By Lu Liu, postdoctoral research associate at Rice University, USA and IIASA YSSP 2016 participant
I have been attending the American Geophysical Union (AGU) Fall Meeting since 2013 when I was working with the Joint Global Change Research Institute. Ever since then, the AGU Fall Meeting has become one of my most anticipated events of the year where I get to share my research and make new friends.
The first time I attended the AGU Fall Meeting, I was overwhelmed with the size and scale of this conference. There are more than 20,000 oral and poster presentations throughout the week, and the topics cover nearly 30 different themes, from earth and space science, to education and public affairs. I was thrilled to see my research being valued and discussed by people from various backgrounds, and I was fascinated by other exciting research and rigorous ideas that emerged at the meeting.
Lu Liu at 2018 AGU poster session
At this year’s AGU, I presented my poster Implications of decentralizing urban water supply infrastructure via direct potable water reuse (DPR) in a session titled Water, Energy, and Society in Urban Systems. In a nutshell, my poster presents a quantitative model that evaluates the cost-benefits of direct potable water reuse in a decentralized water supply system. The concept of decentralization in an urban water system has been discussed in previous literature as an effective approach towards sustainable urban water management. Besides the social and technical barriers in implementing decentralization, there is a lack of analytical and computational tools necessary for the design, characterization, and evaluation of decentralized water supply infrastructure. My study bridges the gap by demonstrating the environmental and economic implications of decentralizing urban water infrastructure via DPR using a modeling framework developed in this study. The quantitative analysis suggests that with the appropriate configuration, decentralized DPR could potentially alleviate stress on freshwater and enhance urban water sustainability and resilience at a competitive cost. More about this research and my other work can be found here: https://emmaliulu.wixsite.com/luliu.
At the AGU Fall Meeting, I engaged in various opportunities to reconnect with old colleagues and build new professional relationships. What’s better than running into my former YSSP supervisors and IIASA colleagues after two years since I left the YSSP? Although my time spent at IIASA was short, I hold IIASA and the YSSP very close to my heart because the influence this experience has had on my professional and personal life is profound.
I will continue to attend the AGU Fall Meeting for the foreseeable future. After all, we all want to feel a sense of belonging and acceptance in a community, and I am glad I already found mine.
Note: This article gives the views of the author, and not the position of the Nexus blog, nor of the International Institute for Applied Systems Analysis.
By Nour Barakeh, Alpbach Learning Program Co-manager, European Forum Alpbach, Austria
“I don’t want this war to end. I grew up carrying my weapon and fighting. I have lost everything. I can’t remember the shape of my life, my dreams, before war.”
I still remember my shock when a 23-year-old man said these words to me while I was traveling from city to city in Syria to interview young people about their opinions on the present and their dreams for the future.
Nour Barakeh
In the decades long absence of a collective and free political atmosphere in the country, being critical about social issues, seeking knowledge for deep understanding despite the lack of real and reliable recourses, and doing research was immensely difficult, and at times even dangerous. I however firmly believe that the power of sharing ideas cannot be overestimated.
This brings us to the value of education. When I was younger, I was lucky enough to have been able to complete my academic studies in Syria – I am a trained pharmacist. Unfortunately, most people in Syria today have a very different experience. One only needs to look at the number of children living in camps around the country – children who have had to stop their education due to military conflict. Not to mention the number of young people involved in military life, and all of the others forced to suspend their education for any number of reasons.
In light of this, in 2013, a group of young activists and I who were living in Damascus, decided to change our work approach from what can be described as an emotionally supportive level to an approach focused on opening up creative spaces for critical thinking. Creative spaces for analyzing and exchanging thoughts, fears, and visions about our current situation. We organized art workshops during which we could work around political issues without the danger of being directly involved in them.
After three years of conducting these workshops, I noticed recurring themes. I started doing social research in an effort to predict the post-war period and the possibilities of rebuilding our country with realistic data aimed at addressing the causes of the underlying problems rather than just the consequences. That was how I started traveling around Syria and meeting people through my research.
It was also during this time that I discovered just how isolated we really were, each of us in our individual communities. We didn’t know each other. In addition, in the absence of the aforementioned collective and free political atmosphere in Syria, we were deprived of understanding our shared problems, which forced us to become involved in imagined conflicts based on assumed divisions.
This realization led me to a series of questions. If we could imagine that the war in Syria hadn’t yet started, how could the war have been avoided? Furthermore, how could we build sustained peace in our country? The emphasis here is of course on the word “build”, because peace cannot be imposed on societies. Achieving sustained peace is the fulfillment of revolutions aimed at rooted changes.
In my own life, sometime after doing those interviews in Syria, I was lucky enough to immigrate to Austria. Here, I see peace represented as a culture. I have experienced it through close contact with people, with their way of life, and their psychological structure. I am convinced that the fact that peace has been achieved in this country is the most important factor contributing to progress, not only on a general economic, political, and social level, but also on the level of human consciousness.
Therefore, for me, achieving peace has taken its place next to the rest of the Sustainable Development Goals as a main factor to close the circle of our interrelated world. An expression of interconnected problems that can only be solved on a global level.
In trying to realize the mechanisms of our interrelated world however, my interaction with the culture in Austria has forced me to re-evaluate concepts such as identity and nationality. Forced me to revisit these and other concepts that has been used to create conflicts and to break down awareness of our shared interests and shared pains as human beings.
All of this has motivated me to become more open to a broader sense of belonging, to global citizenship where we can see the full picture and everyone can contribute to the common good. Not as an idealistic dream, but rather, as a necessary condition for our survival.
We need to have one eye on the microscope and the other on the telescope. We need to combine all sectors to achieve the desired impact.
In my work with my partners and colleagues, this has meant combining scientific studies and artistic work through projects like the art-science performance Migraspectives* at the IIASA/JRC Evidence and Policy Summer School, to support the establishment of sustainable educational projects focused on empowering people to transcend the effects of war. It is a method of involving audiences in tricky topics such as migration, and realizing that data alone cannot be the only tool to reach people in making a change, and trying to bridge the gap between researchers, policymakers, and society.
*Migraspectives is a research project that involves artists and scientists in exploring the current debate on Migration through the lense of diverse and often conflicting world-views. The project culminated in a participatory performance during the Summer School for Evidence and Policy, organised by IIASA and the European Commissions Joint Research Center under the auspices of the Austrian Presidency of the Council of the European Union, where a new approach to solution finding with an audience of researchers and policymakers from 40 countries was tried out for the first time.
Note: This article gives the views of the author, and not the position of the Nexus blog, nor of the International Institute for Applied Systems Analysis.
By Sandra Ortellado, IIASA 2018 Science Communication Fellow
If fashion is the science of appearances, what can beauty and aesthetics tell us about the way we perceive the world, and how it influences us in turn?
From cognitive science research, we know that aesthetics not only influence superficial appearances, but also the deeper ways we think and experience. So, too, do all kinds of creative thinking create change in the same way: as our perceptions of the world around us changes, the world we create changes with them.
From the merchandizing shelves of H&M and Vero Moda to doctoral research at the Faculty of Information Technology at the University of Jyväskylä, Finland, 2018 YSSP participant Laura Mononen has seen product delivery from all angles. Whether dealing with commercialized goods or intellectual knowledge, Mononen knows that creativity is all about a change in thinking, and changing thinking is all about product delivery.
“During my career in the fashion and clothing industry, I saw the different levels of production when we sent designs to factories, received clothing back, and then persuaded customers to buy them. It was all happening very effectively,” says Mononen.
But Mononen saw potential for product delivery beyond selling people things they don’t need. She wanted to transfer the efficiency of the fashion world in creating changes in thinking to the efforts to build a sustainable world.
“Entrepreneurs make change with products and companies, fashion change trends and sell them. I’m really interested in applying this kind of change to science policy and communication,” says Mononen. “We treat these fields as though they are completely different, but the thing that is common is humans and their thinking and behaving.”
Often, change must happen in our thinking first before we can act. That’s why Mononen is getting her doctorate in cognitive science. Her YSSP project involved heavy analysis of systems theories of creativity to find patterns in the way we think about creativity, which has been constantly changing over time.
In the past, creativity was seen as an ability that was characteristic of only certain very gifted individuals. The research focused on traits and psychological factors. Today, the thinking on creativity has shifted towards a more holistic view, incorporating interactions and relationships between larger systems. Instead of being viewed as a lightning bolt of inspiration, creativity is now seen as more of a gradual process.
New understandings of creativity also call on us to embrace paradoxes and chaos, see ourselves as part of nature rather than separate from it, experience the world through aesthetics, pay careful attention to our perception and how we communicate it, and transmit culture to the next generation.
Perhaps most importantly, Mononen found in her research that the understanding of creativity has changed to be seen as part of a process of self-creation as well as co-creation.
“The way we see creativity also influences ourselves. For example if I ask someone if they are creative, it’s the way they see themselves that influences how creative they are,” says Mononen. “I have found that it’s more crucial to us than I thought, creativity is everywhere and it’s everyday and we are sharing our creativity with others who are using that to do something themselves and so on.”
This means on the one hand that we use our creativity to decide who we are and how we see the world around us for ourselves. But it also means that the outcomes and benefits of creativity are now intended for society as a whole rather than purely for individuals, as it was in the past. It may sound like another paradox, but being able to embrace ambiguity and complexity and take charge of our role in a larger system is important for creating a sustainable future.
“From the IIASA perspective this finding brings hope because the more people see themselves as part of systems of creating things, the more we can encourage sustainable thinking, since nature is a part of the resources we use to create,” says Mononen.
Mononen says a systems understanding of creativity is especially important for people in leadership positions. If a large institution needs new and innovative solutions and technology, but doesn’t have the thinking that values and promotes creativity, then the cooperative, open-minded process of building is stifled.
Working in both the fashion industry and academic research, Mononen has encountered narrow-minded attitudes towards art and science firsthand.
“Communicating your research is very difficult coming from my background, because you don’t know how the other person is interpreting what you say,” says Mononen. “People have different ideas of what fashion and aesthetics are, how important they are and what they do. Additionally, scientific concepts are used differently in different fields.”
“We are often thinking that once we get information out there, then people will understand, but there are much more complex things going on to make change and create influence in settings that combine several different fields.” says Mononen.
For Mononen, the biggest lesson is that creativity can enhance the efforts of science towards a sustainable world simply by encouraging us to be aware of our own thinking, how it differs from that of others, and how it affects all of us.
“When you become more aware of your ways of thinking, you become more effective at communicating,” says Mononen. “It’s not always that way and it’s very challenging, but that’s what the research on creativity from a systems perspective is saying.”
by Melina Filzinger, IIASA Science Communication Fellow
Yuping Bai is a participant of the IIASA Young Scientists Summer Program (YSSP) and a first year PhD candidate at the Chinese Academy of Sciences’ Institute of Geographic Sciences and Natural Resources Research. She is working with the Intergovernmental Panel on Climate Change (IPCC), the leading international body for the assessment of climate change, as a chapter scientist for their Special Report on Climate Change and Land. I recently had the chance to talk to her about her engagement as a chapter scientist.
What is the aim of the IPCC special report on climate change and land?
Compared to the IPCC comprehensive assessment reports, this special report really focuses in depth on the linkages and inter-relationship between climate change, land use, and food security. It aims to propose sustainable land-based solutions towards climate change mitigation and adaptation efforts. We all know that climate change is an important issue and the connections between climate change and land use change are extremely complex. The report will include many different topics like land degradation, desertification, greenhouse gas fluxes and food security. Understanding the links between these diverse issues is particularly important for informing decision making by governments, as well as private sectors, to address challenges in land use change and governance.
What is a chapter scientist?
Chapter scientists are early-career researchers that support the development process of the individual report chapters. IPCC asked for volunteers who are required to dedicate at least one-third full time equivalent over a 2.5-year period while working from their home institutions. The chapter scientists were chosen based on expertise, motivation, time availability, and experience in working in a multi-cultural context. There are ten chapter scientists in total working on the report, one or two for each chapter.
How do you contribute to the report?
I am assigned to Chapter 1, which provides the framing and context for the report. Part of my job has been organizational tasks, for example managing our referencing system, scheduling online meetings, tracking down key literature, assisting in the design and development of figures and tables, and assisting in compiling, revising, and organizing chapter contributions. On the other hand, I have also been involved in developing the overall concept of our chapter and can voice my ideas and express my views. Chapter 1 raises the key issues related to land use and sustainable land management for climate adaptation and climate resilience, and provides the concepts and definitions needed to understand the rest of the report.
In fact, many of these topics are closely related to my PhD research and my YSSP project. The YSSP experience significantly broadened my knowledge on climate change and land related topics, and at the same time deepened my understanding of the cross-scale complexity of the issues. After three months, I feel that I’m much better equipped to contribute to the future work for the chapter.
Why did you decide to volunteer so much of your time?
As a chapter scientist I have the chance to participate in discussions on some of the most pressing and important issues in the world. I also have the unique possibility to work with some of the world leading scientists in their respective fields. Therefore, I think it’s an important opportunity to make contacts and to gain insight into the work of the IPCC.
What has your experience been so far?
I’m the youngest one of the chapter scientists, so I felt a bit overwhelmed at first, particularly as I was suddenly rubbing shoulders with some of the brightest, most established academics and researchers on the planet. In this first half year, I attended the second lead author meeting and have been involved in the first draft of the report. During busy periods leading up to key deadlines, such as the submission of the drafts, my hours peaked, and the pressure built. But don’t let this frighten you. It is possible to learn on the job! It helped that everyone made me feel so welcome and valued. I have definitely learned a lot. My research is very specialized, and my work with the IPCC has helped me gain a broader view on climate change and the problems that are connected to it.
Note: This article gives the views of the author, and not the position of the Nexus blog, nor of the International Institute for Applied Systems Analysis.
by Melina Filzinger, IIASA Science Communication Fellow
Having just finished tenth grade, Lillian Petersen from New Mexico, USA is currently spending the summer at IIASA, working with researchers from both the Ecosystems Services and Management (ESM), and Risk and Resilience (RISK) programs on developing risk models for all African countries.
At a talk Petersen gave at the Los Alamos Nature Center/Pajarito Environmental Education Center, her method for predicting food shortages in Africa from satellite images caught the attention of Molly Jahn from the University of Wisconsin-Madison. Jahn, who is collaborating with the ESM and RISK programs at IIASA, was so impressed with Petersen’s work that she added her to her research group and connected her to IIASA researchers for a joint project.
Knowing which areas are at risk for disasters like conflict, disease outbreak, or famine is often an important first step for preventing their occurrence. In developed countries, there is already a lot of work being done to estimate these risks. In developing countries, however, a lack of data often hinders risk modeling, even though these countries are often most at risk for disasters.
Many humanitarian crises, like famine, are closely connected to poverty. However, high resolution poverty estimates are only available for a few African countries. This is why Petersen and her colleagues are developing methods to obtain those poverty estimates for all of Africa using freely available data, like maps showing major roads and cities, as well as high-resolution satellite images. Information about poverty in a certain region can be extracted from this data by considering several indicators. For example, areas that are close to major roads or cities, or those that have a large amount of lighting at night, meaning that electricity is available, are usually less poor than those without these features. The researchers are also analyzing the trading potential with neighboring countries, the land cover type, and distance to major shipping routes, such as waterways.
As no single one of these indicators can perfectly predict poverty, the scientists combine them. They “train” their model using the countries for which poverty data exists: A comparison of the model’s output and the real data helps to reveal which combination of indicators gives a reliable estimate of poverty. Following this, they plan to apply that knowledge in order to accurately predict poverty with high spatial resolution over the entire African continent.
Once these estimates exist, Petersen and her colleagues will apply risk models to find out which areas are particularly vulnerable to disease outbreaks, famine, and conflicts. “I hope that this research will inform policymakers about which populations are most at risk for humanitarian crises, so that they can target these populations systematically in aid programs,” says Petersen, adding that preventing a disaster is generally cheaper than dealing with its aftermath.
The skills Petersen is using for her research are largely self-taught. After learning computer programming with the help of a book when she was in fifth grade, Petersen conducted her first research project on the effect of El Nino on the winter weather in the US when she was in seventh grade. “It was a small project, but I was pretty excited to obtain scientific results from raw data,” she says. After this first success she has been building up her skills every year, by competing at science fairs across the US with her research projects.
Her internship at IIASA gives Petersen access to the resources she needs to take her research to the next level. “Getting feedback from some of the top scientists in the field here at IIASA is definitely improving my work,’’ she says. Petersen is hoping to publish a paper about her project next year, and wants to major in applied mathematics after she finishes high school.
Note: This article gives the views of the author, and not the position of the Nexus blog, nor of the International Institute for Applied Systems Analysis.
By Stephanie Bengtsson, researcher in the IIASA World Population Program
In the months after finishing my doctorate, I would often find myself having some variation of the following conversation upon meeting someone new, particularly in a social context:
New person: “So, what do you do?”
Me: “Actually, I’ve just finished my doctorate.”
New person [impressed]: “Wow! In what field?”
Me: “Education.”
New person [after a long pause]: “Oh.”
The tone of that “oh” has stayed with me in the years since: “You can get a doctorate in education?”, that little word seemed to say, following up with: “What does that involve? Stacking ABC blocks and looking through picture books? It can’t possibly be as challenging as a doctorate in a real subject, like economics or neuroscience.”
Many of my education colleagues around the world have had similar experiences, especially those who, like me, work primarily in the field of development. At the same time, the global news media is rife with articles about ‘failing’ school systems, a dwindling ‘supply’ of qualified teachers, ‘underperforming’ teachers, low Programme for International Student Assessment (PISA) results, and more, as the international community searches for quick-fix solutions with easily quantifiable measures of progress to address these problems, often outside the realm of education research. Generally, within the dominant development discourse, the aim of these solutions is clear: to increase attainment and improve student test scores, particularly in the so-called STEM subjects (i.e., Science, Technology, Engineering, and Mathematics), in order to build human capital and subsequently grow and sustain the labor market and economy. In other words, improvements to education are typically justified only to the extent that they will increase education’s instrumental value (leading to improvements in other sectors), rather than its intrinsic value.
As such, those of us working in international educational development often find ourselves caught in a paradox, as our sector has been (and continues to be) simultaneously under-appreciated in terms of the contribution it can make to other aspects of development and wellbeing (and subsequently under-prioritized), and over-emphasized in its role as a tool of development when it does make it onto the agenda. We therefore frequently find ourselves having to first ‘make the business case’ for education by proving its instrumental value before beginning any research or development project, in a way that would be considered ludicrous in, for instance, the sectors of health and nutrition. Once we have successfully argued that case, the pressure is on to measure inputs and narrowly-defined short-term outcomes, leaving little time to examine complex educational processes and longer-term impacts of education.
In late September 2015, Heads of State and High Representatives from around the world committed to a new sustainable development agenda consisting of 17 Sustainable Development Goals (SDGs) and 169 accompanying targets. The framing document for the SDGs, UN Resolution 70/1, Transforming our World: The 2030 Agenda for Sustainable Development, envisions an important role for education within this agenda, both as an end and a powerful means of development:
“All people, irrespective of sex, age, race, ethnicity, and persons with disabilities, migrants, indigenous peoples, children and youth, especially those in vulnerable situations, should have access to life-long learning opportunities that help them acquire the knowledge and skills needed to exploit opportunities and to participate fully in society. We will strive to provide children and youth with a nurturing environment for the full realization of their rights and capabilities, helping our countries to reap the demographic dividend including through safe schools and cohesive communities and families.” (UN 2015, article 25)
For those of us working in international educational development, the SDGs thus represent a significant step forward from the Millennium Development Goals (MDGs), as well as an opportunity to encourage the wider development community to engage with and invest in a shared vision for equitable, inclusive, quality lifelong learning opportunities.
In our new book, The Role of Education in Enabling the Sustainable Development Agenda, my colleagues and I conduct an extensive critical review of literature from a range of disciplines, attempting to find answers to these fundamental questions about the value of education and the dynamic nature of the relationship between education and development. We engage with the argument put forward in the capabilities approach to development that the capability to be educated is, in and of itself, an important freedom, and a fundamental aspect of human wellbeing. Given that processes of teaching and learning are a natural and defining characteristic of human society, we argue that education is most successful at contributing to sustainable development across all dimensions at once if, rather than being crafted as an instrument to achieve a specific and narrow development objective – no matter how worthy – education is improved on its own terms, and as an end in itself.
We also draw from recent work by the economist Kate Raworth, which attempts to connect the economic, social, and environmental dimensions of sustainable development, by combining social justice work with planetary boundaries research in order to define a space within which humanity can survive and thrive:
“Between a social foundation that protects against critical human deprivations, and an environmental ceiling that avoids critical natural thresholds, lies a safe and just space for humanity [. . .] where both human wellbeing and planetary wellbeing are assured, and their interdependence is respected.” (Raworth 2012, p. 7)
This book builds on work we carried out for the United Nations Educational, Scientific, and Cultural Organization (UNESCO) Global Education Monitoring (GEM) Report, and shares in UNESCO’s urgent sense of purpose to demonstrate not only “the potential for education to propel progress towards all global goals”, but also that “education needs a major transformation to fulfil that potential and meet the current challenges facing humanity and the planet” (UNESCO n.d., n.p.). At no point do we claim to be providing the definitive account of the role of education in the sustainable development agenda; rather, we hope that our book will inspire critical reflection, engagement, and, above all, learning, among a wide audience of scholars, students, policymakers, and practitioners alike.
Note: This article gives the views of the authors, and not the position of the Nexus blog, nor of the International Institute for Applied Systems Analysis.
You must be logged in to post a comment.