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Education for Technology Transition Restructures Energy Systems

Education for Technology Transition Restructures Energy Systems

Gilbert Ahamer
Copyright: © 2018 |Volume: 8 |Issue: 2 |Pages: 15
ISSN: 2155-5605|EISSN: 2155-5613|EISBN13: 9781522546108|DOI: 10.4018/IJTEM.2018070103
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MLA

Ahamer, Gilbert. "Education for Technology Transition Restructures Energy Systems." IJTEM vol.8, no.2 2018: pp.44-58. http://doi.org/10.4018/IJTEM.2018070103

APA

Ahamer, G. (2018). Education for Technology Transition Restructures Energy Systems. International Journal of Technology and Educational Marketing (IJTEM), 8(2), 44-58. http://doi.org/10.4018/IJTEM.2018070103

Chicago

Ahamer, Gilbert. "Education for Technology Transition Restructures Energy Systems," International Journal of Technology and Educational Marketing (IJTEM) 8, no.2: 44-58. http://doi.org/10.4018/IJTEM.2018070103

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Abstract

Our present world calls for peaceful transitions, given the ruptures in political cultures and the massive global threat of climate change. A transition of the energy system will and must go hand in hand with a socio-political transition. Any design of learning procedures should hence take into account real-world projects, including projects on environment, climate change and energy. This chapter suggests that diverse patterns, lenses and metrics are taken into account when educating. Such an interparadigmatic approach means to focus on multiple perceptions from diverse stakeholders. Learners should be able to bridge different viewpoints by their capacity to integrate diverse values, perspectives, and views. As a concrete case study, the cooperative negotiation game “Surfing Global Change” is used to show how these educational values can be implemented. Further analyses of literature and data on didactics, climate change and economic transitions complement this chapter.

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