References
Barr RB, Tagg J (1995) From teaching to learning – a new paradigm for undergraduate education. Chang Mag High Learn 27(6):12–26
Barth M, Michelsen G, Rieckmann M, Thomas I (eds) (2015) Routledge handbook of higher education for sustainable development. Routledge, London
Beck U (1986) Risikogesellschaft: auf dem Weg in eine andere Moderne. Suhrkamp, Frankfurt am Main
Belgrade (1975) International workshop on environmental education. http://unesdoc.unesco.org/images/0002/000276/027608eb.pdf. Accessed 30 Jan 2018
Bettencourt LM, Kaur J (2011) Evolution and structure of sustainability science. PNAS 108(49):19540–19545
Böhme T, Geiger SM, Grossman P, Stanszus L, Schrader U (2016) Arbeitsdefinition von Achtsamkeit im Projekt BiNKA, Technical paper. Technische Universität, Berlin Available from: http://achtsamkeit-und-konsum.de/en/publications2/
Brehm JW (1966) Theory of psychological reactance. Academic, New York
Brundiers K, Wiek A (2011) Educating students in real-world sustainability research: vision and implementation. Innov High Educ 36(2):107–124
Brundiers K, Wiek A (2017) Beyond interpersonal competence: teaching and learning professional skills in sustainability. Educ Sci 7(39):1–18
Brundiers K, Wiek A, Redman CH (2010) Real-world learning opportunities in sustainability: from classroom into the real world. Int J Sustain High Educ 11(4):308–324
Cash DW, Clark WC, Alcock F, Dickson NM, Eckley N, Guston DH, Jäger J, Mitchell RB (2003) Knowledge systems for sustainable development. PNAS 100(14):8086–8091
Chatzidakis, Hibbert S, Smith AP (2007) Why people don‘t take their concerns about fair trade to the supermarket: the role of neutralisation. J Bus Ethics 74:89–100
Clark WC, Dickson NM (2003) Sustainability science: the emerging research program. PNAS 100(14):8059–8061
Clark WC, van Kerkhoff L, Lebel L, Gallopin C (2016) Crafting usable knowledge for sustainable development. PNAS 113(17):4570–4578
Curry N, Kirwan J (2014) The role of tacit knowledge in developing networks for sustainable agriculture. Sustain Agric 54(3):341–361
Dixon AB (2005) Wetland sustainability and the evolution of indigenous knowledge in Ethiopia. Geogr J 171(4):306–323
Dorjee D (2016) Defining contemplative science: the metacognitive self-regulatory capacity of the mind, context of meditation practice and modes of existential awareness. Front Psychol 7(1788):1–15
Du Pisani JA (2006) Sustainable development – historical roots of the concept. Environ Sci 3(2):83–96
Festinger L (1957) A theory of cognitive dissonance. Stanford University Press, Stanford
Frank P (2017). Warum wir Tiere essen (obwohl wir sie mögen): Sozialpsychologische Erklärungsansätze für das Fleischparadox. Psychosozial 40(148):49–69
Frank P, Fischer D (2018) Introspektion und Bildung für nachhaltigen Konsum: Ein Lehr-Lern-Format zur systematischen Selbsterforschung in der Auseinandersetzung mit Argumenten zum Konsum tierischer Produkte – Leuphana Universität Lüneburg. In: Leal W (ed) Nachhaltigkeit in der Lehre: eine Herausforderung für Hochschulen. Springer, Wiesbaden
Frank P, Sundermann A, Fischer D (forthcoming) Stimulating competence acquisition for sustainable consumption through cultivating introspection in mindfulness training in higher education. International Journal of Sustainability in Higher Education
Gibbons M, Limoges C, Nowotny H, Schwartzman S, Scott P, Trow M (1994) The new production of knowledge: the dynamics of science and research and contemporary science. Sage, Newbury Park
Gibson T, Wisner B (2016) ‘Lets talk about you…’ – opening space for local experience, action and learning in disaster risk reduction. Disaster Prev Manag Int J 25(5):664–684
Haidt J (2001) The emotional dog and its rational tail: a social intuitionist approach to moral judgement. Psychol Rev 108(4):814–834
Haselton MG, Nettle D, Andrews PW (2005) The evolution of cognitive bias. In: Buss DM (ed) The handbook of evolutionary psychology. Wiley, Hoboken, pp 724–746
Hofer BK, Pintrich PR (2002) Personal epistemology: the psychology of beliefs about knowledge and knowing. Lawrence Erlbaum Associates, Mahwah
Hopwood B, Mellor M, O’Brien G (2005) Sustainable development: mapping different approaches. Sustain Dev 13(1):38–52
Hulme M (2009) Why we disagree about climate change. Understanding controversy, inaction and opportunity. Cambridge University Press, Cambridge, UK
Hume T, Barry J (2015) Environmental education and education for sustainable development. Int Encycl Soc Behav Sci 7:733–739
International Association of Universities (IAU). Kyoto declaration on sustainable development. http://www.iau-hesd.net/sites/default/files/documents/sustainable_development_policy_statement.pdf. Accessed 13 Jan 2018
Johannesburg (2002) Johannesburg declaration on sustainable development. https://joburg.org.za/pdfs/johannesburgdeclaration.pdf. Accessed 12 Feb 2018
Kates R, Clark W, Corell R, Hall J, Jaeger C et al (2001) Sustainability science. Science 292(5517):641–642
Lang DJ, Wiek A, Bergmann M, Stauffacher M, Martens P, Moll P, Swilling M, Thomas CJ (2011) Transdisciplinary research in sustainability science: practice, principles, and challenges. Sustain Sci 7(suppl. 1):25–43
Leal Filho W (2015) Education for sustainable development in higher education: reviewing needs. In: Transformative approaches to sustainable development at universities. Working across disciplines. Springer, Cham
MacDonald L, Shriberg M (2016) Sustainability leadership programs in higher education: alumni outcomes and impacts. J Environ Stud Sci 6:360–370
Marten GG (2001) Human ecology – basic concepts for sustainable development. Earthscan Publications, London
Martens P (2006) Sustainability: science or fiction? Sustain Sci Pract Policy 2(1):36–41
Masterson FA, Crawford M (1982) The defense motivation system: a theory of avoidance behavior. Behav Brain Sci 5(4):661–675
McMellan H (1996) Situated learning: multiple perspectives. In: McMellan (ed) Situated learning perspectives. Educational Technology Publications, Englewood Cliffs, pp 5–17
Michelsen G (2016) Sustainable development: Background and context. In: Heinrichs H, Martens P, Michelsen G, Wiek A (eds). (2016) Sustainability science. An introduction. Springer, Dordrecht, 5–29
Miller TR (2013) Constructing sustainability science: emerging perspectives and research trajectories. Sustain Sci 8:279–293
Mochizuki, Yarime (2016) In: Barth M, Michelsen G, Rieckmann M, Thomas I (eds). (2015) Routledge handbook of higher education for sustainable development. Routledge, London
Muis KR, Pekrun R, Sinatra GM, Azevedo R, Tevors G, Meier E, Heddy BC (2015) The curious case of climate change: testing a theoretical model of epistemic beliefs, epistemic emotions, and complex learning. Learn Instr 39:168–183
Næss A (1972) Shallow and the deep. Inquiry, Oslo
Nickerson RS (1998) Confirmation Bias: a ubiquitous phenomenon in many guises. Rev Gen Psychol 2(2):175–220
Nowotny H (2003) Democratising expertise and socially robust knowledge. Sci Public Policy 30(3):151–156
Oreskes N (2004) The scientific consensus on climate change. Science 306(5702):1686
Organization for Economic Co-operation and Development (OECD) (2007) Higher education for sustainable development. Final report of international action research project. https://www.oecd.org/education/innovation-education/centreforeffectivelearningenvironmentscele/45575516.pdf. Accessed 14 Jan 2018
Pohl R (ed) (2004) Cognitive illusions: a handbook on fallacies and biases in thinking, judgement and memory. Psychology Press, London
Pohl C, Hirsch Hadorn G (2007) Principles for designing transdisciplinary research. Oekom, München
Power N, Beattie G, McGuire L (2017) Mapping our underlying cognitions and emotions about good environmental behavior: why we fail to act despite the best of intentions. Semiotica 215:193–234
Prain V (2011) Acting on sustainability. Res Sci Educ 4(1):149–154
Robbins P, Aydede M (eds) (2008) The Cambridge handbook of situated cognition. Cambridge University Press, Cambridge, UK
Scholz RW (2001) The mutual learning sessions. In: Thompson Klein J, Häberli R, Scholz RW, Grossenbacher-Mansuy W, Bill A, Welti M (eds) Transdisciplinarity: joint problem solving among science, technology, and society. An effective way for managing complexity. Springer, Basel, pp 117–129
Schütte L, Gregory-Smith D (2015) Neutralisation and mental accounting in ethical consumption: the case of sustainable holidays. Sustainability 7:7959–7972
Sezen-Barrie A, Shea N, Borman JH (2017) Probing into the sources of ignorance: science teachers’ practices of constructing arguments or rebuttals to denialism of climate change. Environ Educ Res 0–21. https://doi.org/10.1080/13504622.2017.1330949
Smith ER, Semin GR (2007) Situated social cognition. Curr Dir Psychol Sci 16(3):132–135
Sol J, Wals AE (2015) Strengthening ecological mindfulness through hybrid learning in vital coalitions. Cult Stud Sci Educ 10(1):203–214
Sommer R (2007) Consumer’s mind: Die Psychologie des Verbrauchers. Deutscher Fachverlag, Frankfurt am Main
Stanley J (2005) Knowledge and practical interests. Oxford University Press, Oxford
Strube G, Wender KF (eds) (1993) The cognitive psychology of knowledge. Advances in psychology, vol 103. New Holland, Amsterdam
Tenbrunsel AE, Messick DM (2004) Ethical fading: the role of self-deception in unethical behavior. Soc Justice Res 17(2):223–236
Thorén H, Breian L (2016) Stepping stone or stumbling block? Mode 2 knowledge production in sustainability science. Studies in History and Philosophy of Biological and Biomedical Sciences 56:71–81
Tytler R (2011) Socio-scientific issues, sustainability and science education. Research in Scienc Education. Res Sci Educ 42:155–163
United Nations (UN) (1972) Declaration of the United Nations Conference on the Human Environment, Stockholm, 16 June 1972. Available: http://www.unep.org/Documents/Default.asp?DocumentID¼97&ArticleID¼1503. Accessed 4 Jan 2018
UN (1993) Agenda 21: the United Nations programme of action from Rio: Earth Summit. New York
UN (2015) Transforming our world: the 2030 agenda for sustainable development: resolution adopted by the general assembly on 25 September 2015. New York
UN (2017) General assembly 11 December 2017: sustainable development: education for sustainable development. https://documents-dds-ny.un.org/doc/UNDOC/GEN/N17/435/17/PDF/N1743517.pdf?OpenElement. Accessed 13 Feb 2018
UNESCO (1977) Tbilisi Declaration. https://www.gdrc.org/uem/ee/tbilisi.html. Accessed 31 Jan 2018
UNESCO (2018a) Education for sustainable development. https://en.unesco.org/themes/education-sustainable-development. Accessed 12 Jan 2018
UNESCO (2018b) Global action programme on education for sustainable development. https://en.unesco.org/gap. Accessed 12 Jan 2018
van Dijk T (2009) Society and discourse: how social contexts influence text and talk. Cambridge University Press, Cambridge, UK
Vilsmaier U, Engbers M, Luthardt P, Maas-Deipenbrock RM, Wunderlich S, Scholz RW (2015) Case-based Mutual Learning Sessions: knowledge integration and transfer in transdisciplinary processes. Sustain Sci 10:563–580
Wackernagel M, Hanscom L, Lin D (2017) Making the sustainable development goals consistent with sustainability. Front Energy Res 5:18–18
Wamsler C (2018) Mind the gap: the role of mindfulness in adapting to increasing risk and climate change. Sustain Sci 13:1121–1135
Wamsler C, Brossmann J, Hendersson H, Kristjansdottir R, McDonald C, Scarampi P (2018) Mindfulness in sustainability science, practice, and teaching. Sustain Sci 13(1):143–162
Wiek A, Lang D (2016) Transformational sustainability research methodology. In: Heinrichs H, Martens P, Michelsen G, Wiek A (eds). (2016) Sustainability science. An introduction. Springer, Dordrecht
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Section Editor information
Rights and permissions
Copyright information
© 2019 Springer Nature Switzerland AG
About this entry
Cite this entry
Frank, P. (2019). Knowledge Generation and Sustainable Development. In: Leal Filho, W. (eds) Encyclopedia of Sustainability in Higher Education. Springer, Cham. https://doi.org/10.1007/978-3-319-63951-2_409-1
Download citation
DOI: https://doi.org/10.1007/978-3-319-63951-2_409-1
Received:
Accepted:
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-319-63951-2
Online ISBN: 978-3-319-63951-2
eBook Packages: Springer Reference EducationReference Module Humanities and Social SciencesReference Module Education