Dealing With Complex Problems: The Food Issue

6 EC

Semester 1, period 1, 2

5132DWCP6Y

Owner Bachelor Future Planet Studies
Coordinator dr. Coyan Tromp
Part of Exchange Programme Faculty of Science, specialisation BSc Future Planet Studies, year 1Bachelor Future Planet Studies, year 2

Course manual 2019/2020

Course content

The global issues that are the central focus of Future Planet Studies are so complex that they cannot be studied from a sole discipline. They call for an interdisciplinary approach in which various perspectives are combined and integrated. In Dealing with Complex Problems,  differing perspectives from both the natural sciences as well as the social sciences and humanities, such as empirical, computational and interpretative approaches, are compared. Traditional and newer approaches, models and paradigms for grappling with challenges such as the world food issue are clarified, as well as their underlying assumptions, weighing their strengths and weaknesses. This way, students are prepared for multi-, inter- or even transdisciplinary research on complex problems.

Starting from a philosophy of science that provides insight in the process of scientific knowledge acquisition, the course also aims to offer new, inspiring visions about how we could give shape to the relation between humanity and nature. The core of a new science-based vision is complexity thinking, offering a meta-position for navigating alternative paradigms and making informed choices of resources for projects involving so-called ‘wicked’ problems.

In this core course of the third semester within Future Planet Studies, we focus on the complex issue of how to guarantee sufficient food for everyone while the world population increases up till an expected 9.7 billion in 2050. Making use of the reflexive tools provided by the philosophy of science book, we critically address vital questions related to this complex issue, such as:

  • What are the main challenges; is it food production, is it food distribution, is it both perhaps?
  • Should we stick to ‘conventional’ breeding methods to fortify our crops or can we also use new technologies such as genetically modified organisms (GMOs) to enhance (the quality of) our food production?
  • Can we meet the demands with the current food system, or is a system change needed to tackle this huge challenge?

The so-called ‘wicked’ problems such as the food issue require a way of working that takes as point of departure an open, inquiring attitude rather than omniscient expertise. An attitude that is supportive and investigative rather than targeted and oriented towards simple solutions. Besides complexity thinking, which is obviously an appropriate attitude when dealing with complex problems, design thinking is such a method. It is a form of solution-based thinking in which systems thinking is used to develop creative interventions or strategies to produce constructive results. Design thinkers extrapolate the present to explore future prospects. Using the design of a particular technology, intervention or policy as a hypothesis that can be confirmed or disproved by an examination of the present or near future, they try to create an understanding of the steps that must be taken today to realize a projected future. During this course, students will be trained in this way of thinking and invited to put it into practice in their own design project which runs through the whole semester.

Study materials

Literature

Practical training material

  • Knowledge clips that help explain key concepts of the book, and texts that you may have to read to be able to make the Project Assignments or the Take Home Exam will made available on Canvas.

Other

  • For the design project, relevant material will be made available on Canvas, such as:

    • Lawson, B. (2006) Problems, solutions and the design process, Part of Chapter 7 from ibid.: How Designers Think. The Design Process Demystified, Amsterdam/Boston etc: Elsevier, pp. 120-126.
    • Students who have a deficiency in systems thinking can repair this gap in their knowledge by reading this useful Guidebook: Metabolic (2018) Using Systems Thinking to Transform Society, Report in commission of WWF, downloadable via https://www.metabolic.nl/news/using-systems-thinking-to-transform-society-a-guidebook/

Objectives

  • The overall aim of the course is to help students develop a nuanced view on what science, scientific knowledge acquisition and vision development entail and how they can contribute to finding solutions for pressing complex issues such as the world food issue. More specifically, the aims are that students:
  • Acquire the skill to recognize the various models, perspectives and paradigms that are used within science, and to integrate them into a more comprehensive approach to complex problems, in particular the world food issue.
  • Learn how to use a range of conceptual tools, provided by philosophy of science, to make critical analyses and evaluations in the context of inter- and transdisciplinary study of complex issues.
  • Develop insight in the possible role of various forms of futures thinking and vision development with regard to finding solutions to complex issues such as the food issue.
  • Expand their academic skills and 21st century skills by further development of their argumentative reasoning in debate and dialogue as well as in writing, and by enhancement of their critical thinking skills, complex problem-solving skills, cooperation skills and reflexive capacities.
  • Learn how to use earlier acquired system skills and methods, and incorporate those with complexity and design thinking in their reflexive design project.

Teaching methods

  • Lecture
  • Self-study
  • Working independently on e.g. a project or thesis
  • Work Groups

In this course, the work groups form the backbone of the course, and we follow the principle of the flipped classroom. This means that you prepare before coming to class by studying the compulsory literature and – if needed or desired – by watching the accompanying knowledge clips on Canvas. What is explained in the clips, will not be further addressed in the work groups, unless you still have pressing questions about certain key concepts. You can test your understanding by formulating answers to the reading questions that you can find at the end of each chapter.

In the work groups, we will jointly discuss philosophy of science topics from Wicked Philosophy - Philosophy of Science and Vision Development for Complex Problems.

Besides addressing some pressing questions about the compulsory literature, we will also do exercises in the work groups. These exercises are questions from earlier Take Home Exams or this year’s Take Home Exam. Regularly you’ll need prepare for the exercise by making a Preparatory Assignment, so that you can actively participate in the work group.

In the work groups you will also be supported in the Assignments you have to make for the Reflexive Design Project that you will work on during the whole third semester (from September until December in this course, followed in January by the Food Interventions course).  

Besides the work groups, there will be some class meetings, which are spread out over the whole course. In the first, introductory class meeting the set-up of the course is explained and an introduction in complexity and design thinking (including systems thinking) is given. Occasionally, there is a guest lecture in the form of a masterclass with an expert in the field, who can answer questions of students that have been prepared in the work groups.

Learning activities

Dealing with Complex Problems: The Food Issue is a 6 ECTS course (= 168 hour). There are 34 contact hours. Besides those contact hours, you need to reserve time for self-study, For reading the compulsory chapter or paragraphs of the Philosophy of Science book (Wicked Philosophy, see below), and for preparing the work group assignments. You also need to come together with your team to work on your Reflexive Design Project.

Table 1: Study Load for Dealing with Complex Problems: The Food Issue

Subject

amount

Duration

Total

Lecture & Guest Lecture

4

  2

   8

Reading Philosophy of Science Literature

160 pages

  0.2

 (5 pages per hour)

 32

Work Groups Philosophy of Science & Reflexive Design

13

  2

 26

Working on the preparatory assignments for the Work Groups Philosophy of Science

and the Take Home Exam

13

 

 26

Working on Assignments Reflexive Design Project

4

 

 76

Total

 

 

168

 

Attendance

Programme's requirements concerning attendance (OER-B):

  • In case of practical sessions, the student is obliged to attend at least of 90% of the sessions and to prepare himself adequately, unless indicated otherwise in the course manual. In case the student attends less than 90%, the practical sessions should be redone entirely.
  • In case of tutorials/seminars with assignments, the student is obliged to attend at least 90% of the tutorials/seminars and to prepare himself adequately, unless indicated otherwise in the course manual. In case the student attends less than 90%, the course cannot be finished

Additional requirements for this course:

For the work groups there is a strict attendance rule: if you’ve missed two work groups, your attendance at work groups will be graded with NA (Not Attended). This results in exclusion from the course. 

If for any reason you are going to miss a work group, you must inform your work group teacher in advance by sending an e-mail to announce your anticipated absence.

Note: Not preparing for the work groups and missing deadlines to send in assignments will lead to exclusion from the work groups. If this happens more than twice you will be excluded from the course.

The course schedule will be published and kept updated at www.datanose.nl.

Assessment

Item and weight Details

Final grade

Assessment diagram

Leerdoel: Toetsonderdeel 1: Toetsonderdeel 2:
#1.
  • Acquire the skill to recognize the various models, perspectives and paradigms that are used within science, and to integrate them into a more comprehensive approach to complex problems, in particular the world food issue.
 Take Home Exam Reflexive Design Project
#2.
  • Learn how to use a range of conceptual tools, provided by philosophy of science, to make critical analyses and evaluations in the context of inter- and transdisciplinary study of complex issues.
 Take Home Exam Reflexive Design Project
#3.
  • Learn how to use a range of conceptual tools from the realm of design thinking to come up with smart solutions for a chosen food issue.
   Reflexive Design Project
#4.
  • Learn how to use earlier acquired system skills and methods, and incorporate those with complexity and design thinking in their reflexive design project.
   Reflexive Design Project
#5.
  • Develop insight in the possible role of various forms of futures thinking and vision development with regard to finding solutions to complex issues such as the food issue.
 Take Home Exam  
#6.
  • Expand their academic skills and 21st century skills by further development of their argumentative reasoning in debate and dialogue as well as in writing, and by enhancement of their critical thinking skills, problem-solving skills, cooperation skills and reflexive capacities.
 Take Home Exam Reflexive Design Project
#7.    

Inspection of assessed work

Up to 20 working days after the announcement of the results students have the right of inspection of their work (all forms of assessment). You can request a copy of your work by e-mailing your work group teacher or the course coordinator.

The teachers of this course will provide a scoring form to all students. On an individual base, you can make an appointment with your work group teacher. See email addresses below.

Assignments

As said, almost every week there is an assignment to prepare for the work group on Philosophy of Science. Usually, these Preparatory Assignments are directly linked to questions of the Take Home Exam on Philosophy of Science, or to the assignments you have to make for your Reflexive Design Project 

The Assessment consists of a Take Home Exam on Philosophy of Science (50%), and three assignments for your Reflexive Design Project (50%).

Table 2: Assessment, deadlines and exam dates

Type of Assessment

Date / Deadline

Weight

Min. score

Opportunity for re-sit /

2nd chance?

Deadline

re-sit / 2nd chance

Take Home Exam

Philosophy of Science  & Vision Development

 

 

 

 

The Take Home Exam Questions will be made available on Canvas at various time intervals which will be communicated during the work groups (see also the overall programme)

 

 

50%

 

5.5

 

Yes

 

Friday 10 Jan 2020 23.59

The 2nd chance Take Home Exam will be made available on Canvas on

Wednesday 1 Jan 2020 9.00

 

Assignments for the Reflexive Design Project:

1.       Problem Analysis

2.       Selected Leverage Point and designed Intervention

3.       Action Plan + Reflection in on anticipated effects

4.       Reflection on group process

 

 

 

 

Week 5

 

Week 11

 

Week 15

 

Week 15

Detailed deadlines will be indicated per work group

50%

of which

 

1= 30%

 

2= 30%

 

3= 30%

 

4= 10%

 

 

 

No

 

Yes

 

In consultancy with teacher

In the first meeting, it will be explained what the Take Home Exam entails. On Canvas, you can find further instructions for the Take Home Exam, including a clear explanation what is exactly expected of you. Read the instructions carefully, as deviation of the requirements can cost you valuable points. Exams have to be submitted via Canvas too.

When personal circumstances cause you problems, you can approach your work group teacher and ask for delay of a deadline. In view of the deadline for the grading, postponement can never be more than one or maximally two weeks.

 

The Assessment for the Reflexive Design Project is based on four group assignments.

Assignment 1 Reflexive Design Project (Deadline in Week 5): Problem Analysis of your wicked problem, including a description of the system trap that seems to be involved and a visualization in the form of a System Map, Concept Map or Causal Loop Diagram.

Assignment 2 Reflexive Design Project  (Deadline in Week 11): Selected Leverage Point and designed Intervention, including an indication of which underlying process(es) are targeted and what impact you aim for.

Assignment 3 Reflexive Design Project (Deadline in Week 15): Action Plan for the real-life implementation of the designed intervention / solution (in Food Interventions, January 2020). Plus a Reflection in the form of an anticipation of the possible intended and unintended effects of your chosen solution within the context of the subsystem, and formulation of improvements.

Assignment 4 Reflexive Design Project (Deadline in Week 15): Reflection on the group process.

Use the criteria for the various Assignments as reference framework, to see what demands your Deliverables need to meet before you upload them on Canvas!

Fraud and plagiarism

The 'Regulations governing fraud and plagiarism for UvA students' applies to this course. This will be monitored carefully. Upon suspicion of fraud or plagiarism the Examinations Board of the programme will be informed. For the 'Regulations governing fraud and plagiarism for UvA students' see: www.student.uva.nl

Course structure

Weeknummer Onderwerpen Studiestof
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Timetable

The schedule for this course is published on DataNose.

Additional information

This course is open to elective students, though not to first year students. Interested candidates can only enroll after an assessment by the course coordinator. To apply, send a request of admission to fps-iis-science@uva.nl.

Last year's course evaluation

In order to provide students some insight how we use the feedback of student evaluations to enhance the quality of education, we decided to include the table below in all course guides.

Course Name (#EC) N  
Strengths
  •  
  •  
 Notes for improvement
  •  
  •  
Response lecturer:
  • As the course set-up is completely new, it is no use to compare if with last year's evaluations.

Contact information

Coordinator

  • dr. Coyan Tromp

 Dr. Coyan Tromp is coordinator of the course.  Her email address is: j.c.tromp@uva.nl

 

The work group teachers are:

Misha Velthuis (coordinating work group teacher). Email address: m.velthuis@uva.nl

Jordy Willems. Email address: j.willems2@uva.nl

Els Aarts. Email address: e.aarts@uva.nl

Merel Talbi. Email address: m.m.talbi@uva.nl

Ruben Weesie. Email address: r.v.weesie@uva.nl