Sustainable_Sensibility.md 19 KB
Sustainable Goals
"The sustainable development goals require a change in outlook and practice that are reflected in this report. The expert group advocates for more inter and trans disciplinary approaches in education and research because only a holistic approach can design adapted solutions."
holistic: Hegelian/marxist view - you can't understand the parts without understanding the whole in which they're integrated. It's not an upper and lower class in opposition to one another, it's that being in opposition to one another puts them in a dialectical relationship, as a collected whole. It's not there are people and marginalized people and people being marginalized by the power - marginal vs centered - process of margin - you can only understand a margin by seeing as a part of the bigger whole. The stratification of society isn't a fact of society, it's a process that's being pushed by the people who benefit from it. To understand the parts, you have to understand the whole. You have to understand the parts in relation to the whole.
You have 2 contradictory ideas, and then the higher level understanding that sublates them/aufheben which abolishes but keeps and lifts up. You have this sublated, higher level view, but to achieve that paradigm-shifting higher level view is by seeing the opposites which are in antagonistic relationship with one another as intrinsict parts of a greater whole. There isn't male and female, but male and the female that he subordinates. They're part of a bigger whole, not different things. Much of feminism twists around this belief. Jacques Derrida's ideas about language, and the concept of phalogocentrism (the phallus / the straight and the male / primary position of understanding words). In queer theory, there's no such thing as a heterosexual without a homosexual. You have to understand the whole - a system of power in which one is privileged and one is oppressed by virtue of the unjust favouring of something over another.
Introduction
"Only a holistic approach can design adapted solutions. It stresses th eneed for universities to become more open institutions able to integrate diverse cultures and knowledge systems (pretext for Marxist officers), and to take a more democratic approach to more knowledge approach. It urges for a much stronger presence in society through awareness-raising outreach and partnerships. (so we will all live on campus). The object is for sustainability to become a core practice and purpose of Higher Education Institutions (HEIs), putting students in contact with real-world problems and immersive experiences. As we are now less than a decade away from 2030, it is now urgent than ever to think critically about how HEIs can take on this role in supporting the necessary transformations toward the 2030 agenda. To do so in a meaningful way, ihgher education institutions must look both internally at their modus operandi, as well as externally in how they relate to society, taking a human rights approach to all education and research. They must become more inclusive of all sectors of society in the student body and faculty. I wish to applaud the comprehensive work undertaken over the past year by the members of this expert group and invite all higher education stakeholders to engage with the discussion in this publication".
- Stefania Gianini UNESCO
"The objective is for sustainability to become a core practice and purpose of HEIs".
"Our hope is that this report will act as a reflective piece, and encourage higher education leaders and stakeholders to think critically an dact urgently in support of the 2030 agenda for sustainable development, because it is out very survival and common future that is at stake."
The Initiative
A call to the global community of HEIs A community, because they want to set community standards so they can determine how anyone who engages in the related activities or institutions will participate. If you run a highe reducation institution, you aren't in a de-facto in a community or obligated to follow whatever is declared in the name of whatever community it is alleged you are a member of. It will always be some blue-haired busybody who will come to tell you your community standards so you can serve predictable interests.
"In 1964, inspiring the 1968 student revolt a couple of years later, Herbert Marcuse wrote a key text against One-Dimensional Man, urging universities and campuses around the world to become places that resisted reductionism (became Critical Theory institutes). The urge for thinking that would show us alternatives beyond the universalizing forces of current rationalism, universities, especially through higher education, could pave the way for human development, independently of industrialized society, giving attention to that which is not captured in universals of One-Dimensional Man formed to serve the productive consuming society. He created visions for alternatives. Above all, his call was to the universities and to the students in particular as they occupy those key positions outside of productive society, still on the outside, but geared toward the processes of its reproduction."
Introduction
"The critical marxists in the 60s were all focused on solving the problem of reproduction. These kids go to college, get degrees, get jobs in the existing society, and that supports th continuation of the existing society. They like it and become part of successful group which ignores everyonebelow them, because they are benefitting from the current state of affairs.
Above all, his call was to the universities and to the students in particular as they occupy those key positions outside of productive society. Still on the outside, but geared towards the processes of its reproduction."
Marcuse's great idea was that students can function as viruses by being Marxist critics in the University who take those Marxist skills from the school to their jobs so they can transform the world from within.
The beginning of this document is telling us to use Herbert Marcuse as a guide for what University should become.
"In many ways, we now need to re-read this, because the change that was called for has failed to materialize. In 2021, we have experienced dramatically increased inequalities, especially due to the COVID-19 Pandemic, loss of bio-diversity, accelerating climate change, and increased burning of our non-renewable energy sources."
None of this, except COVID-19 (wealth transfer to wealthiest people on the planet by destroying businesses and mandating massive resources to industry - particularly pharmaceutical), but beyond that (loss of bio-diversity) has not increased in equalities. Turning off energy causes people to freeze and starve.
"The 2030 agenda is a global framework aimed at radically turning this development around, leaving no one alive (except every German who's not rich, most of the UK, Sri Lanka, Ghana, the Netherlands, Canada, Australia and NZ) in securing a planet and a world that is inclusive and habitable for future generations."
Leave nobody behind, so long as you only count those who are on board with the program.
"University of Bergen, in collaboration with a joint university initiative in Norway (SDG Norway higher education and research) approached UNESCO for a dialogue on how we at the universities around the world could engage in these pressing issues of our time."
Sit down and shut up. The era of academics of having a say in anything political should come to an end.
"Here we started a discussion on how the 2030 agenda challenges us as researchers, teachers and leaders of higher education in research institutions to think differently. Through the joint SDG Norway higher educationr esearch platform, universities in Norway called for a global conversation on these issues and UNESCO responded. Subsequently, the process of this expert group was iginted. The 14 experts who formed the group and authored the report were nominated and selected on the basis of scholarly background and achievement (sympathetic) in representing a variety of different trajectories, scientific disciplines and institutions, ensuring geographical and gender balance. They were tasked with proposing guidelines and actions for how universities can facilitate the necessary knowledge-development and research and education stragegies that can generate the deep-going transformations needed in our society, economy and environment. The result is the current report."
"Our aim and our sincere hope is that this report and its advice to governments in higher education leadership can become an object of discussion and conversation in the global higher education community (which doesn't exist)."
It is a tool of extortion - stop thinking that it belongs to a bigger community that's going to put social pressure on you to behave a particular way.
"Even more importantly, that it might create a dialogue between HEIs and other sectors. Business an dindustry/policy makers and civil society among them. How do we, in campuses around the world, start the important process of thinking of alternative futures?"
Just like Herbert Marcuse
Executive Summary
If an educational institution isn't oriented by a dedicated department which helps to define a meta-goal for the institution as a whole, then that job will be done by something else. In our experience, it has been the humanities which has stepped up to fill this role, and they have overwhelmingly imported a Marxist theology into the heart of this. They are at the point where they are declaring that their research is no longer fragmented, but that all of the research of each department is bound to inter and trans-disciplinary goals. Sustainable Development Goals of Agenda 2030 are a good representation of what these goals have become.
"Universities and, more broadly, HEIs need to use the knowledge they produce and the education of new professionals to help solve some of the world's greatest problems, as addressed by the Sustainable Development Goals set out by the United Nations."
You might believe it's true that Universities have an obligation to solve the world's greatest problems, but problem solving might only solve a limited role within the University's overall mission, which is educating people, but they declare it as central. They also say, further, that it's not enough for you to create professionals who identify, analyze an critique what the world's problems are; they are going to tell everyone what the problems are". Not just identified within, but also answered by the UN Sustainable Development Goals (SDG).
"Humanity is facing unprecedented challenges. Most strikingly so in relation to Climate Change and loss of nature/biodiversity, as well as inequality, health and a suite of issues related to the 2030 agenda".
Using existentional fear, they come to pomote that Universities have to train people and create knowledge, to solve problems according to the Sustainable Development Goals, and everything is going to focus around an agenda. The universities is to adopt an agenda - the 2030 Agenda - put out by the UN and its sustainable development goals
"With the advent of this document, to the degree that it has taken up the state of affairs, it can never be thought of again tha tthe universities are meant to be intellectually free institutions."
Academic freedom will not exist, because it has to adopt an agenda. Its agenda can't be to seek truth, to identify and solve the problems of the world, and so forth. No, it has to be the 2030 Agenda set out by the UN. We will not have free, independent Universities, research or learning. The Universities must, overall (throughout the world) adopt a particular UN agenda and goals, meaning the death of Universities by their transformation into a thinktank apparatus. Dialectic of enlightenment death of the Universities. Reality must be completely different because they recognized microaggressions:
"Given this new reality in which the future of humans, along with other species, is at stake, it is time for HEIs and their stakeholers to systematically rethink their role in society and their key missions and reflect on how they can serve as catalysts for rapid, urgently needed and fair transission towards sustainability."
The whole mission statement of your university need to go, because we need to reflect upon how universities can serve as catalysts for rapid, urgently-needed and fair (socially just) transition towards sustainability.
"The complexity of the issues at stake means the solutions should be a part of a radical agenda that calls for new alliances and new incentives."
Of course it is - just take it at face value.
"It is also time for HEIs to make sustainability and SDG literacy core requisites for all faculty members and students. Sustainability education should bring students into contact with rea-world problems in immersive experiences, appreciating the greater-good of both people and planet (Communism?) and humanization of the world. The greater good of people is Social Contract theory"
"The Greater Good of both People and Planet, and contributing to values beyond mere monetary gain, will further enthuse and inspire students and faculty mentors alike. Ultimately, the educational culture at universities and higher-education isntitutions needs to encourage students to learn via experimentation and critical thinking from multiple perspectives".
Enthuse and inspire people to be co-opted into an agenda. Critical thinking from multiple perspectives means Critical Consciousness, not critical thinking.
".. (SDGs) will expire in 2030. We thus strongly recommend that higher-education instutitions, whle being a part of that agenda, should also look ahead. Not only to implementing the sustainable development goals, but also to being intensively involved in crafting the next steps and goals beyond 2030. A long-term perspective needs to be adopted for both higher-education instutition activities and policies. The call this report makes is for universities and HEIs to play an active part in an agenda that has the consensus of 193 countries, and aims to resolve some of the world's most pressing problems as stated in the 17 SDGs".
This report calls for HEIs to play an active part in the 2030 Agenda, period. But it says "in the agenda that has the consensus of 193 countries". What it should say is that "to solve some of the world's most pressing problems in the view of some power-hungry tyrant lunatics involved in a Malthusian death cult freak show. Who happen to be communists.
"The challenge for HEIs to embrace the 2030 agenda. Because, if they do not, it will be difficult, if not impossible to achieve the SDGs".
So that's how you stop the tyrants. Just don't do what they're asking you to do. Take the hard road and resist. Stop. Don't do it. Have a spine. Weather a little hardship. You'll come out better
"HEIs have played a crucial role as bringers of enlightement and change over the centuries. Maintaining their role as free and critical institutions (that have to sign up for an agenda), while also, to varying degrees, aiming to perform a service within societies (the universities' old role that we're still permitting them to maintain, to varying degrees), it is essential to maintain and encourage these important roles and enable HEIs to combine their traditions of critical tihnking with problem-solving activities, while also adusting their role in light of societal changes. The future of humanity, and our planet, is under threat and the need for critical thinking and societal change is, therefore, more pressing than ever".
Appreciate that those who wrote this might be in a death cult. They'd like you to join. They'd like to use the Universities to train more people for their cult. Let that be a possibility for a moment. Maybe these doomsday prophets aren't experts in anything else. Maybe they're crazy and caught up in a cult. Maybe they're speaking from the position of their cult mentality.
"HEIs should inspire societal change when necessary. Taking a leading role in the transitions necessary for human kind in emphasizing that the need for change is immediate. This also implies that HEIs should think critically (critically again) about their own practices, curricula and research, and about how to motivate their employees, students, and society at large to do the same."
Rethinking your practices, curriculum, research and then spread your reformulation to other people so that they'll do it too.
"The opportunity for answering the call is now. HEIs, their leaders, faculty and students have specific roles and responsibilities in societal transformation, according to the institution and the problems faced."
"For this purpose, the structure and culture of HEIs have to change, and the barriers to the necessary transformations within must be identified and gradually eliminated."
If there's a barrier to implementing our agenda in your school, like a faculty member with a spine and conscience, they have to be gradually eliminated. If you desire to do rigorous research which doesn't jive with our SDGs or our prioritization of resources, it has to be eliminated. This is the death of the universities
"This report focuses on and advocates three main areas of higher education transformation. 1. The need to move towards inter and trans-disciplinarity in education and research 2. The imperative need for institutions to become open, fostering epistemic dialogue and integrating other ways of knowing (commissars) and 3. The demand for a much stronger presence in society in general through pro-active outreach activities and partnering with other societal actor, in order to build awareness of ecological deterioration and the SDGs in general, and influence policy."
So, the first 2 - whatever. But - much stronger presence in society to build awareness of - NOT the research of the universities, or your research, but awareness of Deterioration, SDGs, and to influence policy!
"This implies directly intervening in experimental projects that test solutions with the participation of students. The report deals with some of the systemic barriers that might hinder progress in these 3 areas of transformations."
Remember, every barrier must be identified and gradually eliminated. We're talking about re-making universities into little cathedrals to the sustainable development goals of the 2030 agenda of the United Nations.
"The recognition of the values of life and the need of all humans for quality life requires a re-affirmation of the human-rights-based approach to the education we give, and the research we carry out. This implies recognizing that achieving human rights for all is not possible unless we actively protect our resources and all forms of life, and struggle constantly against the power relations that foster inequality and all forms of violence and discrimination. It also implies an appreciation in the value of cultural diversity - recognizing the contribution of different cultures can make to progress towards these goals. Equity and inclusion are values that stand out when embracing the 2030 agenda. The commitmeent to leavigng no one behind becomes key."
"The contribution of HIEs is manifold theoretical, philosophical and clearly ethical. It must also be geared to removing barriers towards sustainable societies, and the greater will being the people on the planet.