The contribution of systems analysis to training students in cognitive interdisciplinary skills in environmental science education

K. P. J. Fortuin (), C. S. A. Koppen () and C. Kroeze ()

Journal of Environmental Studies and Sciences, 2013, vol. 3, issue 2, 139-152

Abstract: Professionals in the environmental domain require cognitive interdisciplinary skills to be able to develop sustainable solutions to environmental problems. We demonstrate that education in environmental systems analysis allows for the development of these skills. We identify three components of cognitive interdisciplinary skills: (1) the ability to understand environmental issues in a holistic way, taking into account the interplay of social and biophysical dynamics; (2) the ability to connect both the analysis of environmental problems and the devising of solutions with relevant disciplinary knowledge and methodologies; and (3) the ability to reflect on the role of scientific research in solving societal problems. Environmental systems analysis provides tools, methods, and models to assist in framing complex environmental issues in a holistic way and facilitates the integration of disciplines. Systems analysis also supports reflection by making students aware that a system always represents a simplified model and a particular perspective. Through the analysis of a collection of bachelor of science students’ “reflection papers”, we identify two major challenges in teaching these cognitive skills: (1) to train students to not just follow a systematic approach but acquire a systemic view and (2) to train students to be reflexive about systems analysis and the role of science. We recommend that training in cognitive skills starts early in a study program. Copyright AESS 2013

Keywords: Cognitive skills; Interdisciplinary education; Environmental science; Systems analysis (search for similar items in EconPapers)
Date: 2013
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DOI: 10.1007/s13412-013-0106-3

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