As a social scientist, I am fascinated by why people do what they do. So, I feel it is only fair to say a little about why I do what I do — and why I do it the way I do.
A scholar-practitioner
I have a background in both academia and sustainable development practice. This experience helps me bridge the gaps between theory and practice, intellectualism and pragmatism, and observation and participation. I am a creative and critical thinker who pushes myself and others to question the status quo and design better ways to achieve the goals of sustainable development.
Guiding principle
One principle unifies my worldview and my approach to engaging with others: all people have equal and inalienable human dignity.
Motivation
The Earth and its inhabitants are suffering due to human (in)actions. People who are poor and marginalized in society bear the brunt of human suffering, which includes diminished freedom of self-determination.
Those of us privileged enough to be in a position to “exercise” our “vital powers along lines of excellence in a life affording them scope” (Hamilton 1993) should orient our endeavors in such a way that we are best able to support the expansion of this privilege to others. Because it should not be a privilege: the deep longing for a life of self-determined meaning is the human condition.
Praxis
By connecting theory to practice — and using what we learn through practice to inform theory — we engage in a critical reflection process that leads to greater understanding. In a community of praxis, we share what we learn and learn from each other to promote human flourishing and environmental well-being.
Transdisciplinary research
The way global and local challenges manifest themselves is irrespective of how 21st century academia divvies up its intellectual territories. Sustainability problems require problem-based, interdisciplinary research to inform holistic solutions.
Applied researchers should embrace this reality through diverse teams that push traditional disciplines to reorganize around sustainability problems — and move towards truly transdisciplinary frameworks that effectively integrate concepts and tools from across disciplines.
Analytical and holistic thinking
Both analytical thinking and holistic thinking are enlightening. It is not an either/or issue, although individuals — especially academic specialists — may have a preference for one or the other. Sustainability practitioners, on the other hand, often need to use both for understanding and addressing complex socio-environmental challenges.
Indeed, by breaking down the component parts of a system (analysis) one can better see how the parts interconnect and affect each other. Holistic thinking helps us see the broader context in which these parts are embedded. Combining these epistemological approaches helps us re-form (reform) the pieces in ways that are transformative at a systems level.
Pedagogy of empowerment
Education should stoke the desire for knowledge and cultivate self-efficacy. In developing our capacity for critical thinking and self-learning, we gain valuable skills that support not only problem-solving but also agency and self-determination.
Inspiring others to think critically — and strengthening their capacity to do so — is a pedagogy of empowerment.
Pragmatic idealism
“Progress” is not inevitable. It happens because of concerted real-world efforts by people who are driven by a vision of a better world. Only through action do we see more fully the constraints of the world, as our vision bumps up against hard realities. And only through visioning do we see how to overcome them. Vision plus action — iterated over time and across space — leads to transformation.
For more about my technical credentials and experience, or to contact me, please see my personal website at www.mercedesward.com. There you can also learn more about my approach to collaborative design thinking and facilitation for social innovation.