Abstract
Professionals in the environmental domain require cognitive interdisciplinary skills to be able to develop sustainable solutions to environmental problems. We demonstrate that education in environmental systems analysis allows for the development of these skills. We identify three components of cognitive interdisciplinary skills: (1) the ability to understand environmental issues in a holistic way, taking into account the interplay of social and biophysical dynamics; (2) the ability to connect both the analysis of environmental problems and the devising of solutions with relevant disciplinary knowledge and methodologies; and (3) the ability to reflect on the role of scientific research in solving societal problems. Environmental systems analysis provides tools, methods, and models to assist in framing complex environmental issues in a holistic way and facilitates the integration of disciplines. Systems analysis also supports reflection by making students aware that a system always represents a simplified model and a particular perspective. Through the analysis of a collection of bachelor of science students’ “reflection papers”, we identify two major challenges in teaching these cognitive skills: (1) to train students to not just follow a systematic approach but acquire a systemic view and (2) to train students to be reflexive about systems analysis and the role of science. We recommend that training in cognitive skills starts early in a study program.
Similar content being viewed by others
References
Ahlroth S, Nilsson M, Finnveden G, Hjelm O, Hochschorner E (2011) Weighting and valuation in selected environmental systems analysis tools—suggestions for further developments. J Clean Prod 19(2–3):145–156. doi:10.1016/j.jclepro.2010.04.016
Amann M, Cofala J, Heyes C, Klimontz Z, Mechler R, Posch MWS (2004) The RAINS model. Documentation of the model approach prepared for the RAINS peer review 2004
Banathy BH (1988) Systems inquiry in education. Systemic Practice and Action Research 1(2):193–212. doi:10.1007/bf01059858
Bawden R (2005) Systemic development at Hawkesbury: some personal lessons from experience. Syst Res Behav Sci 22(2):151–164. doi:10.1002/sres.682
Bawden RJ, Packham RG (1998) Systemic praxis in the education of the agricultural systems practitioner. Syst Res Behav Sci 15(5):403–412. doi:10.1002/(sici)1099-1743(1998090)15:5<403::aid-sres267>3.0.co;2-l
Benammar K (2005) Reflectie als drijfveer van het leerproces. Onderzoek van Onderwijs 34(15):14–17
Boix Mansilla V, Caviola H (2010) Implementing quality ID education: cognitive, didactic and institutional consideration. Paper presented at the TD Conference 2010; Implementation in Inter- and Transdisciplinary Research, Practice and Teaching. Geneva, 15–17 September 2010
Boix Mansilla V, Dawes Duraisingh E, Wolfe CR, Haynes C (2009) Targeted assessment rubric: an empirically grounded rubric for interdisciplinary writing. J High Educ 80(3):334–353
Boix Mansilla V, Duraising ED (2007) Targeted assessment of students’ interdisciplinary work: an empirically grounded framework proposed. J High Educ 78(2):215–237
Brand R, Karvonen A (2007) The ecosystem of expertise: complementary knowledges for sustainable development. Sustainability: Science, Practice & Policy 3(1):21–31
De Kraker J, Lansu A, Van Dam-Mieras R (2007) Competences and competence-based learning for sustainable development. In: De Kraker J, Lansu A, Van Dam-Mieras R (eds) Crossing boundaries; innovative learning for sustainable development in higher education, vol 2. Higher education for sustainability. VAS: Frankfurt am Main, p 304
Dyball R, Brown VA, Keen M (2007) Towards sustainability: five strands of social learning. In: Wals AEJ (ed) Social learning towards a sustainable world. Wageningen Academic Publishers, Wageningen, pp 181–194
Fortuin KPJ, Bush SR (2010) Educating students to cross boundaries between disciplines and cultures and between theory and practice. Int J Sustain High Educ 11(1):19–35. doi:10.1108/14676371011010020
Fortuin KPJ, van Koppen CSA, Leemans R (2011) The value of conceptual models in coping with complexity and interdisciplinarity in environmental sciences education. BioScience 61(10):802–814. doi:10.1525/bio.2011.61.10.10
Grant WE (1998) Ecology and natural resource management: reflections from a systems perspective. Ecol Model 108(1–3):67–76. doi:10.1016/S0304-3800(98)00019-2
Hordijk L (1991) Milieu gemodelleerd: de rol van systeemanalyse in de milieukunde. Inaugurele rede bij aanvaarding van het ambt van bijzonder hoogleraar in de Millieusysteemanalyse. Landbouwuniversiteit, Wageningen
Ison R (2008a) Methodological challenges of trans-disciplinary research: some systemic reflections. Natures Sciences Sociétés 16(3):241–251. doi:10.1051/nss:2008052
Ison RL (2008b) Systems thinking and practice for action research. In: Reason PW, Bradbury H (eds) Handbook of action research participative inquiry and practice. 2nd edition. Sage, London, UK, pp 139–158
Jacobson SK, Robinson JG (1990) Training the new conservationist—cross-disciplinary education in the 1990s. Environ Conserv 17(4):319–327. doi:10.1017/S0376892900032768
Jansen K (2009) Implicit sociology, interdisciplinarity and systems theories in agricultural science. Sociol Rural 49(2):173–188. doi:10.1111/j.1467-9523.2009.00486.x
Jantsch E (1972) Inter- and transdisciplinary university: a systems approach to education and innovation. High Educ 1(1):7–37. doi:10.1007/BF01956879
Maniates MF, Whissel JC (2000) Environmental studies: the sky is not falling. BioScience 50(6):509–517. doi:10.1641/0006-3568(2000)050[0509:ESTSIN]2.0.CO;2
Martens P (2006) Sustainability: science or fiction? Sustainability: Science, Practice, & Policy 2(1):36–41
Newing H (2010) Interdisciplinary training in environmental conservation: definitions, progress and future directions. Environ Conserv 37(4):410–418. doi:10.1017/S0376892910000743
Olsson MO (2004) Schools of system thinking—development trends in systems methodology. In: Olsson M-O, Sjöstedt G (eds) Systems approaches and their application; examples from Sweden. Kluwer, Dordrecht, pp 31–74
Olsson MO, Sjöstedt G (2004) Systems and systems theory. In: Olsson MO, Sjöstedt G (eds) Systems approaches and their application; examples from Sweden. Kluwer, Dordrecht, pp 3–29
Pohl C, Hirsch Hadorn G (2008) Methodological challenges of transdisciplinary research. Natures Sciences Sociétés 16(2):111–121. doi:10.1051/nss:2008035
Quade ES, Miser HJ (1997) The context, nature, and use of systems analysis. In: Miser HJ, Quade ES (eds) Handbook of systems analysis—overview of uses, procedures, applications, and practices, vol 1, Wiley. Chichester, New York, pp 1–32
Rieckmann M (2012) Future-oriented higher education: Which key competencies should be fostered through university teaching and learning? (special issue: university learning). Futures 44(2):127–135. doi:10.1016/j.futures.2011.09.005
Scholz RW, Lang DJ, Wiek A, Walter AI, Stauffacher M (2006) Transdisciplinary case studies as a means of sustainability learning; historical framework and theory. Int J Sustain High Educ 7(3):226–251. doi:10.1108/14676370610677829
Spelt EJH, Biemans HJA, Tobi H, Luning PA, Mulder M (2009) Teaching and learning in interdisciplinary higher education: a systematic review. Educ Psychol Rev 21(4):365–378. doi:10.1007/s10648-009-9113-z
Tuinstra W, Bindabran P (2002) Voorbeelden van systeembenaderingen in Wageningen: een review studie. WUR-rapport, Wageningen UR, Wageningen
Tuinstra W, Hordijk L, Amann M (1999) Using models in international negotiations: the case of acidification in Europe. Environment 41(9):32–42
Tuinstra W, Hordijk L, Kroeze C (2006) Moving boundaries in transboundary air pollution co-production of science and policy under the convention on long range transboundary air pollution. Global Environmental Change 16:349–363
Van der Lecq R, Scager K, De Graaff R, Nab J, Lie O, Schreel L (2006) Interdisciplinair leren denken. Onderzoek van Onderwijs 35:60–66
Vincent S, Focht W (2009) US higher education environmental program managers’ perspectives on curriculum design and core competencies; Implications for sustainability as a guiding framework. Int J Sustain High Educ 10(2):164–168. doi:10.1108/14676370910945963
Vincent S, Focht W (2011) Interdisciplinary environmental education: elements of field identity and curriculum design. J Environ Stud Sci 1(1):14–35. doi:10.1007/s13412-011-0007-2
Author information
Authors and Affiliations
Corresponding author
Rights and permissions
About this article
Cite this article
Fortuin, K.(., van Koppen, C.(. & Kroeze, C.(. The contribution of systems analysis to training students in cognitive interdisciplinary skills in environmental science education. J Environ Stud Sci 3, 139–152 (2013). https://doi.org/10.1007/s13412-013-0106-3
Published:
Issue Date:
DOI: https://doi.org/10.1007/s13412-013-0106-3