Tag Archives: wicked problems

Currently reading “Academic identities and teaching wicked problems: how to ‘shoot a fog’ in a complex landscape” (McCune et al., 2024)

Teaching about sustainability is teaching about a (or many) wicked problem(s), and that is a challenge for teachers for many reasons. We need to, for example, teach how to work with wicked problems in general (although there is some helpful literature out there that we can start from). But when doing this, we need to drastically reconsider the traditional idea of the teacher being “the expert” (also one aspect in the “spiral of silence“). In a topic where there is no one right answer, being the expert is not possible in the traditional sense, so we need to figure out how to deal with that. How do we integrate it with who we think we are as academics, and how do we negotiate who we are with academic colleagues and all the other people in different contexts, with different agendas and values and ways of knowing etc?

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Currently reading about wicked problems in teaching for sustainability

As part of my “Teaching for Sustainability” course, participants find & summarize articles that are relevant for developing their own teaching. From their summaries, the two articles below on using “wicked problems” in teaching for sustainability seemed so interesting that I had to go and read (and summarize) them myself…

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