latest news from 50 college coalition for sdgs
https://opensocietyuniversitynetwork.org/ events next past -access learning curves of educational revolutionaries ABC - Abed, Botstein, Crow ... Soros what do sdg-youth want to learn from & celebrate actionably with new york & UN & nature's borderless goals for human wellbeing? tours 10

,close encounters:
of healthy kind, of servant leader kind, of food security, of education kind, of credit kind, of solar kind, of other machine intel kind


afore ye go global with tech, value 4 humansAI system gravities
bullseye poverty; red community/family-sustaining goals 2-6
blue tradefor sdgs channel goals 7-12; 13-16 green revolution - not seen humansai : triangularise collaboration exponentials public, private by youth


edu as if all teens lives matter- see maps brooklyn, rest ny suburbs, rest ny state
health beyond covid with cuomohealth with bloomberg-hopkinshealth with james grant global school of vaccines and health
young scholars of us's number 1 monetary economist and philanthropist soros- economist for sdgs, global performing arts & fashions, multilingual youth ambassadors, twin city special vienna, dhaka:women's world's number 1 ngo coalition, berlin, palestine
global investment funds - soros:global board- deep data for every society and climate: bloomberg, blackstone, schwarzman
action-learning networks of ban ki-moon, jim kim, & antonio guterres
- schwab links unga with 5 hubs of industrial rev 4 - san fran, tokyo, beijing delhi, geneva as well as world economics davos winter and world innovation champions china summer and 400 global youth shapers hubsfall priority young journalism briefs- chennai bay and carribean for america's most powerful woman

Sunday, January 31, 2021

new uni most exciting debate in 2020 reprise -thank you michael crow

 .HESI Special Event: Where Next? Reimagining Further Education for the Future

The SDG Academy
On July 8, 2020, the Higher Education Sustainability Initiative (HESI) hosted this special event alongside the United Nations ... 

transcript starting in 81st minute  extract 80.40  president arizona state uni, with covid and other www community crises, we are where we are, not only because of politics and capitalism, but at the root of it all is us the universities- we are universally inadequate to what lies ahead in terms of the future of our species and our relationship to our beautiful planet which we are all dependent on -let me outline 5 inadequacies

1 we are inadequate in terms of our self-awareness- institutions of higher edu nof the net outcome of our design – why do we have business schools that are teaching economic models that are working against our own in sustainability, why do we have a lack of communication between chemists and biologists and economists and engineers and philosophers and historians and everyone else -82:33
inadequate. We are wholly, universally inadequate to
82:38 what lies ahead in terms of the future of our species and our relationship with 82:42
this beautiful planet that we're all dependent on it. Let me outline five
82:47 arguments for that. First, I think that we're inadequate in terms of our
82:52 self-awareness, as an institution of higher education or as institutions of 82:56 higher education, of the net outcome of our design. Why do we have business 83:00 schools teaching economic models that are in fact working against our own 83:06 sustainability? Why do we have a lack of communication between chemists 83:13and biologists and economists and engineers and philosophers and 83:18 historians and everyone else who sit inside university environments arguing 83:24 with each other in ways that are not just about intellectual development but 83:28 are in some ways inane? And so we have never thought ourselves, 83:35 we've never been adequately focused on our own self-awareness to understand 83:41
that in fact our highly disciplinary design, as Jeff Sachs indicated, our
83:46 highly structured way of doing things, our way in which theories evolve, our 83:50 ways in which faculty are recognized, the ways in which knowledge is advanced, the 83:55 net outcome of all of that is exactly where we are in terms of a non- sustainable trajectory,83:59 the non-sustainable trajectory that we're on is 84:03 a product of us. Point number one. Point number two: that same university 84:10 enterprise, that same higher education enterprise, is inadequate in terms 84:15 of its production of systems-level tools. We're an observer. We're obsessed with 84:22
reductionism. We're obsessed with the belief that somehow if we can only
84:26 understand everything down to the atomic scale, if we could only understand 84:31 everything at the genetic and sub-genetic mechanism, that somehow we would 84:37 be able to find the solution to all things. And so the answer is, no,84:41 reductionism is not the method by which we will gain an understanding of the 84:46 interconnectedness of the systems of the planet and the role of humans. It's only 84:50 through our ability to emerge systems-level thinking of equal 84:55 intellectual stature and of equal intellectual value. Third, our 85:01 universities and our higher education systems in the United States and in 85:05 other parts of the world are completely inadequate in terms of their 85:08 intellectual diversification, their cultural diversification, their socioeconomic diversification,85:13 their lack of recognition of indigenous cultures and
85:18 indigenous knowledge, the dismissal of entire cultural paradigms, all around 85:26 this notion of somehow there being one path and one trajectory and one route 85:31 forward. Well, there isn't. And this lack of diversification, lack of women in 85:37 science, technology, engineering, and math, lack of cultural diversification at 85:43 universities which actually is accelerating not decelerating. That 85:47 lack of diversification is accelerating if you look around the world, is in fact 85:52 limiting our overall intellectual contribution. We have a narrower and 85:57
narrower intellectual contribution ,not a broader and broader intellectual
86:01 contribution. So that's the third factor that I think is a key part of the design 86:06 limits. I think forth, and I would probably rank 86:10 this actually first, universities really don't care as institutions about much of
86:14 anything. They care about bringing in faculty. They care about hiring faculty.86:19They care about having students. They care about their budgets. They care about 86:23 arguing with the government to get more money. But they don't really care 86:26 about sustainable outcomes as an institution. They do not take activist 86:32 positions, intellectual activist positions, as Jeff has built his career 86:36 around, and some of the rest of us have been fighting for decades. We just 86:40 sit back and say, "Well, we did what we could do. We educated the people we could 86:43 educate. We put out the theories that we could put out, and
86:46 we're really sorry that the politicians are too stupid or or too 86:51
lazy or businesses are too greedy or too selfish." And so this notion of not taking 86:57 some sense of responsibility, we don't realize that it is in fact our own lack 87:03 of transdisciplinary capability, our own lack of adequate, our own lack of 87:09 diversification. It's our own lack of systems-level thinking, it's our own 87:13 obsession with reductionism that actually has brought us to this point. So 87:18 when we look out and we're concerned about rapidly rising CO2 levels or we're 87:21 concerned about the overwhelming human consumption, and a manifestly negative
87:28 overwhelming consumption of fresh water, or the elimination of the entire fishing 87:33 stock or conservation disruptions on a global 87:37
scale of geological time, we don't realize that that we're responsible for
87:43 that. If you take response⁠—if you know you've contributed to something and it's not87:47going well, if you're a responsible person or a responsible institution, you 87:51 change what you're doing. We don't have much change in what we're doing.87:54 Fifth on my list is, universities are archaic, at least in the European model, 88:01 archaic, slow, non-adaptable, non-technologically sophisticated 88:05 institutions. We're not moving at the speed of climate change. We're not moving
88:11at the speed of complexity, of complexification. We're too slow. We have 88:17no sense of time. We might argue about something for 15 years and in the same 88:22 15 years the Ross Ice Shelf cracked off of Antarctica and led to some 88:27 massive change in the in the ocean circulation cycle and thus impacting 88:34 climate etcetera, etcetera. So the five points here: inadequate self-awareness,88:38 inadequate emergence of systems-level thinking, wholly inadequate 88:42 diversification of the university itself, no sense of moral duty or moral 88:46responsibility as institutions, and inadequate speed and adaptability. If we 88:51 don't change those things, there's not going to be any climate adaptation or 88:55 climate change. There's not going to be movement back towards a sustainable 88:59
trajectory because we're not producing the people, the ideas, the tools, the
89:04 mechanisms, the devices, the theories, the assumptions⁠—the young students who 89:08 are just presenting, they get this. They understand that they enter a university 89:12 which is in fact an archaic institution,incapable of having self-awareness 89:17 relative to where we're headed. So what are we doing at my institution arizona state, we've 89:22 done everything and then some, and still it's a slow slog. We've built the Global 89:28
Futures Laboratory, the Global Institute of Sustainability. We're
89:31 dramatically lowering our carbon footprint. We have thousands and
89:34 thousands of students. We change the design of engineering. We changed parts 89:38 of the design of our business schools. We built a new school on the Future of 89:41 Innovation and Society, a new School of Sustainability, and we're still moving 89:47 too slow. And so I think the point I'd like to make to 89:50 the audience here is, let's listen to these students. They have a sense, they 89:54 have an awareness, and they are able to see immediately upon entry into our
89:59 bureaucratic institutions that we're inadequate to the assignment and we 90:06 ought to take that as a serious, serious criticism. Now let me tell you 90:09
what's happening right now. So right now, and COVID sort of expresses this, we are 90:14 largely as colleges and universities place-based institutions, driven where we 90:21think that excellence is a function of who we exclude, and this is true all over 90:24 the world, where our structure, our technology, our flexibility, our 90:29
adaptability are completely inadequate. So my message to ministers, to UN leaders,90:35 to SDSN leaders, to higher education leaders, to students, to faculty, is that 90:40 let's shake it up. It is time to shake the foundation of the universities and 90:45 have them raise their hand and say, "Yes. We want to be responsible for the 90:50 climate outcome of our planet, for our species outcome, for the 90:56 sustainability of our species." And to do that we're going to have to change 91:00 everything down to the root. So I think that's about 12 minutes and I'll 91:05 stop there.91:13

Ok. Thank you, President Crow. I like the way you framed it because

Saturday, January 30, 2021

CROW UPD BEV 2021

 

Opinion: The untapped role of universities in scaling innovation

ASU has partnered with USAID, the Kwame Nkrumah University of Science and Technology, and civil society and private sector partners to strengthen the university’s capacity to support effective supply chains in Ghana and across Africa. Photo by: ASU

As institutions tasked with the specific purpose of generating, synthesizing, and transmitting knowledge, research universities play a unique role in national and global innovation systems. Through new forms of engagement with the broader development community — especially donors and global foundations — innovative universities throughout the world can, and must, work together to co-create solutions to local challenges and scale them up to meet the needs of the world’s most vulnerable.

Donor agencies have long looked to universities for their obvious expertise in higher education; but what has become clearer — especially in the past decade — is that those committed to global development can work alongside higher education institutions in low- and middle-income countries to co-create research-based, socially responsive, and scalable innovations. Global research universities must prioritize engagement and collaboration with universities and stakeholders throughout these countries to help build their capacity to lead in research and innovation-led solutions to solve core societal problems.

Q&A: How COVID-19 can help reshape access to higher education

While COVID-19 has generated the most severe disruption to global education in history, it has also presented new opportunities. Devex spoke to ASU’s vice president of global academic initiatives about how the pandemic is reshaping access to higher education.

Governments and funders — including aid agencies, foundations, and corporations — should support these efforts through strategies and initiatives that fully engage the immense knowledge creation capacity of universities to address poverty reduction, public health, access to education, economic growth, governance, and sustainability.

Scaling solutions through local higher education institutions

Designing solutions that work at social scale requires precise alignment between the vision of innovators and complex real-world demands across many different contexts: local higher education institutions are ideally situated to understand needs and opportunities within their own communities. Although these institutions are closely connected to government ministries and bring expertise across disciplines, they often lack the financial, organizational, and infrastructural capacity for solutions-oriented research that can be translated into impact at the national, regional, and global level.

Devex World 2020: Innovation at Scale: Rethinking the Design of Higher Education. Via YouTube.

Many top research universities bring significant assets for strengthening the ability of higher learning institutions in LMICs to meet these demands. Spanning education, research, government, and the private sector, forward-thinking research universities bring vast networks and connectivity to many organizations, and increasingly, their reach extends globally.

The most effective global research universities have designed pathways for moving innovations into society through innovative approaches to research translation, technology transfer, organizational design, and programming. These approaches can be adapted to partner with and strengthen higher education institutions in LMICs.

The role of universities in tackling social challenges

Although universities have been engaged in development implementation for decades, some of their most significant advantages — in comparison to traditional implementers — remain underutilized. First, they are uniquely suited to help institutions in LMICs become more effective, not only in teaching and learning, but also in restructuring research enterprises and mounting effective responses to economic and social needs.

Secondly, they bring experience in translating research into action through partnerships, entrepreneurship, and engagement with communities.

Finally, they can act as enduring partners to local universities and communities long after projects are concluded, creating opportunities for future collaborations, coordinating and enabling access to international resources, and driving equitable knowledge exchange over the long term.

An increasing number of universities throughout high-income countries are already partnering with higher education institutions in LMICs to build capacity to respond to national and regional development challenges. Universities such as Arizona State University and the member institutions of the PLuS Alliance, for example, have not only redesigned their own operations to have a transformative impact on society, but are also committed to working with other universities to design new innovative approaches to meet the needs of the communities and countries they serve.

ASU has partnered with the U.S. Agency for International Development, the Kwame Nkrumah University of Science and Technology, and civil society and private sector partners to strengthen the university’s capacity to support effective supply chains in Ghana and across Africa. Strengthening supply chain knowledge and capacity helps support the massive efforts of governments and communities across health, food security, and economic growth.

ASU is also advancing these partnerships within the framework of “university design” — the application of design principles to the missions, operations, and cultures of higher education institutions to allow them to meaningfully address societal challenges. ASU is catalyzing transformation in global higher education through the University Design Institute, which has already worked with over 60 institutions in 15 countries to co-create locally driven approaches to address development challenges.

Realizing the full potential of universities as development actors requires universities in high-income countries to make bold commitments to global engagement and to intentionally leverage their knowledge and resources to support institutions in emerging countries. Donor organizations and agencies also play a key role in enabling partnerships that foster scalable, local innovation. Through new and expanded opportunities and programs, donors and institutions of higher learning across the world can collaborate to help the universities become leaders in local and regional development.

Catch up on Devex World 2020 conversations and insights.

Monday, January 18, 2021

https://compact.org/initiatives/carnegie-community-engagement-classification/

great discussion today of applying carnegiE engagement process in other countries - thanks to participants in africa,  aus and canada - also TO US MODERATOR ALBION IN MICHIGAN AND OF COURSE TALLOIRE AND BARD/OSUN

ust caught event on it with 5 views Photo by Karl Rabe
Monday, January 18, 2021
2:00 pm – 3:00 pm EST/GMT-5 
Online Event

Panelists: 
Mapendo Mindje, Graduate Student, University of Rwanda (Rwanda)
Verity Firth, Executive Director, Social Justice, University of Technology Sydney (Australia)
Leslie Van Rooi, Senior Director, Social Impact and Transformation, Stellenbosch University (South Africa)
Joanne Curry, Vice President, External Relations, Simon Fraser University (Canada)

Moderated by Mathew Johnson, President, Albion College (US) michigan - i will look to see if its on replay

Sunday, January 17, 2021

economistdiary.com 2021 - which events offer humans 3rd and last chance to love each other enough to sustain all children

story if children of 2000s are not invested and educated as first sd generation its the enbd of our species - see our 1984 book www.2025report.com

1st chance 1760s when 2 people at glasgow university started up the age of machines and humans - come revisit what they mapped and what happenened since forst 2 weeks november glasgow cop26 especially saturday nov 6 when guu buildings will host yout valuation events and celebrate first 10 years of the journal of youth economics and nbew youth university coalitions

2nd chance almost all nations borthed the un 1945 at opera house san francisco- 2 missions reboot major economies; free and sustain those who had been colonised

by 1960 things were looking amazingly possible
thanks to the legacy of von neumann moon races, satellite connectivity, artificial intel labs, computing were blossoming - out of mit facing atlantic coast, out of stanford facing pacific coast  .. futureoflife.org

japan had adopted 2 other americans solutions as more urgent for the two thirds of humans living on asian continent which largely japan and british empires had up to 1940s left behind - eg villagers with no access to electricity grids

borlaugs rice and veggies science was the first village network solution- at least a billion people were saved from famine - soo this was joined by other villagers solutions to prevent infants from dying including oral rehydration and immunization - the economist called this rural keynesianism - since its solutions are poorly understood in west- we aim to celebrate it here 
One of them is communist China, which has been following a policy which Macrae calls "rural Keynesianism." The others are "capitalist roaders" such as South ...
Apr 20, 1978 — Macrae, deputy editor of The Economist, call'> China's present-day rural Keynesianism are expressions of that compulsion. Washington and ...
and-with our close encounters series which started at glasgow journal of new economics in 2011 and which we aim to find 2021 partners to update anywhere -to help rsvp chris.macrae@yahoo.co.uk

demings better quality engineering led japan korea , taiwan into a whole range of innovations american manufacturers did not have energy for - bullet trains, contaier shipping, other solutions for building 20 million plus megacities, microelectronics, - this type of new economy spread down far east islands japan taiwan hong kong singapore and was first celebrated on the continent by south korea; from 1996 china

Sunday, December 6, 2020

towards cases composing an sdg curriculum

please help us with goal by goal lessons 

 goal 17 partners youth triangularuses private public partnership pop 2.0 - preferential option poor includes priortising how can each leap in tech apply to poorest going post-colonial-

 the first 185 years of glasgow uni's man and machines (first engineer james watt, first ethical economic mapping adam smith) ended in 2 world wars- the age of empires had failed to exclude eg access to electricity bgrids to over three quarters including continental asians majority of humans, and the south; 

the birth of the united nations san francisco opera house 1945- 5 extraordinary technologies mainly innovated by americans before 1960 -three tech advances closely connected with hungarian american john von neumann- father of programable computer, rapid development in communications media - tv satellite telecoms, space: nuclear- plus deming's transformation of the quality of being an engineering worker plus borlaug's leaps in village food security without which probably a billion would have starved over a billion asians mothers empowered their sons and daughter development beyond poverty aid needed changing from top down government bureaucratics to direct skills/cash transfers and wherever possible microfranchising village businesses with positive cashflow-- 

- economist survey rural keynesianism reports solutions shared by villagers in bangladesh and south china-- the 50 year curriculum of this 2020-1970 is most simply benchmarked round the solutions catalogue of fazle abed - so we try to comment on his solutions linked to the very poorest as well as others solutions

million-killer events -extreme poverty where life expectancy is in the 40s not the sixties or more
fazle abed experienced four and half events that were killing a million people each i his homeland during the 1970s
1 cyclone 1970 - probably the most concentrated cyclone on human record that killed a million people all around him in a week or so
2war of independence and displacement of peoples along religious lines 1971
3 famine 1974's was the biggest the region had seen
4 up to a third of children dying before the age of 5 - either due to diarrhea or not having enough nutrition during the first 100 days
4.5 many times more mothers dying of childbirth than other countries

if your places average life expectancy has not reached at least the 60s -due to these or other reasons you observe - then resilient community building to change this comes first - it connects all 6 goals together with disaster preparedness which in places without access to electricity requires urgent word of mouth networking as well as cultural/skills preparedness

jim kim whose life has been dedicated to health of the poorest until his 6 year stint at the world bank has made it very clear- national economic growth plans are not worth the paper they are written on if any of these basic human development structures are not in place- in other words health safe societies generate strong economies not vice versa

what brac did from year 2 of the new nation of bangladesh was identify health and nutrition including rehdration solutions that every rural family needed to apply- the capacity of community health turned out to be smething only vilagemothers could offer requiring both adult education programs eg every mother knowing how to rehydrate an infant with fever caused by diaarthea,  and wherever possible microfranchising positove cashflo family business- rice and other local agricultural solutions. a village para health franchise where mothers could make a living from 10 most hasin solutions of infant/maternal health

you can see that all of goals 2 hunger 3 health 4 education 5 changing the culture valuing womens productivity as much as men, 6 sanitation need skilled solutions and to build these finance designed for the poorest village women of bangladesh and asia needed invention of its own banking and bottom up grant systems


goal 1 poverty
the total system of allocating credit/money needs transformation wherever the extreme poverty of the type illustrated above occurs; there is a back from the future element to this- when new technologies eg solar as a leap beyond historic electricity grids, mobile as a leap beyond wired telecoms landed on mother earth, partnerships designing poorest applications needed to be prioritised; becausse sir fazle abed had risen in his twenties and early thirties to be regional ceo of royal dutch shell oil company he was always questioning timing for such possibilities though as we can see the first half of his 50 years of empowering rural womens networks brac 1072-1976 literally connected person to person training and support systems

while listing of goal solutions makes sense chronologically for goal 2-6, it may help every financier to see they have sustainability lessons to connect with abed's knowledge to describe the back from the future financial system abed had built by his death in 2019

partners of bkash brac's digital cash for the unbanked system early 200s to 2019 - bill gates has clarified he sees this as emerging as the most populous system serving over a billion unbanked

ultra a grant and apprentice system for the very poorest before they use financial services - started in bangladesh international partnership have extended to 8 countries and the overall method won the nobel economics proze 2019
 rural microfiance plus- the village circle system started by brac in the late1970s as soon as tens of thousands of mothers were operating village microfranchises- almost all of which had through fazle abed innovations redesigned the whole value chain of a market to value the productivity as well as empowerment of village mothers
from late 1990s city bank- funding small enterprises in cities from savings of daughters and sons who as second generation had moved from village o city
various forms of merchant banking for the poor not the least remittances- up to a third of bangladesh's income comes from diaspora remittances- brac international hq in netherlands seeks to help design the lowest cost remittance to village system as well as intercae development partners which has turned brag into the lathest ngo partnership in the world

 has long been anticipated as a transformational opportunity beyond any traps that paper money inadvertently or deliberately spun
latest un update sept 2020 - over 4 years digital task force has consulted wizards from 30 nations such as melinda gates and jack ma - all sorts of ai finance ideas are being piloted including sme stockmarket in one african country; its commonly agreed that the most scaleable solution for up to a billion unbanked is www.bkash.com connecting partners of fazle abed; however each digital market offices an opportunity to design digital cash for poorest - see eg jack ma's connection of finance to ecommerce; others are racing over deep data in markets such as health, agriculture, media of those whose demographics/lives matter had been included- all of these leap fowards are connected with universal accessibility of last phones only imaginable recently

village smartphones began bagladesh with grant from soros and mit tech wizards the quadir family - african cell phones for the oor took a lead with eg mpesa; all of this learning curve was integraed by bkash

during abed's first 25 years of empowering poorest village phones there were no electo=ricity grids let alone smart phones- so he developed microfinance wherever a replicabke village microfranchise could be developed -listed in other goals- as well as direc training grant process for the ultra poor

Monday, November 23, 2020

UPDATE FROM BRAC UNI VC VC

 

Publish Date: 
November 23rd, 2020

Facilitating online education at Brac University has been one of Vice-Chancellor Professor Vincent Chang’s most important responses to the Covid-19 pandemic. Virtual classes and the introduction of buX will path ways to the next generation of learning and teaching. Recently, he has been taking steps to strengthen the university’s ties with our international partners.

UK High Commissioner supporter of higher education in Bangladesh

The British High Commissioner to Bangladesh Robert Chatterton Dickson invited Professor Chang and VP International Jonathan Cartmell to his residence last week. The meeting was held under strict precautions due to the ongoing pandemic. Together with the Country Director of British Council Tom Miscioscia, they decided to establish a liaison between British universities and Brac University. The United Kingdom will help to improve higher education in Bangladesh. Such educational endeavours will greatly impact the international culture at the Brac University. 



(from left to right: Jonathan Cartmell, Tom Miscioscia, Robert Chatterton Dickson, Vincent Chang)

OSUN opening up new opportunities for Brac University

In the spirit of internationalization and online education, Professor Chang stayed closely connected to the Open Society University Network (OSUN) leadership team during lockdown. The network actively promotes virtual education and a lively exchange between the partnering institutions. Brac University was able to offer summer online classes to its students with renown institutions like Princeton University, Bard College and Central European University. 



(from left to right: Jonathan Becker, Leon Botstein, Vincent Chang)

While maintaining social distance and taking precautions, Professor Chang visited Jonathan Becker, Vice-Chancellor of OSUN, and Leon Botstein, President of Bard College, a few weeks ago in Annandale-on-Hudson, New York, USA. Bard College functions as the basis of OSUN and connects the partners and their initiatives. The three leaders spoke about the successful launch of the network, despite the challenges that the Covid-19 pandemic provided. OSUN links up universities and research institutions globally, which naturally places it in a position to communicate virtually. So, the restrictions imposed by the pandemic didn’t hamper the network’s mission. Going forward, Professor Chang discussed multiple collaborations with Brac University that will improve its educational capacity.

Sunday, September 27, 2020

sustainability uni coalition - as the crow flies

 y6 crow arizona osun

.HESI Special Event: Where Next? Reimagining Further Education for the Future
The SDG Academy
On July 8, 2020, the Higher Education Sustainability Initiative (HESI) hosted this special event alongside the United Nations ...

transcript extract 80.40  president arizona state uni, with covid and other www community crises, we are where we are, not only because of politics and capitalism, but at the root of it all is us the universities- we are universally inadequate to what lies ahead in terms of the future of our species and our relationship to our beautiful planet which we are all dependent on -let me outline 5 inadequacies

1 we are inadequate in terms of our self-awareness- institutions of higher edu of the net outcome of our design – why do we have business schools that are teaching economic models that are working against our own in sustainability, why do we have a lack of communication between chemists and biologists and economists and engineers and philosophers and historians and everyone else -82:33
inadequate. We are wholly, universally inadequate to
82:38 what lies ahead in terms of the future of our species and our relationship with 82:42
this beautiful planet that we're all dependent on it. Let me outline five
82:47 arguments for that. First, I think that we're inadequate in terms of our
82:52 self-awareness, as an institution of higher education or as institutions of 82:56 higher education, of the net outcome of our design. Why do we have business 83:00 schools teaching economic models that are in fact working against our own 83:06 sustainability? Why do we have a lack of communication between chemists 83:13and biologists and economists and engineers and philosophers and 83:18 historians and everyone else who sit inside university environments arguing 83:24 with each other in ways that are not just about intellectual development but 83:28 are in some ways inane? And so we have never thought ourselves, 83:35 we've never been adequately focused on our own self-awareness to understand 83:41
that in fact our highly disciplinary design, as Jeff Sachs indicated, our
83:46 highly structured way of doing things, our way in which theories evolve, our 83:50 ways in which faculty are recognized, the ways in which knowledge is advanced, the 83:55 net outcome of all of that is exactly where we are in terms of a non- sustainable trajectory,83:59 the non-sustainable trajectory that we're on is 84:03 a product of us. Point number one. Point number two: that same university 84:10 enterprise, that same higher education enterprise, is inadequate in terms 84:15 of its production of systems-level tools. We're an observer. We're obsessed with 84:22
reductionism. We're obsessed with the belief that somehow if we can only
84:26 understand everything down to the atomic scale, if we could only understand 84:31 everything at the genetic and sub-genetic mechanism, that somehow we would 84:37 be able to find the solution to all things. And so the answer is, no,84:41 reductionism is not the method by which we will gain an understanding of the 84:46 interconnectedness of the systems of the planet and the role of humans. It's only 84:50 through our ability to emerge systems-level thinking of equal 84:55 intellectual stature and of equal intellectual value. Third, our 85:01 universities and our higher education systems in the United States and in 85:05 other parts of the world are completely inadequate in terms of their 85:08 intellectual diversification, their cultural diversification, their socioeconomic diversification,85:13 their lack of recognition of indigenous cultures and
85:18 indigenous knowledge, the dismissal of entire cultural paradigms, all around 85:26 this notion of somehow there being one path and one trajectory and one route 85:31 forward. Well, there isn't. And this lack of diversification, lack of women in 85:37 science, technology, engineering, and math, lack of cultural diversification at 85:43 universities which actually is accelerating not decelerating. That 85:47 lack of diversification is accelerating if you look around the world, is in fact 85:52 limiting our overall intellectual contribution. We have a narrower and 85:57
narrower intellectual contribution ,not a broader and broader intellectual
86:01 contribution. So that's the third factor that I think is a key part of the design 86:06 limits. I think forth, and I would probably rank 86:10 this actually first, universities really don't care as institutions about much of
86:14 anything. They care about bringing in faculty. They care about hiring faculty.86:19They care about having students. They care about their budgets. They care about 86:23 arguing with the government to get more money. But they don't really care 86:26 about sustainable outcomes as an institution. They do not take activist 86:32 positions, intellectual activist positions, as Jeff has built his career 86:36 around, and some of the rest of us have been fighting for decades. We just 86:40 sit back and say, "Well, we did what we could do. We educated the people we could 86:43 educate. We put out the theories that we could put out, and
86:46 we're really sorry that the politicians are too stupid or or too 86:51
lazy or businesses are too greedy or too selfish." And so this notion of not taking 86:57 some sense of responsibility, we don't realize that it is in fact our own lack 87:03 of transdisciplinary capability, our own lack of adequate, our own lack of 87:09 diversification. It's our own lack of systems-level thinking, it's our own 87:13 obsession with reductionism that actually has brought us to this point. So 87:18 when we look out and we're concerned about rapidly rising CO2 levels or we're 87:21 concerned about the overwhelming human consumption, and a manifestly negative
87:28 overwhelming consumption of fresh water, or the elimination of the entire fishing 87:33 stock or conservation disruptions on a global 87:37
scale of geological time, we don't realize that that we're responsible for
87:43 that. If you take response⁠—if you know you've contributed to something and it's not87:47going well, if you're a responsible person or a responsible institution, you 87:51 change what you're doing. We don't have much change in what we're doing.87:54 Fifth on my list is, universities are archaic, at least in the European model, 88:01 archaic, slow, non-adaptable, non-technologically sophisticated 88:05 institutions. We're not moving at the speed of climate change. We're not moving
88:11at the speed of complexity, of complexification. We're too slow. We have 88:17no sense of time. We might argue about something for 15 years and in the same 88:22 15 years the Ross Ice Shelf cracked off of Antarctica and led to some 88:27 massive change in the in the ocean circulation cycle and thus impacting 88:34 climate etcetera, etcetera. So the five points here: inadequate self-awareness,88:38 inadequate emergence of systems-level thinking, wholly inadequate 88:42 diversification of the university itself, no sense of moral duty or moral 88:46responsibility as institutions, and inadequate speed and adaptability. If we 88:51 don't change those things, there's not going to be any climate adaptation or 88:55 climate change. There's not going to be movement back towards a sustainable 88:59
trajectory because we're not producing the people, the ideas, the tools, the
89:04 mechanisms, the devices, the theories, the assumptions⁠—the young students who 89:08 are just presenting, they get this. They understand that they enter a university 89:12 which is in fact an archaic institution,incapable of having self-awareness 89:17 relative to where we're headed. So what are we doing at my institution arizona state, we've 89:22 done everything and then some, and still it's a slow slog. We've built the Global 89:28
Futures Laboratory, the Global Institute of Sustainability. We're
89:31 dramatically lowering our carbon footprint. We have thousands and
89:34 thousands of students. We change the design of engineering. We changed parts 89:38 of the design of our business schools. We built a new school on the Future of 89:41 Innovation and Society, a new School of Sustainability, and we're still moving 89:47 too slow. And so I think the point I'd like to make to 89:50 the audience here is, let's listen to these students. They have a sense, they 89:54 have an awareness, and they are able to see immediately upon entry into our
89:59 bureaucratic institutions that we're inadequate to the assignment and we 90:06 ought to take that as a serious, serious criticism. Now let me tell you 90:09
what's happening right now. So right now, and COVID sort of expresses this, we are 90:14 largely as colleges and universities place-based institutions, driven where we 90:21think that excellence is a function of who we exclude, and this is true all over 90:24 the world, where our structure, our technology, our flexibility, our 90:29
adaptability are completely inadequate. So my message to ministers, to UN leaders,90:35 to SDSN leaders, to higher education leaders, to students, to faculty, is that 90:40 let's shake it up. It is time to shake the foundation of the universities and 90:45 have them raise their hand and say, "Yes. We want to be responsible for the 90:50 climate outcome of our planet, for our species outcome, for the 90:56 sustainability of our species." And to do that we're going to have to change 91:00 everything down to the root. So I think that's about 12 minutes and I'll 91:05 stop there.91:13

Ok. Thank you, President Crow. I like the way you framed it because this
bio of crow

Dr. Michael M. Crow is an educator, knowledge enterprise architect, science and technology policy scholar and higher education leader. He became the sixteenth president of Arizona State University in July 2002 and has spearheaded ASU’s rapid and groundbreaking transformative evolution into one of the world’s best public metropolitan research universities. As a model “New American University,” ASU simultaneously demonstrates comprehensive excellence, inclusivity representative of the ethnic and socioeconomic diversity of the United States, and consequential societal impact.

Lauded as the ”#1 most innovative” school in the nation by U.S. News & World Report (2016-2020), ASU is a student-centric, technology-enabled university focused on complex global challenges related to sustainability, economic competitiveness, social embeddedness, entrepreneurship and global engagement. Under Dr, Crow’s leadership, ASU has established twenty-five new transdisciplinary schools, including the School of Earth and Space Exploration, the School for the Future of Innovation in Society and the School of Human Evolution and Social Change, and launched trailblazing multidisciplinary initiatives including the Biodesign Institute, the Julie Ann Wrigley Global Institute of Sustainability, and important initiatives in the humanities and social sciences.