Threshold concepts and sustainability: features of a contested paradigm
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Threshold concepts describe the core concepts that people must master if they are to effectively think from within a new discipline or paradigm. Here, I discuss threshold concepts relevant to the science and practice of sustainability, unpacking the persistent challenges and critiques that sustainability has faced over the decades. Sustainability is immensely popular, but also endlessly critiqued as being naïve, vague, and easy to co-opt. I argue that these challenges can be traced to sustainability’s status as a robust, alternative world view to the industrial, neoliberal paradigm. The threshold concepts discussed below are troublesome, and new learners face significant challenges when trying to learn them and move into the paradigm. Here, I review five threshold concepts that are widely discussed as important to sustainability: complexity, collaborative institutions, multiple ways of knowing, no panaceas, and adaptability. This list is not intended as comprehensive but exemplary of sustainability as a pluralistic paradigm. Recognizing the special status of these and other threshold concepts within sustainability, and the linkages and dependencies among them, is an important advance for sustainability education and practice. I also offer some suggestions on classroom activities that have proved effective in helping people through the process of learning these concepts.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it