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3. THEORETICAL FRAMEWORK
This chapter introduces the theoretical
background of the dissertation, covering the main
rationales and aspects of ESD in chemistry. Firstly, a review of the current state of
sustainability in chemistry is presented by providing an overview of green chemistry and life-
cycle analysis (LCA) (see Section 3.1.). Secondly, ESD in chemistry is discussed in terms of
its main concepts (see Section 3.2.).
3.1. Sustainable development in chemistry
There are over 300 different definitions or visual representations of the concept of sustainable
development (Johnston et al., 2007; Mann, 2011). The most well known written definition is
from the Brundtland commission (1987):
”…development that meets the needs of the present
generation without compromising the ability to meet their own needs”
. Sustainability science
is a modern field of research, which aims to bridge the natural and social sciences in seeking
solutions to the conflicts between them (Jerneck et al., 2011). These enormous challenges are
related to the environmental boundaries of the planet Earth and to health issues, the economy
and peace between peoples (Barnosky et al., 2012; Rockström et al., 2009).
If the ongoing
crisis could be turned into an opportunity in the philosophies of science and among chemists,
their role in the 21
st
century could be renewed and they could begin to strive for their original,
sustainable, life-preserving virtues (Bray, 2010; Tundo et al., 2000).
Sustainable development is usually considered to consist of ecological, economical and socio-
cultural aspects. From the ecological point of view, the greatest challenges result from the
western life-style. We consume the resources, change the biotopes and climate and, therefore,
induce the loss of biodiversity at an accelerating speed (Governmental…1998; Jerneck et al.,
2011; WWF, 2012). In economics, the challenge is to separate economical growth from the
use of natural resources and pollution. The ecological debt resulting from the use of available
natural capital is increasing. (Costanza et al., 1997; Davidsdottir, 2010; Governmental…1998;
WWF, 2012). The third dimension of sustainable development
involves socio-cultural
challenges, including poverty, human rights problems and issues relating to education,
nutrition and health care (Governmental…1998; Jerneck et al., 2011). Behind these problems
one often finds unfair, unequal and oppressing contracts. It is a holistic challenge for local and
global initiatives to combine these aspects into well-functioning real practices (Salonen, 2010,
36).
The ecological, economical and socio-cultural aspects often exclude one another. So far it is
unclear whether we can reach economical growth, environmental health and social justice all
at the same time either in the present time or in the future. As long as economical growth is
tied to unsustainable use of natural resources
and socially unfair contracts, sustainable
development cannot be authentically realised. (Bray, 2010; Dryzek, 1997, 132
−
136; Kahn,
2008; Rohweder, 2008a; Särkkä, 2011, 85) Dryzek (1997) has stated
that the discourse on
sustainable development is powered by human-centeredness, development belief and belief in
combining contradictory aspects. The discourse resembles the discussion about
ecological
modernisation, which emphasises specialists’ power and consequently transfers the problems
10
from societal discussion into the business sphere (Kahn, 2008; Laine & Jokinen, 2001, 64;
Särkkä, 2011, 85; Åhlberg, 2005).
Concern for the state of the planet is also expressed by the large research communities (see,
e.g., Stern, 2006; UNDP, 2007; UNEP, 2007; World Bank, 2009; Worldwatch Institute, 2012;
WWF, 2012). The values of sustainability are universal: freedom, responsibility, ecological
diversity, the dependence of people on each other, democracy,
nonviolence and peace
(Salonen, 2010, 60).
It is obvious that the ethical and practical principles of sustainability have not yet transferred
from research into the human society (Wolff, 2004a). People with systems thinking skills are
urgently needed (Hogan, 2002; Zoller, 2012). Systems thinkers can habitually look at things
within the context of the environments that affect them, consider multiple cause and effect
relationships, anticipate the long-term consequences and
possible side effects of
presentactions, and understand the nature of change (Hogan, 2002). This dissertation designs
novel chemistry education to answer the call.
Section 3.1. defines the concepts of green chemistry and LCA from a historical perspective
within chemistry. The organisational use and practical applications of these concepts are
reviewed in my licentiate thesis (see Juntunen, 2013).
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