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Global climate
(2017)
On 12 December, the twenty-first Conference of Parties (COP-21) of the United Nations Framework Convention on Climate Change (UNFCCC) adopted the Paris Agreement. This marked the conclusion of the long process of crafting a new international climate regime that began with the adoption of the Bali Roadmap in 2007, failed spectacularly in Copenhagen in 2009, and resumed with a new approach in Durban 2011. This article summarizes and analyzes the main contents of the Paris Agreement.
The future belongs to the youth, but do they really have a say in it? Learning processes with regard to a successful socio-ecological change must start in childhood and adolescence in order to succeed in social transformation. The youth cannot be a passive part in a changing society - they have to be actively included in its design. When allowed to participate, young people can make important and effective contributions - which should not be reduced to sub-projects and opportunity structures. In a socio-political context, participation means involvement, collaboration, and commitment. In the context of intra- and inter-generational equity, as the core part of sustainable development, participation strategies should be developed that allow for a permanent and purposeful involvement of children and adolescents. Participation of young people is an important and appropriate step in strengthening those who are so strongly affected by the planning processes but are otherwise powerless. A successful involvement and participation of non-professional actors requires a target group-oriented method, a supportive culture of participation, as well as clarity and decision latitude. Abiding by these rules leads to central results.
The transformation processes towards a sustainable development are complex. How can science contribute towards new solutions and ideas leading to change in practice? The authors of this book discuss these questions along the energy transition in the building sector.
A transformative research that leaves the neutral observer position needs appropriate concepts and methods: how can knowledge from different disciplines and from practice be integrated in order to be able to explain and understand complex circumstances and interrelations? What role do complex (agent-based) models and experiments play in this respect? Which mix of methods is required in transformative science in order to actively support the actors in transformation processes?
Theses questions are illustrated by the example of the BMBF funded project "EnerTransRuhr".
The amount of land directly disturbed by mining is a key generic environmental pressure indicator. A novel method based on the measurement of the cumulative net area disturbances using Landsat satellite images and its correlation with the cumulative ore production at the mine site was applied. Weighted disturbance rates (WDRs) were calculated indicating the annual quantity of hectares newly disturbed per million metric tons of ore extracted. Results show that open pit (OP) have a smaller average WDR (5.05 ha/Mt) than underground (UG) mines (11.85 ha/Mt). This is explained by the relation between the annual amounts of new net area disturbed and of ore extracted which is larger for UG than for OP mines due to the annual extraction volume (lower for UG). Overall findings demonstrate that bauxite mining has the highest WDR (7.98 ha/Mt), followed by gold (6.70 ha/Mt), silver (5.53 ha/Mt), copper (4.5 ha/Mt) and iron (4.25 ha/Mt).
Real-world laboratories are growing in popularity promising a contribution to both: the understanding and facilitation of societal transformation towards sustainability. Baden-Württemberg substantially funds real-world labs as part of the initiative "science for sustainability". To facilitate learning with and from these so-called BaWü-Labs, they are supported by accompanying research conducted by two teams. This article presents first insights and theses on real-world labs as a research format, based in particular on the work of the accompanying research team ForReal. The team supports the labs in their realization and in providing general insights, e.g. by learning from related international research approaches and dialog with international experts, and analyzes suitable quality features and methods (the latter together with the University of Basel team). The theses presented here put up for discussion first insights on real-world labs as a transformative research approach and reflect on them from a theoretical perspective. They illustrate the relevance of a goal-oriented use of methods and present learning processes as core characteristics of real-world labs. The theses were formulated based on discussions with the BaWü-Labs, exchange in international contexts as well as a thematic literature review.
The future of automobility
(2017)
In recent years, a number of energy scenario studies which aim to advise policy makers on appropriate energy policy measures have been developed. These studies highlight changes required to achieve a future energy system that is in line with public policy goals such as reduced greenhouse gas emissions and an affordable energy supply. We argue that behavioural changes towards energy-sufficient lifestyles have considerable potential to contribute to public policy goals and may even be indispensable for achieving some of these goals. This potential should, therefore, be reflected in scenario studies aiming to provide comprehensive advice to policy makers. We analyse the role that energy-sufficient lifestyles play in prominent recent global energy scenario studies and find that these studies largely ignore the potential of possible behavioural changes towards energy-sufficient lifestyles. We also describe how such changes have been considered in several other scenario studies, in order to derive recommendations for the future development of global energy scenarios. We conclude that the inclusion of lifestyle changes in energy scenarios is both possible and useful. Based on our findings, we present some general advice for energy scenario developers on how to better integrate sufficiency into future energy scenario studies in a quantitative manner.
Transitions towards sustainability are urgently needed to address the interconnected challenges of economic development, ecological integrity, and social justice, from local to global scales. Around the world, collaborative science-society initiatives are forming to conduct experiments in support of sustainability transitions. Such experiments, if carefully designed, provide significant learning opportunities for making progress on transition efforts. Yet, there is no broadly applicable evaluative scheme available to capture this critical information across a large number of cases, and to guide the design of transition experiments. To address this gap, the article develops such a scheme, in a tentative form, drawing on evaluative research and sustainability transitions scholarship, alongside insights from empirical cases. We critically discuss the scheme's key features of being generic, comprehensive, operational, and formative. Furthermore, we invite scholars and practitioners to apply, reflect and further develop the proposed tentative scheme - making evaluation and experiments objects of learning.
"Transformative science" is a concept that delineates the new role of science for knowledge societies in the age of reflexive modernity. The paper develops the program of a transformative science, which goes beyond observing and analyzing societal transformations, but rather takes an active role in initiating and catalyzing change processes. The aim of transformative science is to achieve a deeper understanding of ongoing transformations and increased societal capacity for reflexivity with regard to these fundamental change processes. The concept of transformative science is grounded in an experimental paradigm, which has implications for (1) research, (2) education and learning, and (3) institutional structures and change in the science system. The article develops the theoretical foundations of the concept of transformative science and spells out the concrete implications in these three dimensions.
To identify the main drivers of transformation, it is helpful to identify the transformation perspectives of three specific schools of thought: idealist, institutional, and technological innovation. By differentiating among these schools of thought, a more informed transformation debate becomes possible, thereby increasing transformative literacy in academia and society.