MODERN CONCEPT IN GEOGRAPHY
Unit – I
Concept and Approaches in Geography
Geography may be studied by way of several interrelated approaches, i.e., systematically, regionally, descriptively, and analytically. The important terms of Geography are classifiers tools for making sense of the world. These terms help us to plan geographically rigorous, engaging and challenging sequences of learning that will encourage careful and challenging thinking about a geographical topic. They are also the concepts central to a discipline that increasingly engages with the humanities as well as with the physical and social sciences.
The key concepts or big ideas in geography
Geographic concepts allow for the exploration of relationships and connections between people and both natural and cultural environments. They have a spatial component.
They provide a framework that geographers use to interpret and represent information about the world.
The development of understanding of these concepts will allow students to participate as critical, active, informed and responsible citizens.
A concept is a general idea, thought, or understanding. Conceptual understandings are what learners know and understand about a concept. When the concepts are elaborated into generalisations, they become conceptual understandings. Such concepts must be geographic in nature; they must have a spatial component.
Spatial components relate to how features are arranged on the Earth‘s surface. For example, an understanding of 'environments' will be supported by students also developing an understanding of additional concepts such as location, distance and region.
Other concepts may apply to specific contexts, for example, rehabilitation and mitigation for extreme natural events or natural increase and dependency ratio for population.
The key concepts are:
Environments
It may be natural and/or cultural. They have particular characteristics and features which can be the result of natural and/or cultural processes. The particular characteristics of an environment may be similar to and/or different from another. A cultural environment includes people and/or the built environment.
Perspectives
Ways of seeing the world that help explain differences in decisions about, responses to, and interactions with environments. Perspectives are bodies of thought, theories or worldviews that shape people‘s values and have built up over time. They involve people‘s perceptions (how they view and interpret environments) and viewpoints (what they think) about geographic issues. Perceptions and viewpoints are influenced by people‘s values (deeply held beliefs about what is important or desirable).
Processes
A sequence of actions, natural and or cultural that shape and change environments, places and societies. Some examples of geographic processes include erosion, migration, desertification and globalisation.
Patterns
It may be spatial; the arrangement of features on the earth‘s surface; or temporal: how characteristics differ over time in recognisable ways.
Interaction
It involves elements of an environment affecting each other and being linked together.
Interaction incorporates movement, flows, connections, links and interrelationships which work together and may be one or two way interactions. Landscapes are the visible outcome of interactions. Interaction can bring about environmental change.
Change
It involves any alteration to the natural or cultural environment. Change can be spatial and/or temporal. Change is a normal process in both natural and cultural environments. It occurs at varying rates, at different times and in different places. Some changes are predictable, recurrent or cyclic, while others are unpredictable or erratic. Change can bring about further change.
Sustainability
It involves adopting ways of thinking and behaving that allow individuals, groups, and societies to meet their needs and aspirations without preventing future generations from meeting theirs. Sustainable interaction with the environment may be achieved by preventing,
limiting, minimising or correcting environmental damage to water, air and soil, as well as considering ecosystems and problems related to waste, noise, and visual pollution.
Idiographic and Nomothetic concept in Geography
Nomothetic and idiographic are terms used by Neo-Kantian philosopher Wilhelm Windelband to describe two distinct approaches to knowledge, each one corresponding to a different intellectual tendency, and each one corresponding to a different branch of academe.
Historical Background
Nineteenth century German philosopher Wilhelm Windelband, a neo-Kantian, introduced these terms and defined their distinctions.
Windelband used nomothetic to describe an approach to producing knowledge that seeks to make large-scale generalizations. This approach is common in the natural sciences and is considered by many to be the true paradigm and goal of the scientific approach.
With a nomothetic approach, one conducts careful and systemic observation and experimentation to derive results that can be applied more broadly outside the realm of study.
We might think of them as scientific laws or general truths that have come from social science research. In fact, we can see this approach present in the work of early German sociologist Max Weber, who wrote about the processes of creating ideal types and concepts meant to serve as general rules.
On the other hand, an idiographic approach is one that is specifically focused on a particular case, place, or phenomenon. This approach is designed to derive meanings particular to the research target, and it is not necessarily designed for extrapolating generalizations.
Ideographic Concept
Idiographic is based on what Kant described as a tendency to specify, and is typical for the humanities. It describes the effort to understand the meaning of contingent, unique, and often cultural or subjective phenomena.
The idiographic approach is focused on an individual case and aims at finding out details about the individual case, this may be a person, as in the case of psychology where it is used to understand the behaviour and personality attributes of the individual, or a society, as in sociology. Ethnographers usually carry out such research; they use the methods such as participant observation, interviews. The ethnographers typically go to the field/society or the group of people that they wish to study and spend years at a stretch trying to observe the most intricate details of their everyday life- such as their patterns of interaction, their rituals, and their kinship ties, etc. thus one can say that the ideological approach studies the society at a micro-level. The study of Trobriand Islanders by Malinowski thus uses the idiographic approach as it is the detailed study of the life of the people there, the results derived from this study are specific to the field and generalizations cannot be applied to other societies.
Nomothetic Concept
Nomothetic is based on what Kant described as a tendency to generalize, and is typical for the natural sciences. It describes the effort to derive laws that explain types or categories o f objective phenomena, in general.
The nomothetic approach, on the other hand, is an approach typical to the natural sciences, where broad generalizations are to be made. Sociologists also have come to use this approach; in this, the research is carefully conducted to bring out results that one can apply to the broader society, e.g. the concept of ideal types as given by Max Weber, which he said to
be common to all societies and thus a broad generalization. This approach aims to study society at a more macro level, using quantitative methods, such as objective questionnaires that are easier to analyse and help us make generalizations. The aim is to be able to apply such generalizations even outside the field of study, thus generalizations which are universal, such as those of the scientific laws.
Nomothetic vs. idiographic concept
Idiographic and nomothetic methods represent two different approaches to understanding social life.
An idiographic method focuses on individual cases or events. Ethnographers, for example, observe the minute details of everyday life to construct an overall portrait of a specific group of people or community.
A nomothetic method, on the other hand, seeks to produce general statements that account for larger social patterns, which form the context of single events, individual behaviours, and experience.
A key debate is the one between the two research methods: nomothetic and idiographic. The debate concerns which method of enquiry is more important and which would allow greater and more valid investigation into the field of psychology.
Nomothetic research is about attempting to establish general laws and generalisations.
The focus of the nomothetic approach is to obtain objective knowledge through scientific methods. Hence, quantitative methods of investigation are used, to try and produce statistically significant results. The subsequent laws that are created can be categorised into three kinds: classifying people into groups, establishing principles and establishing dimensions. An example of this from the world of psychology is the
‗Diagnostic and statistical Manuals of Mental Disorders‘ (DSM), which provides the classifications for mental disorders, hence classifying people into groups.
The method of investigation used by the nomothetic approach collects scientific and quantitative data. To do this, experiments and observations are used, and group averages are statistically analysed to create predictions about people in general. An example of this is Milgrim‘s experiments on obedience. From his scientific experiments he found that 65% of his participants would harm another person, (via a 450v electric shock) potentially killing them, within the presence of an authority figure. Although there were many ethical issues with his experiment including the deception involved and potential harm to the participant, this is an example of nomothetic research. Milgrim repeated his experiments many times and as a result created his laws of obedience.
The nomothetic approach is considered scientific due to its‘ precise measurement, prediction and control of behaviour, investigations of large groups, objective and controlled methods allowing for replication and generalisation. Due to this, it has
helped psychology become more scientific by developing theories that can be empirically tested. This is one of the key criteria of a science.
However the nomothetic approach does have its limitations. It has been accused of losing sight of the ‗whole person‘, due to its extensive use of group averages. It also may give a superficial understanding, as people may display the same behaviour, but for different reasons. Another limitation of this approach is that predictions can be made about groups, but not the individual.
The idiographic approach, unlike the nomothetic approach, focuses on the individual.
It suggests that everyone is unique and therefore everyone should be studied in an individual way. Due to this, no general laws are possible. The methods of investigation, by this approach tend to collect quantitative data, investigating the individual. Case studies are the most common method, but other research methods include: unstructured interviews, self-reports, autobiographies and personal documents.
Unlike the nomothetic approach, this provides a more complete understanding of the individual. As a result of this focus the individual is more likely to feel valued and unique. Also despite claims, that this approach is unscientific, it does satisfy some of the key aims of a science i.e. description and understanding. However as subjective experience cannot be empirically tested, it remains unscientific. Despite this it is difficult to generalise from subjective knowledge of one person, no matter how detailed it is.
As it stands the nomothetic and idiographic approach, both make valid contributions to research. However the relative value of each approach depends upon the purpose of the research. The idiographic approach is better suited to description, while idiographic is suited
to predictions. The two approaches can be seen as complementary, idiographic research can further develop a nomothetic law. It may also serve as a source of ideas and hypotheses for later study.
Applications
In psychology: idiographic describes the study of the individual, who is seen as a unique agent with a unique life history, with properties setting him/her apart from other individuals (see idiographic image). A common method to study these unique characteristics is an (auto) biography, i.e. a narrative that recounts the unique sequence of events that made the person who she is. Nomothetic describes the study of classes or cohorts of individuals. Here the subject is seen as an exemplar of a population and their corresponding personality traits and behaviours. It is widely held that the terms idiographic and nomothetic were introduced to American psychology by Gordon Allport in 1937, but Hugo Münsterberg used them in his 1898 presidential address at the American Psychological Association meeting. This address was published in Psychological Review in 1899.
In sociology: the nomothetic model tries to find independent variables that account for the variations in a given phenomenon (e.g. what is the relationship between
timing/frequency of childbirth and education?). Nomothetic explanations are probabilistic and usually incomplete. The idiographic model focuses on a complete, in-depth understanding of a single case.
In anthropology: idiographic describes the study of a group, seen as an entity, with specific properties that set it apart from other groups. Nomothetic refers to the use of generalization rather than specific properties in the same context.
Deductive Concept
During the scientific process, deductive reasoning is used to reach a logical true conclusion.
Another type of reasoning, inductive, is also used. Often, people confuse deductive reasoning with inductive reasoning, and vice versa. It is important to learn the meaning of each type of reasoning so that proper logic can be identified.
Deductive reasoning: Deductive reasoning is a basic form of valid reasoning. Deductive reasoning, or deduction, starts out with a general statement, or hypothesis, and examines the possibilities to reach a specific, logical conclusion, according to California State University.
The scientific method uses deduction to test hypotheses and theories. "In deductive inference, we hold a theory and based on it we make a prediction of its consequences. That is, we predict what the observations should be if the theory were correct. We go from the general — the theory — to the specific — the observations," said Dr. Sylvia Wassertheil-Smoller, a researcher and professor emerita at Albert Einstein College of Medicine.
Deductive reasoning usually follows steps. First, there is a premise, then a second premise, and finally an inference. A common form of deductive reasoning is the syllogism, in which two statements — a major premise and a minor premise — reach a logical conclusion. For example, the premise "Every A is B" could be followed by another premise, "This C is A."
Those statements would lead to the conclusion "This C is B." Syllogisms are considered a good way to test deductive reasoning to make sure the argument is valid.
For example, "All men are mortal. Harold is a man. Therefore, Harold is mortal." For deductive reasoning to be sound, the hypothesis must be correct. It is assumed that the premises, "All men are mortal" and "Harold is a man" are true. Therefore, the conclusion is logical and true. In deductive reasoning, if something is true of a class of things in general, it is also true for all members of that class.
A deductive approach is concerned with ―developing a hypothesis (or hypotheses) based on existing theory, and then designing a research strategy to test the hypothesis‖
It has been stated that ―deductive means reasoning from the particular to the general. If a causal relationship or link seems to be implied by a particular theory or case example, it might be true in many cases. A deductive design might test to see if this relationship or link did obtain on more general circumstances‖
Deductive approach can be explained by the means of hypotheses, which can be derived from the propositions of the theory. In other words, deductive approach is concerned with deducting conclusions from premises or propositions.
Deduction begins with an expected pattern ―that is tested against observations, whereas induction begins with observations and seeks to find a pattern within them‖
According to California State University, deductive inference conclusions are certain provided the premises are true. It's possible to come to a logical conclusion even if the generalization is not true. If the generalization is wrong, the conclusion may be logical, but it may also be untrue. For example, the argument, "All bald men are grandfathers. Harold is bald. Therefore, Harold is a grandfather," is valid logically but it is untrue because the original statement is false.
Advantages of Deductive Approach
Deductive approach offers the following advantages:
Possibility to explain causal relationships between concepts and variables
Possibility to measure concepts quantitatively
Possibility to generalize research findings to a certain extent
Stages of Deductive Approach
Generally, studies using deductive approach follow the following stages:
1. Deducing hypothesis from theory
2. Formulating hypothesis in operational terms and proposing relationships between two specific variables
3. Testing hypothesis with the application of relevant method (s). These are quantitative methods such as regression and correlation analysis, mean, mode and median and others.
4. Examining the outcome of the test, and thus confirming or rejecting the theory. When analysing the outcome of tests, it is important to compare research findings with the literature review findings.
5. Modifying theory in instances when hypothesis is not confirmed.
Inductive Concept
Inductive reasoning is the opposite of deductive reasoning. Inductive reasoning makes broad generalizations from specific observations. Basically, there is data, then conclusions are drawn from the data. This is called inductive logic, according to Utah State University.
"In inductive inference, we go from the specific to the general. We make many observations, discern a pattern, make a generalization, and infer an explanation or a theory," Wassertheil- Smoller told Live Science. "In science, there is a constant interplay between inductive inference (based on observations) and deductive inference (based on theory), until we get closer and closer to the 'truth,' which we can only approach but not ascertain with complete certainty."
An example of inductive logic is, "The coin I pulled from the bag is a penny. That coin is a penny. A third coin from the bag is a penny. Therefore, all the coins in the bag are pennies."
Even if all of the premises are true in a statement, inductive reasoning allows for the conclusion to be false. Here's an example: "Harold is a grandfather. Harold is bald. Therefore, all grandfathers are bald." The conclusion does not follow logically from the statements.
Inductive reasoning has its place in the scientific method. Scientists use it to form hypotheses and theories. Deductive reasoning allows them to apply the theories to specific situations.
Difference between Deductive and Inductive Reasoning
Most everyone who thinks about how to solve problems in a formal way has run across the concepts of deductive and inductive reasoning.
First, both deduction and induction are ways to learn more about the world and to convince others about the truth of those learning. None of these terms would mean anything or are useful to anyone if they weren‘t used to do something useful, like determining who committed a crime, or how many planets might harbour life in the Milky Way galaxy. Induction and Deduction help us deal with real-world problems.
The biggest difference between deductive and inductive reasoning is that deductive reasoning starts with a statement or hypothesis and then tests to see if it‘s true through observation, where inductive reasoning starts with observations and moves backward towards generalizations and theories.
Deduction moves from idea to observation, while induction moves from observation to idea.
Deduction moves from more general to more specific, while induction moves from more specific to more general.
Deductive arguments have unassailable conclusions assuming all the premises are true, but inductive arguments simply have some measure of probability that the argument is true—based on the strength of the argument and the evidence to support it.
This gives some measure of support for the argument that the bag only has pennies in it, but it‘s not complete support like we see with deduction.
Deduction has theories that predict an outcome, which are tested by experiments.
Induction makes observations that lead to generalizations for how that thing works.
If the premises are true in deduction, the conclusion is definitely true. If the premises are true in induction, the conclusion is probably true.
Deduction is hard to use in everyday life because it requires a sequential set of facts that are known to be true. Induction is used all the time in everyday life because most of the world is based on partial knowledge, probabilities, and the usefulness of a theory as opposed to its absolute validity.
Deduction is more precise and quantitative, while induction is more general and qualitative.
Summary
Deduction gets you to a perfect conclusion—but only if all your premises are 100%
correct.
Deduction moves from theory to experiment to validation, where induction moves from observation to generalization to theory.
Deduction is harder to use outside of lab/science settings because it‘s often hard to find a set of fully agreed-upon facts to structure the argument.
Induction is used constantly because it‘s a great tool for everyday problems that deal with partial information about our world, and coming up with usable conclusions that may not be right in all cases.
Be willing to use both types of reasoning to solve problems, and know that they can often be used together cyclically as a pair, e.g., use induction to come up with a theory, and then use deduction to determine if it‘s actually true.
The main thing to avoid with these two is arguing with the force of deduction (guaranteed to be true) while actually using induction (probability based on strength of evidence).
Environmental Concept
Now a day the word environment is often being used by almost all people around us, on television and in newspapers. Everyone is speaking about the protection and pre-serration of environment. Global summits are being held regularly to discuss environmental issues.
During the last hundred years, the mutual relationship among environment, social organization and culture has been discussed in sociology, anthropology and geography. All this shows the increasing importance of environment. Besides, it is a fact that life is tied with the environment.
Meaning and Definition:
The term environment has been derived from a French word ―Environia‖ means to surround.
It refers to both abiotic (physical or non-living) and biotic (living) environment. The word environment means surroundings, in which organisms live. Environment and the organisms
are two dynamic and complex component of nature. Environment regulates the life of the organisms including human beings. Human beings interact with the environment more vigorously than other living beings. Ordinarily environment refers to the materials and forces that surround the living organism.
Environment is the sum total of conditions that surrounds us at a given point of time and space. It is comprised of the interacting systems of physical, biological and cultural elements which are interlinked both individually and collectively. Environment is the sum total of conditions in which an organism has to survive or maintain its life process. It influences the growth and development of living forms.
1. According to P. Gisbert ―Environment is anything immediately surrounding an object and exerting a direct influence on it.‖
2. According to E. J. Ross ―Environment is an external force which influences us.‖
Components of Environment:
Environment mainly consists of atmosphere, hydrosphere, lithosphere and biosphere. But it can be roughly divided into two types such as (a) Micro environment and (b) Macro environment. It can also be divided into two other types such as (c) Physical and (d) biotic environment.
(a) Micro environment refers to the immediate local surrounding of the organism.
(b) Macro environment refers to all the physical and biotic conditions that surround the organism externally.
(c) Physical environment refers to all abiotic factors or conditions like temperature, light, rainfall, soil, minerals etc. It comprises of atmosphere, lithosphere and hydrosphere.
(d) Biotic environment includes all biotic factors or living forms like plants, animals, Micro- organisms.
Environmental Principles and Concepts
Environment-based education programs ―are vibrant, living programs that engage students and teachers in active learning that has meaning for their daily lives and for their futures.
And, they give students from diverse backgrounds an opportunity to become active, contributing members of the global society of the twenty-first century‖ (Lieberman, 2013).
Principle 1: The continuation and health of individual human lives and of human communities and societies depend on the health of the natural systems that provide essential goods and ecosystem services.
Concept A - The goods produced by natural systems are essential to human life and to the functioning of our economies and cultures.
Concept B - The ecosystem services provided by natural systems are essential to human life and to the functioning of our economies and cultures.
Concept C - The quality, quantity, and reliability of the goods and ecosystem services provided by natural systems are directly affected by the health of those systems.
Principle 2: The long-term functioning and health of terrestrial, freshwater, coastal, and marine ecosystems are influenced by their relationships with human societies.
Concept A - Direct and indirect changes to natural systems due to the growth of human populations and their consumption rates influence the geographic extent, composition, biological diversity, and viability of natural systems.
Concept B - Methods used to extract, harvest, transport, and consume natural resources influence the geographic extent, composition, biological diversity, and viability of natural systems.
Concept C - The expansion and operation of human communities influences the geographic
extent, composition, biological diversity, and viability of natural systems.
Concept D - The legal, economic, and political systems that govern the use and management
of natural systems directly influence the geographic extent, composition, biological diversity, and viability of natural systems.
Principle 3: Natural systems proceed through cycles that humans depend upon, benefit from, and can alter.
Concept A - Natural systems proceed through cycles and processes that are required for their
functioning.
Concept B - Human practices depend upon and benefit from the cycles and processes that operate within natural systems.
Concept C - Human practices can alter the cycles and processes that operate within natural
systems.
Principle 4: The exchange of matter between natural systems and human societies affects the long-term functioning of both.
Concept A - The effects of human activities on natural systems are directly related to the quantities of resources consumed and to the quantity and characteristics of the resulting by products.
Concept B - The by-products of human activity are not readily prevented from entering natural systems and may be beneficial, neutral, or detrimental in their effect.
Concept C - The capacity of natural systems to adjust to human-caused alterations depends
on the nature of the system as well as the scope, scale, and duration of the activity and the nature of its by-products.
Principle 5: Decisions affecting resources and natural systems are based on a wide range of considerations and decision-making processes.
Concept A - There is a spectrum of what is considered in making decisions about resources
and natural systems and how those factors influence decisions.
Concept B - The process of making decisions about resources and natural systems, and how
the assessment of social, economic, political, and environmental factors has changed over time.
Concept of Sustainable development
Sustainable development is the organizing principle for meeting human development goals while simultaneously sustaining the ability of natural systems to provide the natural resources and ecosystem services based upon which the economy and society depend.
Sustainable development has been defined in many ways, but the most frequently quoted definition is from Our Common Future, also known as the Brundtland Report: "Sustainable development is development that meets the needs of the present without compromising the ability of future generations to meet their own needs."
What is Sustainable Development?
Sustainability is development that satisfies the needs of the present without compromising the capacity of future generations, guaranteeing the balance between economic growth, care for the environment and social well-being.
Sustainable development is a concept that appeared for the first time in 1987 with the publication of the Brundtland Report, warning of the negative environmental consequences of economic growth and globalization, which tried to find possible solutions to the problems caused by industrialization and population growth.
How to Achieve Sustainable Development?
Many of the challenges facing humankind, such as climate change, water scarcity, inequality and hunger, can only be resolved at a global level and by promoting sustainable development: a commitment to social progress, environmental balance and economic growth.
As a part of a new sustainable development roadmap, the United Nations approved the 2030 Agenda, which contains the Sustainable Development Goals, a call to action to protect the planet and guarantee the global well-being of people. These common goals require the active involvement of individuals, businesses, administrations and countries around the world.
What are the Sustainable Development Goals?
The Sustainable Development Goals, also known as the Global Goals, are a call from the United Nations to all countries around the world to address the great challenges that humanity faces and to ensure that all people have the same opportunities to live a better life without
compromising our planet. There are ‗17 SSustainable Development Goals (DGs)’, these are as follows:
1. No Poverty 2. Zero Hunger
3. Good Health and Well-Beings 4. Quality Education
5. Gender Equality
6. Clean Water and Sanitation 7. Affordable and Clean Energy
8. Decent Work and Economic Growth 9. Industry Innovation and Infrastructure 10. Reduced Inequalities
11. Sustainable Cities and Communities 12. Responsible consumption and production 13. Climate Action
14. Life below Water 15. Life on Land
16. Peace Justice and Strong Institutions 17. Partnerships of the Goals
17 Goals of Sustainable Development for a Better World
These 17 objectives are interrelated and often the key to one's success will involve the issues most frequently linked to another. They can be summarised as follows:
Goal 1: End poverty in all its forms everywhere
Goal 2: End hunger, achieve food security and improved nutrition, and promote sustainable agriculture
Goal 3: Ensure healthy lives and promote well-being for all at all ages
Goal 4: Ensure inclusive and equitable quality education and promote life-long learning opportunities for all
Goal 5: Achieve gender equality and empower all women and girls
Goal 6: Ensure availability and sustainable management of water and sanitation for all
Goal 7: Ensure access to affordable, reliable, sustainable, and modern energy for all
Goal 8: Promote sustained, inclusive, and sustainable economic growth, full and productive employment, and decent work for all
Goal 9: Build resilient infrastructure, promote inclusive and sustainable industrialization, and foster innovation
Goal 10: Reduce inequality within and among countries
Goal 11: Make cities and human settlements inclusive, safe, resilient, and sustainable Goal 12: Ensure sustainable consumption and production patterns
Goal 13: Take urgent action to combat climate change and its impacts
Goal 14: Conserve and sustainably use the oceans, seas, and marine resources for sustainable development
Goal 15: Protect, restore, and promote sustainable use of terrestrial ecosystems, sustainably manage forests, combat desertification, and halt and reverse land degradation and halt biodiversity loss
Goal 16: Achieve peaceful and inclusive societies, rule of law, effective and capable institutions
Goal 17: Strengthen means of implementation and revitalize the global partnership for sustainable development
Sustainable Development in the 21st century (SD21): Objectives
The overarching objective of the project is to construct a coherent vision of sustainable development in the 21st century, which will contribute to the success of the Rio+20
conference. The project, funded by the European Commission - Directorate-General for Environment, aims to provide a high quality analytical input to the Rio+20 conference.
The specific objectives of the project are the following:
Prepare a substantive contribution to the debate in the UNCSD in 2012, which takes stock of the changes having occurred since the Earth Summit in 1992 and provide a clear vision and way forward for the international community, national governments, partnerships and other stakeholders in implementing the sustainable development agenda in an integrated manner.
Construct a coherent vision on sustainable development in the 21st century and analyse feasible pathways to sustainability.
Synthesize analytical and applied policy work regarding menus of policy options for a more sustainable, green growth that consider the specific economic, social, environmental and institutional context of countries in different stages of economic development.
Background
The United Nations Conference on Sustainable Development (UNCSD), which will gather UN member states and other stakeholders in Brazil in 2012, is a key occasion to take stock of 20 years of action at all levels to promote sustainable development, and to provide a clear vision and way forward for the international community, national governments, partnerships and other stakeholders in implementing the sustainable development agenda in an integrated manner.
Knowledge must inform action - knowledge of what has and has not worked for sustainable development in the past 20 years, knowledge as well of important changes and new
challenges that have emerged in the past generation. Only on this basis can we develop a clear vision of sustainable development for the 21st century. That vision needs to incorporate and build upon the rich output of various global assessments - including climate change, water, energy, and ecosystems - as well as the policy lessons from experience, respond to the evolving nature of the challenges, and draw upon the latest research on integrating sustainability and development into a common agenda. It also needs to recognize and motivate the contribution of all inhabitants of planet earth.
The SD21 project is built around a series of studies that will inform a synthesis report,
"Sustainable development in the 21st century" (SD21). The SD21 body of studies is expected to become an important analytical and political contribution in its own right. Studies under the SD21 project will cover the following topics: assessment of progress since the Earth Summit; emerging issues; long-term sustainable development scenarios; tools for managing sustainable economies; national and international institutions for sustainable development;
and sector assessments.
Summery and conclusion
Sustainable development has been defined in many ways, but the most frequently quoted definition is from Our Common Future, also known as the Brundtland Report.
"Sustainable development is development that meets the needs of the present without compromising the ability of future generations to meet their own needs."
Sustainability is the foundation for today‘s leading global framework for international cooperation – the 2030 Agenda for Sustainable Development and its Sustainable Development Goals (SDGs).
Each of the 17 SDGs has specific targets to be achieved by 2030. The goals and targets are universal, meaning they apply to all countries around the world, not just poor countries.
Reaching the goals requires action on all fronts – governments, businesses, civil society and people everywhere all have a role to play.
To find out more about the Sustainable Development Goals, explore our SDG Knowledge Hub – an online resource center for the latest news, original commentary from our experts,
guest articles from key actors in SDG implementation, and a calendar of upcoming events related to the 2030 Agenda.
