Strategic knowledge for sustainable development: the need for reflexivity and learning at the interface between science and society

Abstract

Redirecting society onto paths of more sustainable development is inconceivable without the support of scientific knowledge. Scientific contributions to sustainable development, however, do not often follow the classical routes to cognition, and do not often correspond to the traditional concept of science. Our hypothesis is that strategic knowledge for sustainable development extends far beyond explanatory and observational cognisance. It much rather consists of a problem-oriented combination of explanatory, orientation- , and action-guiding knowledge. For the generation and application of this strategic knowledge, new trails, which are only rudimentarily discernible, have to be trod. Above all, reflexivity and making societal learning possible are important requirements. This has consequences, not only for the self-concept of the sciences, but also for the relationship between science, politics, and other societal areas.