Suchergebnis: Katalogdaten im Herbstsemester 2023
CAS in Regenerative Systems: Sustainability to Regeneration  Wird nur im Herbstsemester angeboten (2-jährlich). Mehr Informationen: https://systemicdesignlabs.ethz.ch/cassustainabilitytoregeneration/ | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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| Nummer | Titel | Typ | ECTS | Umfang | Dozierende | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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| 131-0001-00L | Module 1: Global Crises to Local Interventions  | O | 2 KP | 7G | T. Luthe, A. Grêt-Regamey, D. Günther, N. Salliou, Noch nicht bekannt | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kurzbeschreibung | This learning module navigates the journey from global crises to local interventions by first emphasizing the significance of resilience in DRRS. It then explores global crises through diverse perspectives in the "Framing nested crises" submodule. The subsequent submodules focus on practical skills at the community level and the societal and individual root causes of crises. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lernziel | The "From global crises to local interventions" module is designed to achieve several key learning objectives within the Designing Resilient Regenerative Systems (DRRS) context. Participants will gain a comprehensive understanding of resilience, appreciating its richness and diversity to maximize practical applications within DRRS. The module encourages a multiperspective analysis of global crises, exploring diverse viewpoints influenced by angles, interests, training, geographies, institutions, and worldviews. Emphasis is placed on developing practical skills at the community level, equipping participants to enhance local resilience and response capabilities within the framework of DRRS. This includes identifying and applying skills crucial for mitigating the impact of disasters and promoting community well-being. Furthermore, the module delves into the societal and individual root causes contributing to global crises within the paradigm of DRRS. Participants will learn from experts about strategies to understand and address these root causes, fostering effective intervention at both the societal and individual levels. Through all modules, the course integrates three domains of learning competencies—cognitive, behavioral, and social-mental—interconnected through the individual Quests of the learners. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Inhalt | Centered on the pivotal concept of resilience, the module facilitates a nuanced understanding of its richness and diversity for optimal application in addressing crises. Participants are guided through a multiperspective analysis of global crises, considering various viewpoints influenced by angles, interests, training, geographies, institutions, and worldviews. A significant focus is placed on practical skills development at the community level within the DRRS paradigm. Participants acquire the necessary tools to enhance local resilience and response capabilities, emphasizing mitigating the impact of disasters and fostering community well-being. The module delves into the root causes of global crises at both societal and individual levels, aligning with the principles of DRRS. Experts share insights on strategies to understand and address these root causes, fostering effective interventions that resonate with the DRRS approach. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Skript | See Module 1.1 in MOOC#1 Worldviews - From Sustainability to Regeneration: Link | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literatur | See Module 1.1 in MOOC#1 Worldviews - From Sustainability to Regeneration: Link | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Voraussetzungen / Besonderes | MOOC#1 Worldviews - From Sustainability to Regeneration is a pathway to CAS#1 Sustainability to Regeneration. To be accepted into the CAS, applicants must have completed the respective MOOC by the time the CAS starts. The content from the MOOC will be supplemented in the CAS by live virtual events with experts from all over the world. In addition, after the first virtual introductory introductory week, a real design excursion to the MonViso Design excursion to the MonViso Institute in Italy. This trip is obligatory. The final delivery of the CAS should demonstrate the scientific base of our work in evidence-based writing with a foundation in the peer-reviewed literature and graphical, visual, systems-mapping, and spatial ways of designerly expressions. As the main deliverable, participants must submit a framed graphical Quest synthesis process map consisting of two main parts: a graphical synthesis map (pdf format) and a framing text bracket that motivates, introduces, explains, discusses, and concludes the synthesis map. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kompetenzen |
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| 131-0002-00L | Module 2: Sustainability to Regeneration | O | 2 KP | 1G | T. Luthe, Noch nicht bekannt | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kurzbeschreibung | This learning module focuses on exploring sustainability at a deep and critical level, encouraging participants to delve into the fundamental principles of sustainability, reflect on their mental models, and critically examine the Sustainable Development Goals. The module also aims to expand participants' thinking towards regeneration. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lernziel | In this module, participants will explore sustainability comprehensively, delving into core learning objectives. The journey begins with a profound understanding of sustainability fundamentals, prompting reflection on personal mental models. Participants will critically scrutinize the Sustainable Development Goals (SDGs) and navigate sustainability science theories, explicitly focusing on concepts like Planetary Boundaries. The intersection of artificial intelligence (AI) and sustainability will be examined, fostering critical perspectives. Practical knowledge takes center stage, focusing on soil regeneration and providing tangible insights into sustainable practices. Participants can engage with the content through flexible mediums, including videos, audio files, or transcripts, tailoring the learning experience to personal preferences. The application of systems thinking is encouraged, prompting participants to analyze and summarize critical arguments and worldviews presented in the content. Participants are invited to develop their Quests further, facilitating a holistic exploration of sustainability concepts. Sharing written or graphical reflections with learning partners and the DRRS network promotes collaboration, creating a dynamic community of learners committed to advancing sustainability knowledge. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Inhalt | The learning content of this module is rich and multifaceted, offering a deep exploration of sustainability from various perspectives. Participants engage in a thoughtful journey that begins by understanding the fundamental principles of sustainability and reflecting on personal mental models. Critical examination of the Sustainable Development Goals (SDGs) and exploring sustainability science theories, including concepts like Planetary Boundaries, provide a robust theoretical foundation. The module goes beyond theory to address the practical aspect of sustainability, focusing on soil regeneration. Participants can choose their preferred learning medium, videos, audio files, or transcripts, enhancing accessibility. Including artificial intelligence (AI) in the sustainability discourse adds a contemporary dimension, prompting participants to develop critical perspectives on the evolving relationship between technology and sustainability. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Skript | See Module 1.2 in MOOC#1 Worldviews - From Sustainability to Regeneration: Link | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literatur | See Module 1.2 in MOOC#1 Worldviews - From Sustainability to Regeneration: Link | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Voraussetzungen / Besonderes | MOOC#1 Worldviews - From Sustainability to Regeneration is a pathway to CAS#1 Sustainability to Regeneration. To be accepted into the CAS, applicants must have completed the respective MOOC by the time the CAS starts. The content from the MOOC will be supplemented in the CAS by live virtual events with experts from all over the world. In addition, after the first virtual introductory introductory week, a real design excursion to the MonViso Design excursion to the MonViso Institute in Italy. This trip is obligatory. The final delivery of the CAS should demonstrate the scientific base of our work in evidence-based writing with a foundation in the peer-reviewed literature and graphical, visual, systems-mapping, and spatial ways of designerly expressions. As the main deliverable, participants must submit a framed graphical Quest synthesis process map consisting of two main parts: a graphical synthesis map (pdf format) and a framing text bracket that motivates, introduces, explains, discusses, and concludes the synthesis map. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kompetenzen |
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| 131-0003-00L | Module 3: Worldviews | O | 2 KP | 1G | T. Luthe, Noch nicht bekannt | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kurzbeschreibung | This learning module titled "Worldviews" delves into the exploration of how individuals perceive the world and construct their understanding of reality. It emphasizes the significance of worldviews, defined as fundamental beliefs and modes of participation in the broader context. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lernziel | In this module, participants will embark on a journey to explore the rich tapestry of worldviews, understanding how different cultures and individuals perceive and reason about the world. The learners delve into the intersection of scientific discourse and practical application (praxis), examining the profound impact of scientific perspectives on shaping our collective understanding. A key focus is introducing "warm data," a concept that adds depth to our comprehension of complex systems, demonstrated through real-world examples such as fast fashion dumps and agriforest systems. The module highlights the role of design, emphasizing both design processes and meta-design—viewing mental maps as dynamic tools that can foster collaborative transformations toward resilient and regenerative systems. Furthermore, the participants explore the potential of artificial intelligence (AI) as a catalyst for regeneration, investigating its role in sustainable practices and contemplating ethical considerations for its responsible integration. Participants are encouraged to engage actively, broaden their perspectives, and contribute to collectively shaping a more sustainable and regenerative future through these objectives. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Inhalt | The module starts by delving into the fundamental concept of worldviews, emphasizing their role as foundational beliefs and modes of participation in the broader context. The inclusion of perspectives from Daniel Wahl and Jeremy Lent, as well as an exploration of indigenous and Eastern philosophies, provides a well-rounded approach to understanding diverse ways of knowing and reasoning. Incorporating practical examples, such as fast fashion dumps in Chile and agriforest systems in African countries, adds a tangible dimension to the theoretical discussions. This approach helps participants connect abstract concepts to real-world scenarios, fostering a deeper understanding of the implications of different worldviews on environmental and societal issues. The emphasis on "warm data" introduces a holistic perspective, encouraging participants to consider interconnected systems and view challenges comprehensively. Including meta-design as a tool for collaborative transition promotes active engagement in shaping resilient and regenerative systems. Furthermore, the module's exploration of the role of artificial intelligence (AI) in regeneration adds a forward-looking dimension, addressing the potential for technological innovation to contribute to sustainable practices. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Skript | See Module 1.3 in MOOC#1 Worldviews - From Sustainability to Regeneration: Link | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literatur | See Module 1.3 in MOOC#1 Worldviews - From Sustainability to Regeneration: Link | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Voraussetzungen / Besonderes | MOOC#1 Worldviews - From Sustainability to Regeneration is a pathway to CAS#1 Sustainability to Regeneration. To be accepted into the CAS, applicants must have completed the respective MOOC by the time the CAS starts. The content from the MOOC will be supplemented in the CAS by live virtual events with experts from all over the world. In addition, after the first virtual introductory introductory week, a real design excursion to the MonViso Design excursion to the MonViso Institute in Italy. This trip is obligatory. The final delivery of the CAS should demonstrate the scientific base of our work in evidence-based writing with a foundation in the peer-reviewed literature and graphical, visual, systems-mapping, and spatial ways of designerly expressions. As the main deliverable, participants must submit a framed graphical Quest synthesis process map consisting of two main parts: a graphical synthesis map (pdf format) and a framing text bracket that motivates, introduces, explains, discusses, and concludes the synthesis map. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kompetenzen |
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| 131-0004-00L | Module 4: Reframing Complexity | O | 2 KP | 1G | T. Luthe, Noch nicht bekannt | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kurzbeschreibung | The module "Reframing complexity "invites participants to explore various access points for dealing with uncertainty, fostering a holistic perspective on complexity and encouraging a more nuanced and informed approach to navigating complex living systems. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lernziel | The "Reframing complexity" module aims to empower participants to understand the intricacies of living systems deeply. Key learning goals include distinguishing between complexity and simplicity, challenging traditional views by fostering a mindset that embraces complexity, and exploring how to design resilient strategies within complex systems. The module emphasizes the role of big data and visualization tools in intervention strategies. Participants will also grasp the interconnectedness of science, praxis, data types, warm data, and AI in complex systems. The overarching objective is to enable individuals to navigate uncertainty by identifying various access points and weaving diverse perspectives into a holistic understanding of complexity. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Inhalt | Beginning with Eric Berlow's perspective on "The Other Side of Complexity," the module challenges conventional views and introduces alternative ways of understanding intricate systems. Fritjof Capra, a renowned figure in systems thinking, contributes to the module focusing on "Complexity Science and Systems Thinking." Participants can anticipate a deep dive into the foundations of complexity science and the principles of systems thinking. The Hinnen Brothers bring a practical dimension to the module with "Reframe It!" where participants are guided in adopting a reframed mindset towards complexity, offering tangible tools for navigating complex systems. Michael Stauffacher from ETH Zurich sheds light on the intersection of "Science and Praxis," providing valuable insights into how scientific knowledge translates into practical applications, particularly within the realm of complex systems. Nora Bateson contributes to the module focusing on "Warm Data," emphasizing the significance of contextual and relational information in understanding complexity. Participants explore how such insights contribute to a more holistic understanding of complex systems. The module further investigates the role of artificial intelligence in "When is AI Regenerative?"—examining scenarios where AI positively influences the resilience and regeneration of complex systems. Finally, the module addresses the intricate challenges involved in "Complexities of Decarbonization," providing participants with a nuanced understanding of the hurdles and considerations in transitioning to sustainable and low-carbon practices. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Skript | See Module 1.4 in MOOC#1 Worldviews - From Sustainability to Regeneration: Link | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literatur | See Module 1.4 in MOOC#1 Worldviews - From Sustainability to Regeneration: Link | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Voraussetzungen / Besonderes | MOOC#1 Worldviews - From Sustainability to Regeneration is a pathway to CAS#1 Sustainability to Regeneration. To be accepted into the CAS, applicants must have completed the respective MOOC by the time the CAS starts. The content from the MOOC will be supplemented in the CAS by live virtual events with experts from all over the world. In addition, after the first virtual introductory introductory week, a real design excursion to the MonViso Design excursion to the MonViso Institute in Italy. This trip is obligatory. The final delivery of the CAS should demonstrate the scientific base of our work in evidence-based writing with a foundation in the peer-reviewed literature and graphical, visual, systems-mapping, and spatial ways of designerly expressions. As the main deliverable, participants must submit a framed graphical Quest synthesis process map consisting of two main parts: a graphical synthesis map (pdf format) and a framing text bracket that motivates, introduces, explains, discusses, and concludes the synthesis map. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kompetenzen |
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| 131-0005-00L | Modul 5: Design as Nature | O | 2 KP | 1G | T. Luthe, Noch nicht bekannt | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kurzbeschreibung | The learning module on "Design as Nature" explores the disconnect between Western cultures and nature. The module emphasizes the need to relearn and cultivate a closer connection with nature. It introduces the concept of "Design as Nature" as a transitional step towards a deeper understanding of nature, its design language, and patterns. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lernziel | The critical learning goals center around biodiversity, deep ecology, and our intrinsic connection to nature. The module emphasizes understanding and appreciating the vital role of biodiversity in maintaining healthy ecosystems. Participants delve into the concept of deep ecology, fostering a profound recognition of the interconnectedness between humanity and the natural world. A pivotal aspect of the learning experience involves embracing the notion that humans are not separate from nature but an integral part of it. This realization forms a foundational understanding that guides the exploration of sustainable practices. The module introduces biomimicry as a practical approach, encouraging participants to learn from and emulate nature's design principles. By doing so, they gain insights into creating sustainable solutions that align with the regenerative patterns observed in the natural world. Bio-infused communication emerges as a significant aspect, urging participants to explore ways of interacting with the environment inspired by nature. This approach fosters a harmonious relationship with the ecosystems we inhabit. Finally, the module delves into the realm of nature finance, where economic mechanisms are derived from nature's principles. The goal is to inspire a redesign of financial systems, aligning them with regenerative and sustainable practices. Combining these learning goals, the "Design as Nature" module provides a comprehensive framework for reconnecting with nature, understanding its design language, and actively contributing to a more sustainable and harmonious coexistence. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Inhalt | The "Design as Nature" module unfolds through several key subchapters, each addressing crucial aspects of the relationship between humanity and the natural world. Beginning with a focus on biodiversity, the module underscores the vital role of diverse life forms in maintaining ecosystem health. It encourages participants to appreciate the intricate interdependence within natural environments. "Design for Biodiversity" delves into the impact of human designs on biodiversity, urging the development of solutions that actively support and enhance the richness of life rather than compromise it. The concept of Deep Ecology - connecting with nature is introduced to cultivate a heightened sense of connection and reverence for the environment. Participants are prompted to reflect on their relationship with nature, fostering a holistic perspective. Moving into the realm of nature-based design, the module explores the principles of biomimicry. Participants are inspired to learn from nature's design to create sustainable and regenerative solutions, with real-world examples highlighting the positive impact of such approaches. Bio-infused relation building shifts the focus to communication and interaction with the environment. Participants are encouraged to build relationships with nature that are respectful and sustainable and contribute to overall ecological harmony. Lastly, the module investigates regenerative economics, exploring economic mechanisms derived from nature. The goal is to redesign financial systems in a way that aligns with sustainable practices and contributes positively to the regeneration of ecosystems. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Skript | See Module 1.5 in MOOC#1 Worldviews - From Sustainability to Regeneration: Link | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literatur | See Module 1.5 in MOOC#1 Worldviews - From Sustainability to Regeneration: Link | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Voraussetzungen / Besonderes | MOOC#1 Worldviews - From Sustainability to Regeneration is a pathway to CAS#1 Sustainability to Regeneration. To be accepted into the CAS, applicants must have completed the respective MOOC by the time the CAS starts. The content from the MOOC will be supplemented in the CAS by live virtual events with experts from all over the world. In addition, after the first virtual introductory introductory week, a real design excursion to the MonViso Design excursion to the MonViso Institute in Italy. This trip is obligatory. The final delivery of the CAS should demonstrate the scientific base of our work in evidence-based writing with a foundation in the peer-reviewed literature and graphical, visual, systems-mapping, and spatial ways of designerly expressions. As the main deliverable, participants must submit a framed graphical Quest synthesis process map consisting of two main parts: a graphical synthesis map (pdf format) and a framing text bracket that motivates, introduces, explains, discusses, and concludes the synthesis map. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kompetenzen |
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| 131-0006-00L | Module 6: Mind and Movement | O | 2 KP | 1G | T. Luthe, M. Stauffacher, Noch nicht bekannt | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kurzbeschreibung | This learning module on mind and movement focuses on facilitating cultural changes by guiding participants through their own unlearning journeys. The module emphasizes the importance of enduring challenging processes to design for regeneration, build personal resilience, and lead collective co-creation. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lernziel | The learning objectives revolve around actively cultivating a profound relationship with one's surroundings through movement, fostering a deep connection to place. The module strongly emphasizes immersive experiences, encouraging participants to fully engage and be present, providing a richer understanding of self, others, and the more-than-human world. Self-discovery takes center stage as participants are prompted to question and challenge their perceived physical and psychological boundaries. The module equips individuals with the tools to build resilience in their engagements with place, self, and others, navigating challenges with adaptability and strength. Exploring the transformative power of movement, participants learn to mediate their relationships with self through action, understanding, and expressing emotions physically. The curriculum also guides individuals to develop ecologically attuned and reciprocal conversations, fostering a deeper connection with human and non-human entities in their environment. Redefining adventure becomes a key theme, encouraging participants to move beyond conventional notions and embody their practices. Participants transform routine experiences into meaningful and adventurous engagements by integrating movement and mindfulness into daily activities. Philosophically grounded in contemporary neuroscience, the module challenges traditional views that separated the mind and body. It underscores the interconnectedness of these elements, recognizing the profound significance of emotions and bodily experiences in the pursuit of self-realization and holistic growth. Through this multifaceted approach, participants are empowered to reframe their relationship with the world, themselves, and the more-than-human aspects of their environment. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Inhalt | This learning module on mind and movement stands out for its holistic approach to personal and collective development. By seamlessly integrating physical movement, mindfulness practices, and ecological awareness, participants are offered a multifaceted exploration of their experiences. A notable strength lies in the practical application of concepts, focusing on immersive experiences such as cultivating relationships through movement and redefining adventure. This hands-on approach adds a tangible and applicable dimension to the learning journey. The module emphasizes building resilience in engagements with place, self, and others, recognizing the importance of adaptability and strength in navigating challenges. Additionally, the ecological awareness component, encouraging participants to develop attuned and reciprocal conversations with human and non-human entities, aligns with a contemporary understanding of our interconnectedness with the environment. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Skript | See Module 1.6 in MOOC#1 Worldviews - From Sustainability to Regeneration: Link | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literatur | See Module 1.6 in MOOC#1 Worldviews - From Sustainability to Regeneration: Link | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Voraussetzungen / Besonderes | MOOC#1 Worldviews - From Sustainability to Regeneration is a pathway to CAS#1 Sustainability to Regeneration. To be accepted into the CAS, applicants must have completed the respective MOOC by the time the CAS starts. The content from the MOOC will be supplemented in the CAS by live virtual events with experts from all over the world. In addition, after the first virtual introductory introductory week, a real design excursion to the MonViso Design excursion to the MonViso Institute in Italy. This trip is obligatory. The final delivery of the CAS should demonstrate the scientific base of our work in evidence-based writing with a foundation in the peer-reviewed literature and graphical, visual, systems-mapping, and spatial ways of designerly expressions. As the main deliverable, participants must submit a framed graphical Quest synthesis process map consisting of two main parts: a graphical synthesis map (pdf format) and a framing text bracket that motivates, introduces, explains, discusses, and concludes the synthesis map. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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