, a general principal of "norm-oriented interpretation learning" is outlined to enrich the didactic debate on responsible and efficient resource use. Based on the presentation of a qualifying module for resource efficiency consultants as a practical example of resource education, a new didactical approach, namely "open-didactic exploration" (short form: ODE) is introduced. The article discusses the theory-based elements of ODE and illustrates a step by step process for designing educational materials. This adds to the theoretical debate about a didactic design for resource oriented education. Furthermore, this method can be directly used by practitioners developing education and training material (e.g., teachers, trainers in vocational education). The Wuppertal Institute developed and applied this method in numerous projects. The conclusion and outlook discusses future expectations and scope of the introduced ODE method as a contribution to foster "norm-oriented interpretation learning", suggesting perspectives for further development.
The paper describes patterns of resource use related to German households' equipment. Using cluster analysis and material flow accounting, data on socio-demographic characteristics, and expenditures on fuel, electricity and household equipment allow for a differentiation of seven different household types. The corresponding resource use, expressed in Material Footprint per person and year, is calculated based on cradle-to-gate material flows of average household goods and the related household energy use. Our results show that patterns of resource use are mainly driven by the use of fuel and electricity and the ownership of cars. The quantified Material Footprints correlate to social status and are also linked to city size, age and household size. Affluent, established and/or younger families living in rural areas typically show the highest amounts of durables and expenditures on non-durables, thus exhibiting the highest use of natural resources.
Accounting for the social dimension of sustainability : experiences from the biotechnology industry
(2006)
Accounting for the social dimension of sustainability proves to be a challenge for corporate practitioners, due to its intangible, qualitative nature and lack of consensus on relevant criteria. We suggest a semi-quantitative approach based on stakeholder involvement to identify relevant aspects for a sector specific assessment of the social dimension. Our case study on biotechnology illustrates that the dialogue with internal and external stakeholders enabled the creation of a key performance indicator (KPI) set to account for social sustainability in the early design stages of biotechnological processes and product development. Indicators for eight aspects are identified for the social assessment: health and safety, quality of working conditions, impact on employment, education and training, knowledge management, innovation potential, customer acceptance and societal product benefit, and social dialogue. We describe the integration of the KPI set in a software application, tailor made for practitioners of the sector, and highlight first user experiences.