Conversely, there are different views and perspectives on the integration of cultural knowledge into development programmes. These range from a romantic (e.g. all practitioners are knowledgeable, logical and everything in tradition is sound) to a utilitarian (e.g. aspects have to be selectively studied to strengthen modern needs) to pluralistic (e.g. should be allowed to co-exist and play a complementary role) views (Haverkort 2006). While this complicates the need for many countries to have a clear national vision on how to integrate cultural knowledge in development, at the level of individuals and civil society groups several efforts are in progress in areas like health and nutrition, agriculture, rural livelihoods, and education, to name a few. Among programmes of multilateral organisations responding to this policy context, the RCE network is unique as a local-global collective learning space for ESD. Being sensitive to the need for diversity in development options, the community of RCEs has initiated a variety of projects, with some of them presented in this volume, of co-engaged learning in integrating TK in addressing sustainability challenges. Learning Together in Development Context and Challenges The United Nations University Institute of Advanced Studies Education for Sustainable Development Programme aims to, among other objectives, foster and mainstream intercultural approaches within a social learning process through multi-sectoral, collaborative and interdisciplinary methods. Bio-cultural diversity has been central to the Decade of Education for Sustainable Development (DESD) since the Earth Summit, yet it necessitates increased attention today in the wake of mounting challenges in the nexus of conservation and development. Learning institutions have a critical role in examining strengths and weaknesses of pedagogical approaches to initiate culturally and ecologically sensitive, transdisciplinary, transformative practices at all levels. Approaches that will, eventually, lead to transformation of developmental models. Some of the considerations for such change are presented in the following text. The complex nature of the relations between human and natural encompassed by the social-ecological approach need to be addressed within the knowledge and learning system that appreciates dynamic complexity and inseparability of such relations. Furthermore, in order to produce change, the learning practices should go beyond change of values and attitude. Changing practices is a complex process of behavioural shifts that are to be facilitated, in addition to cultivating new biodiversity attuned values, by the change of practices and culture of the society. Ultimately, the educational systems that seek transformation might need to engage multiple stakeholders that, through joint learning, simultaneously facilitate favourable conditions for the attitude-behaviour shift in individuals as well as gradual institutional shifts in the communities. With accelerated speed of changes dramatically impacting the state of the ecosystems as well as global climate, fiscal, market, development, cultural and social conditions, we look for learning that links understanding of the societybiodiversity relations with the ability to collectively and continuously develop and test new models of production and consumption more fitting for maintaining ecosystems and improving lifestyles. Impact of climate change, pollution, overuse of ecosystems that feed into livelihood practices of small and large communities are the most evident points of current and future innovations for sustainable ecosystems use. In a way the point is demonstrated by the attempts of the farmers in the costal areas of Bangladesh – earlier biodiversity rich and currently dramatically degraded from the population and production pressures – to develop more environmentally benign and biodiversity friendly practices of organic agriculture – practices that are called upon by the impossibility to continue unlimited resource exploitation. In various world regions, there is a major untapped potential for poverty alleviation and local development as a major percentage of global community that continues to have livelihoods in the nexus of biological and cultural diversity. Enhancing capacities of local communities for capitalising on this strength is another area that needs attention in ESD programmes. The profound impact of biodiversity and TK on the various aspects of human existence – from culture and health to opportunities to sustain communities‘ livelihoods – call for the education that portrays the topic of biodiversity from multiple standpoints. Serving as entry points into the subject, angles that discuss gender, engaging the disenfranchised, and ecosystem services, to name a few, highlight the foundational value of biodiversity for many aspects of life but also the ways of dealing with it from the different perspectives. 11
Traditional Knowledge and Biodiversity
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