Learning goals, chapter 1
Sustainable development, an introduction
In this chapter the following goals are pursued, using the text and the assignments:
Knowledge
By the conclusion of this chapter the reader knows:
The Brundtland definition of sustainable development
The two dimensions of ‘Space’ and ‘Time’, or ‘here and there’ and ‘now and later’
The Triple P - ‘People’, ‘Planet’, ‘Profit’
The rebound effect
A series of problems that are decisive in respect of the necessity of sustainable development
A number of characteristic unsustainability problems – health issues as a result of unbalanced and insufficient food, space issues as a result of prosperity, the initiative to close cycles through a waste disposal fee.
Control versus adaptation
Paradigms, paradigm shifts and transitions
Recycling and reuse, and the difference between the two
Insight
By the conclusion of this chapter the reader understands:
The various major unsustainability problems are connected together in a complex manner.
Sustainable development is only possible when the various problems are dealt with collectively, or at the very least, other aspects of sustainable development are taken into consideration when tackling specific sustainability issues.
Unsustainability issues not only play a role in the developing nations, but also in the wealthy nations. Many of these issues are created by the interaction between the poorer and wealthier regions of the world.
Unsustainability issues are in part the result of prosperity and also in part the result of the unequal distribution of prosperity.
Solutions to the issues of unsustainability are frequently controversial, and they often result in fresh problems.
A sustainable society will never be achieved. Sustainable development will not lead to a rigid and unchanging society.
Sustainable development can be tackled using a top-down approach or a bottom-up approach (or using a combination of the two).
Sustainable development is a theme that features very regularly in the news.
Skills
At the conclusion of this chapter the reader can:
Recognise the two dimensions of ‘Space’ and ‘Time’ in a number of scenarios that are characteristic of sustainability.
Recognise aspects of ‘People’, ‘Planet’ and ‘Profit’ in a number of scenarios that are characteristic of sustainability.
Attitude
At the conclusion of this chapter the reader is:
Interested in sustainable development.
Aware of the fact that sustainable development – or, in any event, the consequences of unsustainability – will concern him or her directly, both as an individual and as a (future) professional.
Learning goals, chapter 2
Flaws in the fabric: people and nature
In this chapter the following goals are pursued, using the text and the assignments:
Knowledge
By the conclusion of this chapter the reader knows:
One-way traffic and closed cycles
Positive and negative feedback
The terms resource, biodiversity, ecosystem and habitat
Overexploitation, biocapacity, fair share and ecological footprint
Renewable resources, growth resources
Insight
By the conclusion of this chapter the reader understands:
The significance of flaws in the system and the consequences for sustainable development
The effects of one-way traffic with regard to agriculture and livestock farming
The effects of one-way traffic in general
The causes and consequences of positive and negative feedback
A general picture of the nature and scope of the world population growth
Some causes and consequences of overexploitation
The poor efficiency of animal proteins
The risks to the environment and to peace due to foreign dependency on clean water
The connectedness between life forms in ecosystems
The primary causes for the degradation of the natural environment, and feedbacks that amplify or lessen this degradation
The rate at which species become extinct
Skills
At the conclusion of this chapter the reader can:
Recognise and provide examples of one-way traffic, and propose ideas for closing cycles
Provide examples of positive and negative feedback
Determine his or her own ecological footprint
Make the connection between the present wave of extinctions and earlier ones that have occurred throughout the planet’s history
Identify a number of consequences for the environment and for human beings as a result of the degradation of the natural environment
Attitude
At the conclusion of this chapter the reader is:
Aware that the current dominant human systems are not the only possibility
Persuaded of the serious consequences of the existing flaws in the systems
Interested in the question of which changes to the systems are conceivable
Curious as to sources of vigour that can be used to change the systems
Learning goals, chapter 3
Flaws in the fabric: people and society
In this chapter the following goals are pursued, using the text and the assignments:
Knowledge
By the conclusion of this chapter the reader knows:
The terms debt trap and poverty trap
GDP, GDP per capita
Purchasing power parity, PPP dollars and green GDP
Dematerialisation
The growing gap between rich and poor, both between rich and poor nations and within rich and poor nations
Characteristics of social exclusion
Transfer of unsustainability
Insight
By the conclusion of this chapter the reader understands:
The imbalance between people, planet and profit
Some different views on the relationship between the 3 P’s
The relationship between economic efficiency and consequences for society and the environment
The consequences of long-term continuous economic growth
The reasons for and the consequences of trade barriers and international trade subsidies
The primary aspects of unequal distribution
The cultural domination by wealthy nations
The relationship and the parallels between poverty in developing nations and poverty in wealthy nations
The causes and consequences of the debt trap suffered by the poor nations
The primary feedbacks that uphold poverty, wealth and inequality
The risks to society of the dehumanisation, segregation and social exclusion of and discrimination against minorities, including terrorism and war
The interconnectedness of numerous aspects of unsustainability
The crucial role of sustainable development
Skills
At the conclusion of this chapter the reader can:
Identify the advantages and disadvantages of some definitions of GDP
Identify the advantages and disadvantages of economic growth
Hold a discussion on the ethical aspects of (the extreme) unequal distribution of wealth
List personal priorities in respect of sustainable development
Express a personal standpoint with regard to dehumanisation
Determine his or her own opinion concerning the fair distribution of wealth
Attitude
At the conclusion of this chapter the reader is:
Prepared to approach the relationship between people, the natural environment and the economy from various angles
Prepared to not analyse poverty and disadvantages amongst people and countries in terms of debt, but rather in terms of causes, consequences and solutions
Ready to not only rely on efficiency as a criterion when it comes to making decisions
Realise that there are not only characteristics of other cultures that are rejected in his or her own land, but also characteristics that are broadly accepted, with all the intermediate phases
Aware that one must frequently weigh up incomparable interests and consequences within the framework of sustainable development
Inclined to find a connection between the various unsustainability issues
Learning goals, chapter 4
Sources of energy
In this chapter the following goals are pursued, using the text and the assignments:
Knowledge
By the conclusion of this chapter the reader knows:
A number of divisions of the United Nations
A number of Millennium Development Goals
The European Court for Human Rights and the International Criminal Court
IGO’s and NGO’s
The terms substitution, aquaculture, novel protein food
CITES
Microcredit
Certificates such as FSC and Utz Kapeh
The terms civil society, public-private partnership, network, transdisciplinary, transition management
The Sustainable Development Goals (SDGs), as a way to operationalize sustainable development
Insight
By the conclusion of this chapter the reader understands:
The significance of sources of energy as counterparts to flaws in the fabric, which are the causes of unsustainability
The significance of UNCED (‘Rio’) and the WSSD with regard to sustainable development
The significance of the UN, the EU and the Council of Europe for sustainable development and human rights
The opportunities for small-scale local Agenda 21 projects, backed by international organisations
How sources of energy for sustainable development are classified according to the three capitals of people, planet and profit
The relativity of the PPP classification
The value of nature and the environment to sustainable development
Opportunities for individuals and for NGO’s to contribute to sustainable development
Opportunities for students to contribute to sustainable development during practical training
Technological opportunities for sustainable development
Opportunities for companies to contribute to sustainable development
Skills
At the conclusion of this chapter the reader can:
Identify three societal roles for a person – citizen, consumer and professional, and recognise the sustainable behaviour that fits each of the roles
List or find examples of contributions to sustainable development by NGO’s
Provide examples of his or her own sustainable development
List or find examples of technical innovations that can contribute to sustainable development
List or find examples of corporate social responsibility on the part of companies
Reach consensus in situations involving conflicts of interest
Attitude
At the conclusion of this chapter the reader is:
Persuaded that there are realistic opportunities for sustainable development
Aware of the fact that peace in Europe is not a given, from a historical perspective, and that consequently peace in the rest of the world is also feasible
Aware of the importance of support and consensus
Aware of the value of emancipation, participation and diversity
Able to personally contribute to sustainable development on the basis of three roles – as citizen, consumer and (future) professional
Learning goals, chapter 5
Here and There
In this chapter the following goals are pursued, using the text and the assignments:
Knowledge
By the conclusion of this chapter the reader knows:
The terms one-child policy, aging population, end-of-pipe technology and outsourcing
The general history of the development of the EU
The Schengen Agreement
The prisoner’s dilemma
The tragedy of the commons
The terms consequence scope and consequence period
Insight
By the conclusion of this chapter the reader understands:
Various ways in which the wealthy nations of today transfer their problems to elsewhere or to a later time
The consequences and limitations of the Basel Convention as an example of an international treaty for restricting this process of transfer
The general backgrounds, the present situation and the perspectives of four regions on the planet (China, India, the EU and ECOWAS) as examples of stages of development, development issues and perspectives on sustainability
The basics of the complex and sometimes contrary relationship between democracy, human rights and the progress of sustainable development
The problems caused by the caste system in India when it comes to sustainable development
Situations that lead to child labour, debt slaves, child soldiers and the consequences of these issues in terms of people and nations developing
The significance of the prisoner’s dilemma and of the tragedy of the commons with regard to sustainable development
The difference between short-term and long-term thinking, and the human inclination to primarily consider the short term
Skills
At the conclusion of this chapter the reader can:
Provide examples of situations in various regions where the conflicting interests of humans, the economy and the environment are clearly exposed
Identify a number of characteristic similarities and differences between developments in China and India
Identify a number of characteristic similarities and differences between developments in the EU and ECOWAS region
Gather data on various regions and make use of online databases from, amongst others, the UN
Identify types of responsibility and recognise these in real life situations
Detail the prisoner’s dilemma and recognise it in realistic situations
Make decisions on the basis of the ‘Directions for a good decision’
Attitude
At the conclusion of this chapter the reader is:
Conscious of the issues and the progress in a region like the ECOWAS
Inclined to always first conduct a full stakeholder analysis for professional tasks, on the bases of the consequence scope and consequence period, and to take the results into account
Inclined to take both short-term and long-term perspectives into account
Prepared to acknowledge shared responsibility for the inequalities prevalent in the world, not as an acknowledgment of a debt of sorts, but rather as an undertaking to contribute more to shrinking this inequality
Learning goals, chapter 6
Now and later
In this chapter the following goals are pursued, using the text and the assignments:
Knowledge
By the conclusion of this chapter the reader knows:
The terms futurology, trend, trend extrapolation, trend shift, trend break and robust trend
The terms system lag, time-lag effect and anticipating
Nanotechnology
The terms ozone layer and CFC
The terms population explosion and baby boom
The Club of Rome
The Millennium Ecosystem Assessment
Insight
By the conclusion of this chapter the reader understands:
How the Mesopotamian and Easter Island civilisations were decimated, as an example of comparable processes in different eras and regions.
Optimistic and pessimistic expectations of the future (the rose-tinted and dark glasses)
Employing simulations, models and scenarios
Four growth models – uninhibited (exponential) growth, inhibited (logistical) growth, weakly inhibited growth and collapse
The long term consequences of exponential growth
The relationship between the growth percentage and the doubling time
The concepts of Malthus
The ‘standard scenario’ for the development of a civilisation
The significance of the World3 model conceived by Meadows et al and the implications of the various scenarios that arise from it
Skills
At the conclusion of this chapter the reader can:
Outline the significance of exploring the future in respect of sustainable development
Outline the significance of prophets and seers, science fiction authors and futurologists when it comes to exploring the future
Detail various methods that futurologists employ
Consider the future in terms of scenarios
Detail a number of concrete threats to our civilisation
Investigate the fox-rabbit model (by Lotka & Volterra) using two computer programmes
Outline system lag using the ozone layer as an example
Consider more or less desirable future societies, in part using the results of the Millennium Ecosystem Assessment
Attitude
At the conclusion of this chapter the reader is:
Prepared to draw lessons from the past
Aware that many civilisations have succumbed in part due to overpopulation and the overexploitation of the environment
Aware that our own civilisation could disappear
Be conscious of the necessity of including long-term considerations when it comes to making policy
Not inclined to view future scenarios as predictions of the future, but rather as indications of possible developments
Learning goals, chapter 7
Climate and energy
In this chapter the following goals are pursued, using the text and the assignments:
Knowledge
By the conclusion of this chapter the reader knows:
The natural greenhouse effect and the anthropogenic greenhouse effect
The terms emission, radiative forcing, stratosphere, troposphere and biosphere
The UNFCCC, the Kyoto Protocol, the IPCC, the Copenhagen Accord, and the Paris Agreement
The ‘hockey stick’ diagram of temperatures on the planet in recent centuries
The primary consequences of the climate change
The terms El Niño and thermohaline circulation
The CO2 footprint
The terms economically extractable and peak oil
The terms nuclear fission, nuclear fusion, dismantling and stewardship cessation
Some major nuclear disasters in recent history
The terms extensification, biofuels, zero energy building, consumption cutting and hydrogen economy
The primary forms of sustainable energy as well as their advantages and disadvantages
Emission allowances, the cap-and-trade system
The precautionary principle
Insight
By the conclusion of this chapter the reader understands:
The natural greenhouse effect
The primary causes of the anthropogenic greenhouse effect
Causal and other relations
Linear and non-linear behaviour, system boundaries
A complex system and chaotic behaviour
Feedback systems that amplify or weaken the greenhouse effect
The risks of non-linear processes as a result of climate change, including changes to the weather and to ocean currents
The system of emissions trading in CO2
The primary advantages of and objections to nuclear energy
Why interdisciplinary and transdisciplinary cooperation can be of importance
The long-term perspective of nuclear fusion
The potential for cutting energy consumption
The growing competitiveness of sustainable energy, compared with fossil fuels
Skills
At the conclusion of this chapter the reader can:
Estimate the gravity of the climate problem, insofar as this is known
Identify the primary solutions to climate change
Recognise non-linear processes
Hold meaningful discussions on the use of various forms of energy
Consider the consequences and the various possible solutions to climate change, not only in the short term, but also in the long and the very long term
Identify what the hydrogen economy means, as well as what it does not mean
Attitude
At the conclusion of this chapter the reader is:
Inclined to take climate change seriously, not just as a normal person and consumer, but also in respect to their studies and/or professional activities
Inclined to interpret correlations not just as cause and consequence relationships
Inclined to not interpret all links and processes as only being linear
Prepared to take the interests of future generations into account, also those in the (very) distant future
Inclined to not only seek out solutions to major issues in one direction, but rather look for combinations
Prepared to seek out solutions to climate change, and to unsustainability in general, in his or her own behaviour as a consumer
Learning goals, chapter 8
Sustainable development
In this chapter the following goals are pursued, using the text and the assignments:
Knowledge
By the conclusion of this chapter the reader knows:
The terms sustainable business practices, corporate social responsibility and future-oriented entrepreneurship
A number of national and international institutes promoting CSR
The opportunities of SMEs for CSR
What responsibility and accountability have in common and the differences between them
The term corporate governance
Lifecycle analysis, design for disassembly, eco-indicator
Integral chain management, cradle to cradle
LCCA
Integral healthcare
A number of ways in which businesses can cooperate with each other and with other organisations
Insight
By the conclusion of this chapter the reader understands:
The role of a corporate mission
The essence of CSR
Motives of businesses for focussing on CSR and on sustainable business practices
The paradigm shift from shareholder value to stakeholder value
The significance of sustainable product development and sustainable services
Chain-oriented thinking
Future opportunities for innovative companies
The necessity of regularly studying the future shareholder value of a company
The two cycles of a circular economy
The basic principles of a circular economy, from using waste till system changes
Skills
At the conclusion of this chapter the reader can:
Identify a number of aspects of CSR
Assess the value of the power of the consumer
Relate motivations for CSR to Maslow’s levels of motivation
List a number of extinct and threatened professions and business fields
Distinguish between facts, assumptions and opinions
Determine the rough ecological rucksack of an extant product
Weigh up the unweighable and subsequently make decisions
Identify a number of professional competences for sustainable development
Estimate to what extent he/she is sufficiently competent in respect of sustainable development
Attitude
At the conclusion of this chapter the reader is:
Prepared to bear personal responsibility
Prepared to be held personally accountable (transparency)
Inclined to employ his or her own conscience as a yardstick in terms of acting properly
Inclined to analyse his or her own actions in a critical light
Interested in his or her own potential for contributing to sustainable development, as well as in the question of which innovative level is most appropriate to him or her
Inclined to involve sustainable development as an aspect in projects and research and/or professional activities
Able to nourish his or her own dreams and ideals and introduce these in professional activities