title: The paradox of sustainability definitions

authors: Dimitrov, Dara

subjects: Sustainability, definitions, worldviews,

abstract: Purpose: This paper aims to encourage debate and reflection over the increasing application of the word sustainability and the implied meanings are taken from this usage. It is argued that there are increasing numbers of sustainability definitions which are producing negative effects; that the interpretation and dissemination of sustainability definitions are not neutral in their effects of understanding sustainability. 

Design/Methodology/Approach: This paper examines how sustainability is conceptualised from two worldviews and by specifically looking at four different convening parties; how their dimensions of sustainability are linked, influence and drive the construction of the sustainability definitions in a variety of areas and in the public domain. 

Findings: This research has identified that the paradox of sustainability definitions lies in the parties who create them and not in the issues of sustainability; that often sustainability definitions do not share the same goals. 

Practical Implications: This paper seeks to bring the increasing surfeit of sustainability definitions under scrutiny and therefore extend possibilities of further research in the areas of social responsibility, ethics, claims of professionalism and accountability. 

Originality/Value: There has been little if any research that questions the validity of the sustainability definitions and how they address the issues of sustainability. It shows that the sustainability definitions can affect and shape the understanding of sustainability in a variety of areas and for a variety of parties.

text: The paradox of sustainability definitions Purpose: This paper aims to encourage debate and reflection over the increasing application of the word sustainability and the implied meanings are taken from this usage. It is argued that there are increasing numbers of sustainability definitions which are producing negative effects; that the interpretation and dissemination of sustainability definitions are not neutral in their effects of understanding sustainability. 

Design/Methodology/Approach: This paper examines how sustainability is conceptualised from two worldviews and by specifically looking at four different convening parties; how their dimensions of sustainability are linked, influence and drive the construction of the sustainability definitions in a variety of areas and in the public domain. 

Findings: This research has identified that the paradox of sustainability definitions lies in the parties who create them and not in the issues of sustainability; that often sustainability definitions do not share the same goals. 

Practical Implications: This paper seeks to bring the increasing surfeit of sustainability definitions under scrutiny and therefore extend possibilities of further research in the areas of social responsibility, ethics, claims of professionalism and accountability. 

Originality/Value: There has been little if any research that questions the validity of the sustainability definitions and how they address the issues of sustainability. It shows that the sustainability definitions can affect and shape the understanding of sustainability in a variety of areas and for a variety of parties.

year: 2010

title: Interpretation of Contracts: Development and Trend of Common Law Approach (合同解释之普通法——方法、演进及趋势）

authors: Liao, Zhixiong (Leo)

subjects: Contract interpretation

abstract: A thorough analysis of the history, development and trend of the Common Law Approach in interpretation of contracts.

text: Interpretation of Contracts: Development and Trend of Common Law Approach (合同解释之普通法——方法、演进及趋势） A thorough analysis of the history, development and trend of the Common Law Approach in interpretation of contracts.

year: 2017

title: Intersecting knowledge worlds: Describing the cultural interfaces within a socioscientific issue

authors: Wagner, Brent

subjects: cultural interface

abstract: Increasing numbers of science teachers in Aotearoa New Zealand are exploring ways to incorporate indigenous mātauranga Māori (Māori knowledge and ways of knowing) into their science programmes. This article presents findings from a study that examined how senior biology students in two English-medium secondary schools incorporated mātauranga Māori alongside biological science knowledge in their discussions about the use of 1080 poison to control mammalian predators. From a social constructivist ontology and interpretivist mode of inquiry using qualitative methodology, a triadic epistemic agency conceptual framework was developed inductively and used to analyse students’ written scripts for their national school leaving qualification (NCEA), and transcriptions of individual interviews. The study took place prior to the introduction of equal status to mātauranga Māori within the New Zealand Curriculum. Deductive analysis using the Triadic identified a group of ten students who drew from both knowledge systems, with varying degrees of knowledge integration. In addition to detailed representations of the theoretical space of the locale of the learner, the findings also identified three distinctive cultural interfaces occupied by the students: conflicted, parallel, and, connected. The findings underscore the importance of enabling diverse knowledge systems in biology classes to converge. Specifically, the incorporation of mātauranga Māori alongside biological science knowledge encourages a critical stance towards knowledge claims, supports pluralist knowledge use among culturally and linguistically diverse learners and promotes critical engagement with socioscientific issues (SSI) in senior secondary school biology.

text: Intersecting knowledge worlds: Describing the cultural interfaces within a socioscientific issue Increasing numbers of science teachers in Aotearoa New Zealand are exploring ways to incorporate indigenous mātauranga Māori (Māori knowledge and ways of knowing) into their science programmes. This article presents findings from a study that examined how senior biology students in two English-medium secondary schools incorporated mātauranga Māori alongside biological science knowledge in their discussions about the use of 1080 poison to control mammalian predators. From a social constructivist ontology and interpretivist mode of inquiry using qualitative methodology, a triadic epistemic agency conceptual framework was developed inductively and used to analyse students’ written scripts for their national school leaving qualification (NCEA), and transcriptions of individual interviews. The study took place prior to the introduction of equal status to mātauranga Māori within the New Zealand Curriculum. Deductive analysis using the Triadic identified a group of ten students who drew from both knowledge systems, with varying degrees of knowledge integration. In addition to detailed representations of the theoretical space of the locale of the learner, the findings also identified three distinctive cultural interfaces occupied by the students: conflicted, parallel, and, connected. The findings underscore the importance of enabling diverse knowledge systems in biology classes to converge. Specifically, the incorporation of mātauranga Māori alongside biological science knowledge encourages a critical stance towards knowledge claims, supports pluralist knowledge use among culturally and linguistically diverse learners and promotes critical engagement with socioscientific issues (SSI) in senior secondary school biology.

year: 2026