New concerns with regard to science and higher education in the context of sustainable development – changes of paradigms, or simply idealistic visions?
Abstract
Over recent decades, higher education institutions (HEIs) have been concerned with their “third role” associated with the growing demand for their social involvement, especially with regard to sustainability – something which also redefines the other important university roles of research and education. The science and policy interface has been shown to be a fertile area for new research questions; new inter-, multi-, and trans-disciplinary approaches and methods have been introduced (in the environmental sciences) and efforts to meet value-based and socially targeted goals posed by policy makers and civil society have emerged (in sustainability related sciences).
Based on these developments, alternative concepts of science have emerged: post-normal science as defined by Funtowicz and Ravetz (2002) that involves dialogue across the boundaries of science itself and respects a plurality of discourses, or sustainability science that insists on a more thorough integration of natural and social sciences due to an increase in the social functions and roles of science. These trends are in line with the democratization trends in science over recent decades and (followed by changes in education) have created new interfaces between science, technology, society and the environment, and have opened new possibilities for diverse actors to meet and discuss common themes.
For interdisciplinary research and dialogue with stakeholders in society, new communication methods and tools are being developed. The article shows how this transboundary communication can be shaped by reflecting upon ongoing processes and supported by “reframing”, through “gradualization” and by construction of “boundary objects”.