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Towards Energy Citizenship for a Just and Inclusive Transition: Lessons Learned on Collaborative Approach of Positive Energy Districts from the EU Horizon2020 Smart Cities and Communities Projects

To achieve the “well below 2 degrees” targets, a new ecosystem needs to be defined where citizens become more active, co-managing with relevant stakeholders, the government, and third parties. This means moving from the traditional concept of citizens-as-consumers towards energy citizenship. Positive Energy Districts (PEDs) will be the test-bed area where this transformation will take place through social, technological, and governance innovation. This paper focuses on benefits and barriers towards energy citizenships and gathers a diverse set of experiences for the definition of PEDs and Local Energy Markets from the Horizon2020 Smart Cities and Communities projects: Making City, Pocityf, and Atelier.

Towards a Natural Social Contract

This open access book states that the endemic societal faultlines of our times are deeply intertwined and that they confront us with challenges affecting the security and sustainability of our societies. It states that new ways of inhabiting and cultivating our planet are needed to keep it healthy for future generations. This requires a fundamental shift from the current anthropocentric and economic growth-oriented social contract to a more ecocentric and regenerative natural social contract. The author posits that in a natural social contract, society cannot rely on the market or state alone for solutions to grand societal challenges, nor leave them to individual responsibility. Rather, these problems need to be solved through transformative social-ecological innovation (TSEI), which involves systemic changes that affect sustainability, health and justice. The TSEI framework presented in this book helps to diagnose and advance innovation and change across sectors and disciplines, and at different levels of governance. It identifies intervention points and helps formulate sustainable solutions for policymakers, administrators, concerned citizens and professionals in moving towards a more just and equitable society.

Scientists warning to humanity

At present, leading international agencies, such as the United Nations Environmental Programme, are largely focused on what they claim to be ‘win-win’ scenarios of ‘sustainable development’ rhetoric. These combine social, economic and environmental objectives. However, as noted by the ‘Scientists’ Warning to Humanity’, environmental integrity is the essential precondition for the healthy functioning of social and economic systems, and thus environmental protection needs to be prioritized in policy and practice. Ecological sustainability cannot be reached without realizing that population growth and economic growth, with attendant increased rates of depletion of natural resources, pollution, and general environmental degradation, are the root causes of unsustainability. This article argues that to strategically address ecological unsustainability, the social, economic and political barriers to addressing the current economic model and population growth need to be overcome. Strategic solutions proposed to the current neoliberal economy are generic – namely, degrowth, a steady-state economy, and a ‘circular economy’. Solutions to demographic issues must be sensitive to the countries' cultural, social, political and economic factors to be effective as fertility differs from country to country, and culture to culture. As discussed here, Mediterranean countries have the lowest fertility in the world, while many countries in Africa, and some in Asia, South America have stable but consistently high birthrates. This is discussed using three case studies - Tanzania, Italy, and Cambodia, focusing on the "best case" policy practice that offers more realistic hope for successful sustainability. https://doi.org/10.1007/s41207-019-0139-4 LinkedIn: https://www.linkedin.com/in/helenkopnina/

Collective digital citizenship trough local memory websites

If a Tree Falls

This article presents and discusses student assignments reflecting on the documentary film If a Tree Falls, written as part of the Business Ethics and Sustainability course at The Hague University of Applied Sciences. This article follows two lines of inquiry. First, it challenges mainstream environmental education, supporting critical pedagogy and ecopedagogy. These pedagogies, which advocate pedagogy for radical change, offer a distinct and valuable contribution to sustainability education, enabling students to critically examine normative assumptions, and learn about ethical relativity, and citizenship engagement from environmentalists. The discussion of “lessons of radical environmentalism” is pertinent to the question of what types of actions are likely to achieve the widely acceptable long-term societal change. While this article focuses on student reflection on a film about radical environmentalism, this article also discusses many forms of activism and raises the question of what can be considered effective activism and active citizenship in the context of the philosophy of (environmental or sustainability) education in connection didactics and curriculum studies. Second, this article argues for the need for reformed democracy and inclusive pluralism that recognizes the needs of nonhuman species, ecocentrism, and deep ecology. The connection between these two purposes is expressed in the design of the student assignment: It is described as a case study, which employs critical pedagogy and ecopedagogy. https://doi.org/10.3390/educsci9040284 LinkedIn: https://www.linkedin.com/in/helenkopnina/

Bridging the KAP-gap in global education

This article reflects on the workshop Bridging the KAP-gap in global education, which was part of the DEEEP-conference Global Justice through Global Citizenship. The objective of the workshop was, to learn about strategies to bridge the KAP (Knowledge, Attitude, Practice) -gap and to gain ideas how to apply these strategies to participants’ own practices. The workshop turned into a slightly different direction and raised some fundamental questions: What could one expect of global education? Which others factors influence learners’ behaviour? To which manner does global education aim to change behaviour? Should global education aim to change behaviour? This article summarizes the outcomes of an evaluation which was done amongst alumni-students of the minor programme Global Development Issues of Fontys University of Applied Sciences and the main issues that were discussed during the workshop, also based on the integrated model of behavioural prediction. The article ends with some lessons learned, especially for the curriculumowners of the minor programme, who organised this workshop.