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Abstract
Real-world laboratories (RwLs) from an inside perspective: comparing interior design, sustainable development, transformation and learning in three RwLs, we present core issues for the future design of RwLs.Real-world laboratories (RwLs) as a new format within transdisciplinary science aim at promoting learning for and transformation towards sustainability. However, what are essential aspects to take into account while initiating and stabilizing such processes within RwLs? Comparing lessons learned of three German RwLs (BaWü Labs), we show that for establishing RwLs as melting pots for transdisciplinary research and societal transformation, four properties are crucial: an interior design that enables transdisciplinary research and intervention (in particular real-world experiments) based on a stable infrastructure; sustainability as guiding and operationalized principle for differentiating the format “RwL” from other labs; overarching research programs for assessing transformative effects of RwLs and didactic concepts suitable for RwL circumstances. Since RwLs mainly address a long-term cultural change, a long-term funding and research structure are essential as well.
Highlights
Real-world laboratories (RwLs) as a new format within transdisciplinary science aim at promoting learning for and transformation towards sustainability
R131 runs transdisciplinary projects and experiments: four projects mainly driven by scientists and a series of four real-world experiments (RwEs) named Your SustainabilityExperiment (Trenks et al forthcoming), mainly driven by citizens pursuing their own ideas
Six RwEs were considered by the RNM: stimulating the Stäffele Gallery(typical open staircases)as public space; developing sustainable mobility options for hospital employees of the Marienhospital; the people’s rickshaw; free cargo bikes; parklets; and Plusrad
Summary
Theoretical Background Transformation to sustainability in the context of mostly local level RwLs means aiming for changed daily routines and everyday cultures. Sequently, RNM provided the actors with an opportunity to in- edge-based “side-”effects This program could include stall parklets across the city through the development of a research a set of RwEs or transdisciplinary projects that might start simiplan. Preliminary Recommendations A special feature of RwLs seems to be that actors involved are enabled to develop “doing competencies” that bridge the gap between understanding/sense-making and implementation of actions These competencies are decisive for balancing the two fields of tensions described for experiential learning above. It seems helpful to establish a parallel strand of activities for capacity building with the aim of supporting the development of relational and integrative capabilities This could mean installing a didactic concept in RwLs which addresses transdisciplinary learning for scientists and civil society actors.
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