the future of universi.es: can we re-imagine...
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Thefutureofuniversi.es:
canwere-imagineourselves?
OliviaBina
ICS-Ulisboa
RealisingJustCi.es–Compara.veCo-
Produc.on,6-7Nov.2018,Capetown
7/XI/18 Bina•ICS-ULisboa
ARE‘WE’
PARTOFTHEPROBLEM?
INTREPIDJourney
fromIDtotheFutureofU
‘IMAGINE’
Whatknowledge?Whatpurpose?
SDGs&post-development
PARTICIPATINGINTHESOLUTION
SIXSTEPS
7/XI/18 Bina•ICS-ULisboa
PREMISE:THREEPOSTCARDS
Ourpredicament:theAnthropocene
AchilleMbembe
GeorgeMonbiot
GarryJacobs
7/XI/18 Bina•ICS-ULisboa
8
3.6
billion
‘We’
2017Pre-Davos
reportshowsgap
betweenrichest
andpoorisgreater
thanfeared
(Oxfam2017)
Bina•ICS-ULisboa
7/XI/18
Anthropocene
Ageofhumans
Becoming“aforceofnature”
’We’consumeresourcesat1.5.mestheregenera.on
capacityofplanetearth
Bina • ICS-ULisboa
Aforce
ofNature
©CCCB
Bina•ICS-ULisboa
BernardMarr,Forbes,2015;
EC2014
data
moredatahasbeen
createdinthepast
twoyearsthaninthe
en.reprevious
historyofthehuman
race.
By2020,atleasta
thirdofalldatawill
passthroughthe
cloud(anetworkof
serversconnected
overtheInternet)
lessthan0.5%ofall
dataiseveranalysed
andused,just
imaginethepoten.al
Scien.ficdataoutput
increasesatan
annualrateof30%
“Thepresentevolu.onarycrisisweare
facing
arisesfromadisparitybetweenour
limitedfacul.es–mental,ethical,and
spiritual–
andthetechnicalandeconomicalmeans
atourdisposal.Withoutaninnerchange,
wecannolongercopewiththegigan.c
developmentoftheouterlife.”
TheBook(Jacobs2000)
7/XI/18
Arewepartofthe
problem?
‘Ifwesterncivilisa.onisina
stateofpermanentcrisis,itis
notfar-fetchedtosuggestthat
theremaybesomethingwrong
withitseducaMon…mankindis
inmortaldanger,notbecause
weareshortofscien.ficor
technologicalknow-how,but
becausewetendtouseit
destrucMvely,withoutwisdom.’
(Schumacher1974)
The‘EmergingFutures’
Contradic.ons:moreisless?
7/XI/18 Bina•ICS-ULisboa
Arewepartoftheproblem?
TheillusionofCornucopia
• anewgeologicalerainwhichman’simprintin
theplanetisindelible
• 'Despitethedeteriora.ngglobaloutlook
universiMeslargely
remaincaughtupinthe
earlierinstrumental
growthparadigmthat
broughtustothis
extremityinthefirst
place'(Slaughter2012).
7/XI/18 Bina•ICS-ULisboa
ARE‘WE’
PARTOFTHEPROBLEM?
INTREPIDJourney
fromIDtotheFutureofU
‘IMAGINE’
Whatknowledge?Whatpurpose?
SDGs&post-development
PARTICIPATINGINTHESOLUTION
SIXSTEPS
7/XI/18 Bina•ICS-ULisboa
7/XI/18Bina•ICS-ULisboa
Science
policy&
funding
Inter
(&Trans)
disciplinary
research
Bina • ICS-ULisboa
7/XI/18 Bina•ICS-ULisboa
Fromscience
policy&
funding
Backto‘the
source’:
academia
(re)Thinkingthe“FutureofU”
INTREPIDLondonworkshopandreport
7/XI/18 Bina•ICS-ULisboa
SETOUTTOMAPTHEDEBATEAROUND
FUTURESOFUNIVERSITIES
Highereduca.on
Sustainability&HE&knowledge
Anthropocene&HE&K
FuturesandHE
UNpolicyforESD;SDGs
7/XI/18 Bina•ICS-ULisboa
TheFutureofUniversi.es(FoU)
• Workshop,Re-imagineurbancurricula(aneedsassessment)
• NonArchitectureglobaldigitalcompe..on–thefutureUniversity
• Newcastle’sWorkshop(January
2019):Univer-city:thefuturespaceandplaceofknowledge,
• AcMonWorkshop:Interand
transdisciplinaryFacilitaMon:
methodologicalchallengesandgood
prac.ce
• Conference:INTREPIDKnowledge-
Loca.on:Lisbon(Portugal)Date:
27/03/2019-29/03/2019
• London’sworkshop(March2017):Universi.esandKnowledgeforSustainableUrbanFutures:asifIDandTDma@eredhpp://www.intrepid-cost.eu/london-workshop/
• Lüneburg’sconferencesession(September
2017):ThinkingabouttheFutureofUniversi.eshpp://www.intrepid-cost.eu/intrepid-tdnet-
conference-luneburg/
• Barcelona’strainingschool(March2018):Thefutureofuniversityasifsustainabilityma@ered:Aco-crea.onexperiencethroughTheoryUjourneyhpp://www.intrepid-cost.eu/the-future-of-
university-as-if-sustainability-mapered/
• SanSebas.an’strainingschool(September
2018):Shapingthefutureofuniversi.eshpp://www.intrepid-cost.eu/donos.a-training-school/
7/XI/18 Bina•ICS-ULisboa
ARE‘WE’
PARTOFTHEPROBLEM?
INTREPIDJourney
fromIDtotheFutureofU
‘IMAGINE’
Whatknowledge?Whatpurpose?
SDGs&post-development
PARTICIPATINGINTHESOLUTION
SIXSTEPS
7/XI/18 Bina•ICS-ULisboa
7/XI/18 Bina•ICS-ULisboa
Canwere-
imagine
ourselves?
1Aplace
to
Ques.on
&Expose
2
Maximum
Leverage
3
Transform
a.veKLP
4Whole
System
Change
5Role/
Func.on
6Aplace
to
Envision
APLACETOQUESTION&TOEXPOSE
7/XI/18 Bina•ICS-ULisboa
'Noteverythingthat
isfacedcanbe
changed;
butnothingcanbe
changedun.litis
faced’
JamesBaldwin
"IAmNotYourNegro”adocumentarybyRaoulPeck,
narratedbySamuelL.Jackson
7/XI/18 Bina•ICS-ULisboa
AplacetoQues.on&toExpose
• "Systemchange
involvesaddressingthe
mind-setoutofwhich
thesystemarises”
• Exposingmindsetsis
keyto‘systemchange’
(Meadows1999)
7/XI/18 Bina•ICS-ULisboa
AplacetoQues.on&toExpose
• Exposeassump.ons
thatare
– Hidden– Unexamined
– &flawed(Gopel2016)
• WHY?
– Theseassump.ons,our
valuesandindividual
choices‘shape
futures’(Slaughter2010)
7/XI/18 Bina•ICS-ULisboa
AplacetoQues.on&toExpose
NormaMveunderpinningsof
– Predominantscience
– Poli.calnarra.vesThatmo.vate
unsustainability(Hansson
2012)
7/XI/18 Bina•ICS-ULisboa
OrganisaMonalissues
– Neo-liberalagendas– Globalisa.on,Rankings– Funding,.me,degrees
– Disciplinarypowerstructures
AssumpMonsaboutKnowledge:
• Framesofreference
(‘Convinc.ons’Schumacher
1974)
• MainlyWestern-Reduc.onisms:
epistemological&ontological
(Spinoza-Hansson2012)
– ‘Dangerouslyobsolete’(Sardar2010)
– Dyinganachronisms(Gilbert
2016)
• Mythsofvalueneutralscience
andcoreconceptsofprogress,
modernityandefficiency(Gilbert
2016;Sardar2010)
• Values,biases
Ques.on&Expose
CLARITY
‘EducaMonwhichfailstoclarify
ourcentralconvicMonsismere
trainingorindulgence.Foritis
ourcentralconvic.onsthatare
indisorder,and,aslongasthe
presentan.-metaphysical
temperpersists,thedisorderwill
growworse.EducaMon…will
thenbeanagentofdestrucMon’
(Schumacher1974)
AplacetoQues.on&toExpose
• “Thefirstchallengeistojointly
iden.fywhichkindofknowledge
isimportanttoquicklyspreadtransformaMveliteracyandthecourageandconnecMonstohelp
unlocktheunsustainablepath
dependenciesthatkeepsocie.es
hostagetoday.…ThisiswhatTheGreatMindshiYstandsfor.”(Göpel,2016,p.166)
• … sotheQues.onis:• Canuniversi.esbetheplacefora
greatmindshi{?Whenwecallfor
theintegra.onofSDGs… isthiswhatwehaveinmind?
7/XI/18 Bina•ICS-ULisboa
MAXIMUMLEVERAGE
hpps://www.forexstrategieswork.com/
7/XI/18 Bina•ICS-ULisboa
MaximumLeverage
humanpotenMal
• Whatweknowandhowwe
thinkinfluences
– Beliefs– A|tudes
– Ac.ons(Wals2017)
• Shapes– Whoweare
– Ourpresent(experienceof)– Ourfuture
7/XI/18 Bina•ICS-ULisboa
MaximumLeverage
humanpotenMal
7/XI/18 Bina•ICS-ULisboa
Meadowsproposesadozen
placestointerveneinasystem
rankedbyincreasingorderof
effec.veness.
• Thethreehighestpoints
are:
– thegoalsofthesystem,
– themind-setor
paradigmoutofwhich
thesystem—itsgoals,
structure/rules,delays,
parameters—arises,
– thepowertotranscendparadigms.
(Meadows1999)
MaximumLeverage
GOAL-DRIVENTransi.ons
7/XI/18 Bina•ICS-ULisboa
7/XI/18 Bina•ICS-ULisboa
Reidetal2017
Bina•ICS-ULisboa
Costanzaetal.2016
OverarchingGoal:Aprosperous,highquality
oflifethatisequitablysharedandsustainable
Livingwellwithinenvironmenmental
limits(EEA2016)
DTUnit28/II/18 bina@ics.ulisboa.pt 64
DTUnit28/II/18 bina@ics.ulisboa.pt
Transi.ons&
Transforma.ons
Prac.ces
PoliciesThinking
Neednewprac.ces&
behaviours,policies,
thinking
toshape
values&worldviews
(EEA2016)
MaximumLeverage
APPLICATIONS
67
(EEA2016)
DTUnit28/II/18 bina@ics.ulisboa.pt
‘New’
Thinking
Co-
crea.ve
processes
Foresight
Experimen-
ta.on
Trans-
disciplinary
MaximumLeverage
APPLICATIONS
68
7/XI/18 Bina•ICS-ULisboa
Canwere-
imagine
ourselves?
1Aplace
to
Ques.on
&Expose
2
Maximum
Leverage
3
Transform
a.veKLP
4Whole
System
Change
5Role/
Func.on
6Aplace
to
Envision
TRANSFORMATIVEK,L,P:
A)COMPETENCES
Knowledge,Learning,Pedagogy
7/XI/18 Bina•ICS-ULisboa
Transforma.veK,L,P
Kbeyondboundaries
7/11/18 Bina•ICS-ULisboa
More:Inter-
disciplinarity
More:Trans-
disciplinarity
Embodied
knowledge?
‘Scienceis
atitsbest
whenit
daresto
behuman’
Plait2018
Transforma.veK,L,P
Kbeyondboundaries
7/11/18 Bina•ICS-ULisboa
More:Diversity&
Plurality
Less:Conformity,
homogeneit
yand
uniformityLicence
tofail
‘Scienceis
atitsbest
whenit
daresto
behuman’
Plait2018
Transforma.veK,L,P
TLearningdefiniMon
7/XI/18 Bina•ICS-ULisboa
Twobroadareas
• Competenciesand
capabili.es&Howto
know
• Content
• Transforma.ve
Learning(Mezirow
1991):effec.ngchange
inaframeofreference
– Habitsofmind
– Pointsofview– Biasesandassump.ons
– Waysofinterpre.ng
experience
Transforma.veK,L,P
Competencies
7/XI/18 Bina•ICS-ULisboa
• Empowertoques.onand
changeworldviews
(UNESCO2017)
• Alterframesofreference
through
• Cri.calreflec.on(Moore
2005),Self-reflec.on,
Reflexivity,Self-reflexivity
(May,Perry2017;
Molderez,Fonseca2017;
UNESCO2014)
• 4.7By2030,ensurethatalllearnersacquiretheknowledgeandskillsneededtopromote
sustainabledevelopment
7/XI/18 Bina•ICS-ULisboa
Transforma.veK,L,P
buildingmomentum:SDG4
Transforma.veK,L,P
SDSN2017–UNESCO2017
7/XI/18 Bina•ICS-ULisboa
Transforma.veK,L,P
SDSN2017–UNESCO2017
7/XI/18 Bina•ICS-ULisboa
Keycompetenciesforsustainability
• Systemsthinking
• An.cipatory• Norma.ve
• Strategic• Collabora.on• Cri.calthinking• Integratedproblem-
solving
• Self-awareness
Transforma.veK,L,P
SDSN2017–UNESCO2017
7/XI/18 Bina•ICS-ULisboa
Keycompetenciesforsustainability
• Self-awarenesscompetency:theability
toreflectonone’sown
roleinthelocal
communityand(global)
society;tocon.nually
evaluateandfurther
mo.vateone’sac.ons;
andtodealwithone’s
feelingsanddesires.
UNLOCK
HUMAN
POTENTIAL
Ul.matedriverof
socialchange
Lociofchangeitself
7/XI/18 Bina•ICS-ULisboa
Transforma.veK,L,P
Competencies:intra&interpersonal
7/XI/18 Bina•ICS-ULisboa
Lukshaetal2017:Global
Educa.onFutures(GEF)
Report
• Intra-personal– Innerflourishing– ListeningtoSelf– Intui.on
• Inter-personal– Conviviality– Considerate…
Transforma.veK,L,P
Competencies:intra&interpersonal
7/XI/18 Bina•ICS-ULisboa
Fadeletal.2015:
• PersonalgrowthCostanzaetal.2012,
Shephard2008;Taylor
2015;UNESCO2017:
• EmoMonalmaturityfor
responsibledecision-
making
• AffecMvedomain
Transforma.veK,L,P
Competencies:howtolearn
7/XI/18 Bina•ICS-ULisboa
Diversity(Bateson2000)
• Needtointegrateothersourcesfromdifferent
culturalbackgroundsand
tradi.ons
• Toovercomewesternreduc.onism,dualis.c
views
• Towardsamoreintegral,
systema.c
interdependence:
– Culture– Biology– Ecology
• Reflexiveawareness(see:Ques.on&expose)
– AboutthelegiMmacyof
mul.plescienceandnon-
scienceperspec.veson
sustainability(Wals)
– Aboutthelimitsofpresent
concep.onsof‘reliableknowing’(SlausandJacobs)
– “Manisonlyapartoflarger
systemsandthatthepartcan
nevercontrolthe
whole.”(Bateson2000)
• Meta-cogniMon(Fadeletal
2015)
TRANSFORMATIVEK,L,P:
B)CONTENT
Knowledge,Learning,Pedagogy
7/XI/18 Bina•ICS-ULisboa
Transforma.veK,L,P
content
7/XI/18 Bina•ICS-ULisboa
Content
Transforma.velearning
needstohavean‘endpoint
inmind’(DavidOrr)
Something>(end)
toguidecontent>(means)
OverarchingGoal:
EgCostanzaetal
2016:
Aprosperous,high
qualityoflifethatis
equitablyshared
andsustainable
Transforma.veK,L,P
content
7/XI/18 Bina•ICS-ULisboa
• Organicworldview(Lukshaetal)
• Interconnectedness,
interdependencyandwholeness
(Sterling,Jucker,Wood,Gopel):
• A‘suitablemindset….[isone]that
helpsilluminatethequaliMesof
human–human,human–nature,
andhuman–technologyrelaMons
sotheycanbegovernedtoward
thrivinginharmony’(Göpel,2016)
• SystemicandholisMcapproaches
tosustainability:Threedivides:
Seealso:CompetencesUNESCO
Learningaboutsustainability
• Theroleofhumansinecosystems
• Ecologicalliteracy
• Socialchange(Moore)
• Thechangenecessaryfor
sustainablefutures(Wals)
• Ethicaldimensionsofsustainability
Worldviews
• EcologicalparMcipatoryworldview
thatvalueshumanpoten.altoapain
andsustainallwellbeing(peopleand
planet)(Sterling)
hpps://graphicriver.net/item/
sketch-geometric-shapes/
6660334
connected
7/XI/18 Bina•ICS-ULisboa
TRANSFORM
C)‘WHATMATTERS’ETHICALTURNS
Inaddi.ontotheore.calknowledgeandprac.calskills
7/XI/18 Bina•ICS-ULisboa
DTUnit28/II/18 bina@ics.ulisboa.pt 97
techno-fix>ETHICAL
shi{?
©HSBC
WhatMa_ers:ethicalturns
CCCB“Humans+TheFutureofOurSpecies”h_p://www.cccb.org/en/exhibiMons/file/human-/129032
24/IV/18 Bina•ICS-ULisboa
24/IV/18 Bina•ICS-ULisboa
'ques.oningthesystemicaspira.onsof
economicdevelopmentandefficiency:asystem
thatdesiresmachineswithhumanintelligence
andhumansthatcanperformlikemachines'
(WhoseUtopia,CaoFei,2006)
WhatMa_ers:ethicalturns
CCCB“Humans+TheFutureofOurSpecies”h_p://www.cccb.org/en/exhibiMons/file/human-/129032
Theageofhumanismisending
(Mbembe2016)
‘denigra.on’
7/XI/18 Bina•ICS-ULisboa
WhatMapers:ethicalturns
Transmission/reflecMononVALUES
‘Theessenceofeduca.on…isthe
transmissionofvalues[…thatmust
become]theveryinstrumentsthrough
whichwelookat,interpret,and
experiencetheworld’
Whatdowegetfromeduca.ontoday?
‘Aviewoftheworldasawastelandin
whichthereisnomeaningorpurpose,
inwhichman’sconsciousnessisan
unfortunatecosmicaccident,inwhich
anguishanddespairaretheonlyfinal
reali.es’(Schumacher1974)
WhatMapers:ethicalturns
Transmission/reflecMononVALUES
‘Uncomfortable’
Westernsecularculture
hasnoclearplacefor
morallanguage,anditsuse
makesmanyprofoundly
uncomfortable(Neiman,
2009)
7/XI/18 Bina•ICS-ULisboa
TRANSFORM
INSUMMARY
7/XI/18 Bina•ICS-ULisboa
WHOLE-SYSTEMCHANGE
7/XI/18 Bina•ICS-ULisboa
Canwere-
imagine
ourselves?
1A
placeto
Ques.o
n&
Expose 2
Maximu
m
Leverag
e
3
Transfor
ma.ve
KLP
4Whole
System
Change
5Role/
Func.on
6A
placeto
Envision
Whole-SystemChange
• “[i]fhighereduca.onsectoristobe
transforma.ve,itneeds
totransform
itself”(Tilbury2011)
– Anomaly(Molz,Assenza)
– Paradox(Stephen,Graham)
• systema.cchangethat
embracesnot‘just’
curricularandpedagogic
aspectsbutalsoholis.c
approachestotheoverall
governanceand
managementpracMces
thatarethefounda.onof
‘regimes’(Stephens,
Graham,2010)
• (also:Beynaghietal,2016;Mader,2015;Molz,
Assenza,2016).
7/XI/18 Bina•ICS-ULisboa
Whole-SystemChange
UNDESD
UnitedNa.onsdeclara.onoftheDecadeofEduca.onfor
SustainableDevelopment
• Thepointistoengagewiththe“whole-system”ofeduca.on
througha“whole-ins.tu.on”approach(UNESCO,2014)
• entailsfivetransforma.onsregarding:
– 1)researchplacinggreateremphasisonpolicyinfluence;
– 2)curriculastrivingtomovebeyondspecialism;
– 3)pedagogypromo.ngcoopera.on,student-centredteaching,
par.cipatorylearning;
– 4)engagementandleadershipinvolvingfaculty,governingbodies,
studentsandthecommunity;and
– 5)greeningopera.onscampuswide(UNESCO,2014).
7/XI/18 Bina•ICS-ULisboa
‘hasyettooccur’
UNESCO2014
Whole-SystemChange
UNDESD
• ‘theglobaltransforma.onof
highereduca.on
towardssustainable
developmenthasyetto
occur’(UNESCO,2014)
7/XI/18 Bina•ICS-ULisboa
ARE‘WE’
PARTOFTHEPROBLEM?
INTREPIDJourney
fromIDtotheFutureofU
‘IMAGINE’
Whatknowledge?Whatpurpose?
SDGs&post-development
PARTICIPATINGINTHESOLUTION
SIXSTEPS
7/XI/18 Bina•ICS-ULisboa
ROLE/FUNCTION:‘THINKCIVIC’
7/XI/18 Bina•ICS-ULisboa
Canwere-
imagine
ourselves?
1A
placeto
Ques.o
n&
Expose 2
Maximu
m
Leverag
e
3
Transfor
ma.ve
KLP
4Whole
System
Change
5Role/
Func.on
6A
placeto
Envision
IntheAgeoftheAnthropocene
Whatareuniversi.esgoodAT?
Whatareuniversi.esgoodFOR?
Shutterstock - photos 7/XI/18 Bina•ICS-ULisboa
Source:IgorCampillo,Euskampus
Role/Func.on:
Role/Func.on:
7/XI/18 Bina•ICS-ULisboa
Community
ofthinking
Civic
university
Role/Func.on:
Communityofthinking
• First,asacommunityof
thinking:
– ‘communityofthinkinginthe
broadsense’,andnotmerely
acommunityofresearchor
communityof
reason”(Loughead,2015:60)
• toassumethatuniversi.es
haveafundamentalrolein
figh.ngconformisminthe
publicdebate,
• becomingplaceswhere
educa.onmaybe
considereda‘prac.ceof
freedom’:
– “themeansbywhichmen
andwomendealcri.callyand
crea.velywithrealityand
discoverhowtopar.cipatein
thetransforma.onoftheir
world”(Shaull,2000,34).
7/XI/18 Bina•ICS-ULisboa
Role/Func.on
Civic
Second,ascivic
university
7/XI/18 Bina•ICS-ULisboa
T LEARNING
Research & ACTION
PLURI-VER-CITY
WORLD
< Education (ACADEMIC & BEYOND)
Generation of SUSTAINABILIT
Y DRIVEN KNOWLEDGE &
CAPABILITIES
Adapted from DR M Wedgwood, Manchester Metropolitan University
Education relevant to the HUMAN POTENTIAL
Translation of knowledge into
DEEP UNDERSTANDING,
VISION, ACTION 1stmission
2ndmission
3rdmission
7/XI/18 Bina•ICS-ULisboa
Adaptedfrom:IgorCampillo,Euskampus
Role/Func.on:
‘thinkcivic’?
APLACETOENVISION
Thecivicuniversityshouldofferthespaceandplaceforenvisioning
desiredfutures
7/XI/18 Bina•ICS-ULisboa
Canwere-
imagine
ourselves?
1A
placeto
Ques.o
n&
Expose 2
Maximu
m
Leverag
e
3
Transfor
ma.ve
KLP
4Whole
System
Change
5Role/
Func.on
6A
placeto
Envision
Aplacetoenvisiondesiredfutures
• Seecompetences:
an.cipatoryc.
• Thecivicuniversitycan‘educatedesire’
– Levitas2017:Wherethereisno
vision,thepeopleperish:a
utopianethicforatransformed
future
7/XI/18 Bina•ICS-ULisboa
• Ul.mately,higher
educa.onshouldaimat
thecrea.onofanew
society—non-violentand
non-exploitaMve—
consis.ngofhighly
cul.vated,mo.vatedand
integratedindividuals,
inspiredbylovefor
humanityandguidedby
wisdom.
UNESCO
UNESCOWorldDeclara.on
onHigherEduca.onforthe
21stCentury(1998,§6d)
Aplacetoenvisiondesiredfutures
Anthropocene
Ageofhumans
Becoming“aforceofnature”
’We’consumeresourcesat1.5.mes
theregenera.oncapacityofplanet
earth
Bina•ICS-ULisboa ©CCCB
Canwere-imagineoursleves
aspartofthe
solu.on?
Universi.es
7/XI/18 Bina•ICS-ULisboa
&theageofHumanpoten.al
Thankyou
Canwere-
imagine
ourselves?
1Aplace
to
Ques.on
&Expose
2
Maximu
m
Leverage
3
Transfor
ma.ve
KLP
4Whole
System
Change
5Role/
Func.on
6Aplace
to
Envision
HTTP://WWW.INTREPID-COST.EU/
hpp://www.intrepid-cost.eu/the-future-of-university-as-if-sustainability-
mapered/
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