On March 2, the LA471 class was challenged to ground the University of the Future initiative in a meaningful context. The class brainstormed some of the dynamics they thought were essential to the Universities of the Future serving its optimal role in moving society to a sustainable future. The class felt that the following were essential to effectively moving from unsustainable decisions to sustainable decisions (see note below):

LOCI OF LEARNING

  • Identify existing sustainable universities (Strike the word university, because it is too limiting; As Einstein said, “no problem can be solved within the paradigm of what created the problem")
  • Appropriate loci for viral learning (as pathway to broad buy-in); Formal and social media learning
  • Need to identify and promote Neutral Decision-Space

STAYING ON-TARGET / BEING EFFECTIVE (in helping society move to sustainability)

  • Need new form of assessment (accountability) (Eco-balance design seems to be the closest thing we have presently)
  • Need appropriate grading system (carbon accounting and “beyond carbon” ecobalance accounting)
  • Need “Road Map” (to remain clear and avoid confusion) rather than a single-solution approach
  • Essential to avoid the Tragedy of the Commons
  • Need to realign economics-market with sustainability (current market distorted in ways that promote unsustainable decisions)
  • Essential to connect with “real” decision-makers (credible) at all levels
  • Need to embrace 2-Phase approach: Phase 1 Design Efficiency (do as little harm as possible) in this period where we are strapped with unsustainable infrastructure while developing the knowledge and infrastructure for Phase 2 Design Effectiveness (truly sustainable decisions)

RELEVANCY

  • Essential to pursue context-relevant and content-relative solutions
  • Must pursue local/regional solutions (E.F. Schumaker Small is Beautiful)
  • Embrace processes that involve, and are responsive to, local and regional participant
  • Implement problem definitions and solutions that are locally-driven/relevant; globally responsible
  • Embrace socially just (and sensitive) decision

PARTICIPATION

  • Full participation of all sectors of life-long learning (K-12, Higher, Adult and Community Education)
  • Full participation by broad societal sectors: University, Non-profit, government, business, inter-generational, inter-everyone
  • Meaningful, healthy participation by all target audiences (understand and address their core beliefs, hopes, dreams

“EDUCATION FOR SUSTAINABILITY” MODEL

  • Education that is application-directed, experiential, community-base
  • Embrace diverse venue of learning
  • Embrace local-global partnership (local-controlled)
  • Training the Trainer is an essential thrust
  • Include knowledge, education, and training processes
  • Apply new models (ecologically-based, closed-cycle input-output dynamics, focus on optimal flows, ecobalance-driven)

Note: Howard Odum’s definition of Sustainability: "sustaining the ability to change" to address changing conditions.