Systems Thinking for Dealing with Wicked Sustainability Problems: Beyond Functionalist Approaches
Systems Thinking for Dealing with Wicked Sustainability Problems: Beyond Functionalist Approaches
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DOI：
10.1007/978-3-319-32933-8_14
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发表时间：
2016-01-01
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影响因子：
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通讯作者：
Svanstrom, Magdalena
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文献类型：
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作者：
Lonngren, Johanna;Svanstrom, Magdalena
许多最紧迫的可持续性问题并不纯粹是技术问题。为了实现可持续发展（SD），需要解决恶劣的可持续性问题（WSP），如气候变化，贫困和资源稀缺。以前的研究表明，解决WSP对工程专业的学生来说是一个挑战。特别是，如果学生缺乏适当的工具来处理复杂性，不确定性和存在于这种情况下的价值冲突，他们可能会感到不知所措。在本文中，我们的目的是调查系统思维能力（ST）是否可以提供这样的工具，在工程教育可持续发展（EESD）。为此，我们阐述了以前的描述WSP，并借鉴（E）关于ST的可持续发展教育文献，讨论不同的方法，ST和它们的有用性，为解决WSP。我们的结论是，ST确实可以是有价值的解决WSP，但它是必要的是明确如何ST的定义。我们认为，主流的方法，以ST在工程教育（EngE）是不够的，以解决WSP。
Many of the most pressing sustainability issues are not purely technical problems. To work for sustainable development (SD) requires addressing wicked sustainability problems (WSPs), such as climate change, poverty, and resource scarcity. Previous research has shown that addressing WSPs is challenging for engineering students. In particular, students may feel overwhelmed by a WSP if they lack appropriate tools for dealing with the complexity, uncertainty, and value conflicts that are present in the situation. In this paper, we aim to investigate whether systems thinking competence (ST) can provide such a tool in engineering education for sustainable development (EESD). For this purpose, we elaborate on previous descriptions of WSPs, and draw on (E)ESD literature about ST to discuss different approaches to ST and their usefulness for addressing WSPs. We conclude that ST indeed can be valuable for addressing WSPs, but that it is necessary to be clear about how ST is defined. We suggest that mainstream approaches to ST in engineering education (EngE) are not sufficient for addressing WSPs.