essay on global science for global wellbeing

Gondwana University and Other Exam News

Global Science for Global wellbeing Essay – Check out the Essays of 100-300 words as well as Long Essays!

Global Science for Global wellbeing Essay: Global science is the practice of conducting scientific research and sharing knowledge on a global scale, with the aim of improving the health and wellbeing of people and the planet. It involves collaboration and communication across borders and disciplines, as well as the use of evidence-based approaches to solve complex problems. The concept of global science for global wellbeing is based on the understanding that many of the world’s biggest challenges, such as climate change, pandemics, and food insecurity, are global in nature and require coordinated efforts to address. By bringing together scientists and experts from different regions and fields, global science can generate new insights and solutions that are tailored to local contexts.

Table of Contents

100-word essay on Global Science for Global wellbeing

Global science for global well-being is the idea that scientific research and collaboration can improve the health and well-being of people worldwide. It involves breaking down barriers between countries and disciplines to generate innovative solutions to global challenges, such as climate change, pandemics, and food insecurity. By promoting equity and inclusivity, global science ensures that research benefits all communities, regardless of their location or socioeconomic status. The goal is to create a more sustainable and resilient world, where everyone has access to the resources they need to thrive. Through global science, we can work together to safeguard the health and wellbeing of present and future generations.

300-word essay on Global Science for Global wellbeing

By creating solutions to the problems facing the globe, science plays a crucial role in enhancing global well-being. Global science, which incorporates international cooperation between scientists and researchers, has the potential to speed up the process of achieving Sustainable Development as set forth by the UN.

Public health is one area where global research can significantly influence world well-being. There is a greater demand than ever for effective and efficient healthcare solutions due to the introduction of new diseases and the spread of current ones.

Global science can contribute by producing vaccinations, new medications, and better knowledge of how illnesses spread. Global science, in addition to healthcare, can assist lessen the effects of climate change.

Sea levels are rising, there are more frequent and severe natural disasters, and biodiversity is disappearing as a result of global warming. By collaborating, scientists can create long-term solutions that can lower greenhouse gas emissions and lessen the effects of climate change, such as new farming practices and technologies for renewable energy sources.

Global science can also be extremely important for ensuring food security, especially in underdeveloped nations where hunger and malnutrition are still major problems. Scientists may contribute to ensuring that everyone has access to healthy food by utilizing cutting-edge technologies to enhance agricultural practices and boost crop yields.

Last but not least, global science can aid in expanding access to employment and educational opportunities. Scientists may assist in removing geographic obstacles that keep individuals from accessing chances for education and employment by developing cutting-edge solutions like online learning platforms and remote work technology.

In conclusion, achieving global well-being depends on global science. Together, scientists can create long-term answers to some of the world’s most urgent problems, such as public health issues, climate change, food security, and business prospects.

We must emphasize the discovery of solutions that can benefit everyone, irrespective of their location or socioeconomic standing, and we must maintain our investment in global science.

Check the latest updates below-

Long essay on Global Science for Global wellbeing

Global science for global well-being refers to the practice of conducting scientific research and sharing knowledge on a global scale to improve the health and wellbeing of people worldwide. The concept of global science recognizes that many of the world’s most pressing challenges, such as climate change, pandemics, and food insecurity, require coordinated efforts to address.

One of the key benefits of global science is the ability to leverage diverse perspectives and expertise from around the world to develop innovative solutions. By breaking down silos between countries and disciplines, global science fosters collaboration and the exchange of ideas, leading to more effective and efficient approaches to complex problems.

Another important aspect of global science is the promotion of equity and inclusivity. By engaging with local communities and stakeholders, global science can ensure that research is conducted in a way that benefits all communities, regardless of their location or socioeconomic status. This involves addressing structural barriers that limit access to research and innovation and ensuring that the benefits of scientific advances are shared equitably.

Global science has the potential to drive progress in a wide range of fields, from public health to renewable energy. For example, in response to the COVID-19 pandemic, global science has played a critical role in developing vaccines and treatments, sharing best practices in prevention and control, and monitoring the spread of the virus. Similarly, global science has been instrumental in advancing sustainable development goals, such as clean water and sanitation, renewable energy, and responsible consumption and production.

However, the practice of global science is not without challenges. One major obstacle is the lack of funding and resources dedicated to international collaboration and research. There are also cultural and linguistic barriers that can hinder effective communication and collaboration, as well as political and economic obstacles that can limit access to data and resources.

To overcome these challenges, it is important to build strong partnerships and networks among researchers, institutions, and governments around the world. This can involve establishing collaborative research programs, sharing data and resources, and investing in infrastructure and capacity-building initiatives.

In conclusion, global science for global wellbeing is a powerful tool for promoting progress and improving the health and wellbeing of people worldwide. By fostering collaboration, promoting equity and inclusivity, and driving innovation, global science has the potential to create a more sustainable, resilient, and equitable future for all. To realize this potential, it is important to overcome the challenges of funding, resources, and communication and build strong partnerships that enable international collaboration and research.

FAQs on Global Science for Global wellbeing Essay

The phrase “global science for global wellness” describes the process of doing scientific research and disseminating knowledge on a global scale in order to enhance the health and wellbeing of people everywhere. 

Global science is crucial because many of the most urgent problems facing the world are on a global scale and need for coordinated responses. Global science can create original solutions to challenging issues by drawing on a variety of viewpoints and subject matter experts from around the globe.

Initiatives to address pandemics, food insecurity, and climate change are a few examples of global science initiatives. For instance, the Intergovernmental Panel on Climate Change (IPCC) gathers scientists from all around the world to evaluate the most recent findings in climate science and assist in the formulation of policy. The Global Alliance for Vaccines and Immunization (GAVI) strives to improve low-income nations’ access to life-saving immunizations.

Global science has a number of difficulties, such as a lack of financing and resources for worldwide research and collaboration as well as linguistic and cultural obstacles that may make it difficult to cooperate and communicate effectively. Access to information and resources may also be constrained by political and financial constraints.

Global collaborations and networks between scholars, organisations, and governments are crucial for overcoming these obstacles. In order to do this, joint research programmes may be established, data and resources may be shared, and infrastructure and capacity-building projects may be funded.

By Gauri Malik

Related post, village fair essay in english – explore the 100 word 200 word and long essay samples here, essay on yoga day in english – explore the 100 word, 200 word and long essays here, 10 lines on how i spent my holidays – check 10 lines essay for children, leave a reply.

Your email address will not be published. Required fields are marked *

Unlocking Opportunities: BSSC Inter-Level Vacancy, Salary, and Job Profile

Exploring the geographical marvels and hill stations of maharashtra, यूपीएससी जीएस पेपर 4 पाठ्यक्रम के मुख्य पहलुओं का अनावरण, आईएएस मुख्य पाठ्यक्रम हिंदी में और यूपीएससी जीएस 3 पाठ्यक्रम हिंदी में जानें.

Essay on Global Science for Global Wellbeing

Global Science for Global Wellbeing is a topic of immense importance in today’s world. The theme of National Technology Day 2023 is also ‘Global Science for Global Wellbeing’ so it has become very popular topic of discussion. This essay on Global Science for Global Wellbeing aims to explore the importance of global science for global wellbeing and its impact on society and their potential for improving global wellbeing.

Science is an essential tool for human beings in understanding the world and the universe. It has played a crucial role in shaping our modern world, from medicine to technology. However, science is also a global phenomenon that transcends borders, cultures, and languages. The scientific community worldwide shares knowledge, research, and discoveries, collaborating towards a common goal of global wellbeing. It brings together experts from different fields to discuss their research and offer insights into how science can be harnessed to create a better world for all. Lets explore the importance of global science for global wellbeing and its impact on society.

Global Science for Global Wellbeing

Global Science: Science is a global enterprise that brings together scientists from different parts of the world to collaborate on research and development. Advances in technology and transportation have made it easier for scientists to work together across borders, and the internet has revolutionized the way they communicate and share information. Global science and artificial intelligence allow for the sharing of knowledge and expertise, leading to faster progress and better results. Scientists worldwide can learn from each other, collaborate on research, and work towards common goals that benefit humanity as a whole.

Global wellbeing: Global wellbeing refers to the overall health and well-being of people worldwide. It is a complex concept that encompasses physical, mental, and social health, as well as economic and environmental factors. Global wellbeing is affected by various factors, including climate change, poverty, disease, and conflict. Science plays a crucial role in improving global wellbeing by providing solutions to these problems and improving the quality of life for people worldwide.

Impact of Global Science on Global Wellbeing

Global science has had a significant impact on global wellbeing by improving health, providing solutions to global challenges, and driving economic development. Here are some examples of how global science has contributed to global wellbeing:

Improving Health

Global science has led to significant advances in medicine, helping to improve health outcomes worldwide. Advances in biotechnology and genetic research have led to the development of new treatments for diseases such as cancer and HIV/AIDS. Global science has also helped to improve public health, through the development of vaccines and treatments for infectious diseases such as tuberculosis and malaria. The sharing of knowledge and expertise in the scientific community has led to faster progress in medical research, resulting in better health outcomes for people worldwide.

Solving Global Challenges

Global science has also played a critical role in finding solutions to global challenges such as climate change, food security, and energy. Scientists worldwide are working on developing new technologies to reduce carbon emissions, increase food production, and improve access to clean energy. Through collaboration and sharing of information, global science is driving innovation and progress towards a more sustainable future.

Economic Development

Global science has also contributed to economic development by driving innovation and creating new industries. New technologies and inventions have led to the creation of new jobs and industries, stimulating economic growth and development. Global science has also led to increased trade and investment, creating new opportunities for businesses and entrepreneurs worldwide.

Challenges in Global Science for Global Wellbeing

Despite its many benefits, global science faces several challenges that impact its ability to contribute to global wellbeing. These challenges include:

Global science requires significant funding, which can be a challenge for many countries, particularly those in the developing world. Lack of funding can limit access to research and development, hindering progress and slowing down the pace of innovation.

Intellectual Property

Intellectual property laws can create barriers to the sharing of knowledge and expertise in the scientific community. Patents and other forms of intellectual property protection can limit access to research and development, particularly for developing countries, which may not have the resources to pay for expensive licenses.

Language and Cultural Barriers

Language and cultural barriers can also hinder the sharing of knowledge and expertise in the scientific community. Scientists worldwide may speak different languages, have different cultural backgrounds, and may not have access to the same resources and information. These barriers can make it difficult for scientists to collaborate effectively and share knowledge, hindering progress and innovation.

Promoting Global Science for Global Wellbeing

To address the challenges facing global science, there are several steps that can be taken to promote global science for global wellbeing:

Increased Funding

Governments and organizations can increase funding for global science, particularly in developing countries, to ensure that all countries have access to the resources they need to contribute to scientific progress. This can be achieved through public-private partnerships, international aid programs, and increased investment in scientific research and development.

Open Access Policies

Governments and organizations can implement open access policies to promote the sharing of knowledge and expertise in the scientific community. Open access policies would ensure that research and information are freely available to all scientists worldwide, regardless of their location or financial resources. This would help to promote collaboration and innovation, driving progress towards global wellbeing.

Multilingual Communication

Efforts can be made to improve multilingual communication in the scientific community, making it easier for scientists worldwide to collaborate and share knowledge. This can be achieved through the translation of scientific publications and the use of multilingual platforms for communication.

Collaboration

Efforts can be made to promote collaboration between scientists worldwide, particularly between developed and developing countries. Collaboration can help to bridge the gap between different cultures and languages, promoting knowledge sharing and innovation.

Global science is an essential tool for promoting global wellbeing. It brings together scientists worldwide, promoting collaboration and innovation towards a common goal of improving the quality of life for people worldwide. Despite the challenges facing global science, there are several steps that can be taken to promote its growth and success, including increased funding, open access policies, multilingual communication, and collaboration. By working together, the global scientific community can continue to drive progress towards a more sustainable, equitable, and healthy world.

Related posts:

1 thought on “essay on global science for global wellbeing”.

Really awesome

Leave a Comment Cancel reply

Save my name, email, and website in this browser for the next time I comment.

Union Minister DrJitendra Singh unveils the theme for National Science Day 2023, titled " Global Science for Global Wellbeing" at National Media Centre, Delhi The Minister says, as India enters 2023, the theme indicates India's emerging global role and rising visibility in the international arena. National Science Day (NSD) is celebrated every year on 28 February to commemorate the discovery of the ‘Raman Effect’ The Minister expresses his deep gratitude to Prime Minister Narendra Modi for his meticulous guidance on the theme, subject and events of the National Science Day Theme of “Global Science for Global Wellbeing” is perfectly in sync with India assuming the Presidency of G-20, where she will become the voice of the Global South, comprising of developing countries of Asia, Africa and South America: Dr Jitendra Singh It heralds a new era to provide opportunities to people and scientific fraternity in the country and abroad to come together, work together and experience the joy of doing science for the wellbeing of mankind DST acts as a nodal agency to support, catalyse and coordinate celebration of the National Science Day throughout the country in scientific institutions, research laboratories and autonomous scientific institutions

Union Minister of State (Independent Charge) Science & Technology; Minister of State (Independent Charge) Earth Sciences; MoS PMO, Personnel, Public Grievances, Pensions, Atomic Energy and Space, Dr Jitendra Singh today released the theme for the "National Science Day 2023", titled " Global Science for Global Wellbeing " at National Media Centre, here.

The Minister said, as India enters 2023, the theme indicates India's emerging global role and rising visibility in the international arena.

Dr Jitendra Singh expressed his deep gratitude to Prime Minister Narendra Modi for his meticulous guidance on the theme, subject and events of the National Science Day.

Dr Jitendra Singh said, the theme of “Global Science for Global Wellbeing” is perfectly in sync with India assuming the Presidency of G-20, where she will become the voice of the global south that is the developing countries of Asia, Africa and South America.

Dr Jitendra Singh said, India has acquired Global Visibility in the Comity of Nations under Prime Minister Modi and we are ready for Outcome oriented Global Collaboration to address the Global Challenges. He said, when concerns, challenges and benchmarks have assumed global dimensions, the redressal should also be of the global nature.

The National Science Day (NSD) is celebrated every year on 28 February to commemorate the discovery of the ‘Raman Effect’. Government of India designated 28 February as National Science Day (NSD) in 1986. On this day Sir C.V. Raman announced the discovery of the 'Raman Effect' for which he was awarded the Nobel Prize in 1930. On this occasion, theme-based science communication activities are carried out all over the country.

Dr Jitendra Singh recalled that Modi had extended National Science Day greetings to all scientists and science enthusiasts last year and called for Global Good, when he said, “Let us reaffirm our commitment towards fulfilling our collective scientific responsibility and leveraging the power of science for human progress”.

Dr Jitendra Singh informed that the Global Science for Global Wellbeing theme has been chosen for the purpose of raising public appreciation of the scientific issues in global context which is having a bearing upon global wellbeing.

He said, today, Indian scientific breakthroughs have reached from the lab to the land, indeed applications of science are being used by every household to bring “Ease of Living” for the common man. It also heralds a new era to provide opportunities to people and scientific fraternity in the country and abroad to come together, work together and experience the joy of doing science for the wellbeing of mankind, the Minister added.

Dr Jitendra Singh said, Science and Technology ecosystem in the country has made rapid strides in the last 8 and half years by initiating several new landmark reforms with far reaching implications for the country. He also reiterated the Government’s stand that with renewed focus on Science, India is progressively marching towards becoming a global leader in industrialization and technological development. India’s new plan, called Science, Technology, and Innovation Policy 2020, plans to promote Science more effectively and experts-driven, the Minister added.

Principal Scientific Advisor to the Government of India, Dr Ajay Kumar Sood explained the rationale behind the theme OF " Global Science for Global Wellbeing " and said in the wake of COVID-19, the World has become more closer to fight global challenges. Dr Sood also explained in detail that it was on February 28 in 1928 that iconic Indian physicist C.V. Raman made an important discovery, known as the Raman Effect. The discovery was that when a beam of coloured light entered a liquid, a fraction of the light scattered by that liquid was of a different color. Raman showed that the nature of this scattered light was dependent on the type of sample present.

Secretary, Department of Science and Technology (DST) Shri S. Chandrasekhar in his welcome address said that celebrations of important Scientific Days with associated events bring scientific awareness in the community. Many institutions organise open houses for their laboratories and appraise students about career opportunities available in a particular research laboratory/institution. The Department of Science and Technology (DST) acts as a nodal agency to support, catalyse and coordinate celebration of the National Science Day throughout the country in scientific institutions, research laboratories and autonomous scientific institutions associated with the Department of Science and Technology. National Council for Science & Technology Communication (NCSTC), DST has supported various programmes countrywide through State S&T Councils & Departments for organisation of lectures, quizzes, open houses, etc.

Dr Manoranjan Mohanty, Head, NCSTC, DST and other Senior officials of the Ministry of Science and Technology took part in today’s event.

 <><><><><>

My Subscriptions

National Science Day 2023 Theme Is ‘Global Science For Global Wellbeing’. Know What It Means

National science day 2023: this year's theme is perfectly in sync with india assuming the g20 presidency, according to dr jitendra singh, union minister of science and technology..

National Science Day 2023: The theme for National Science Day 2023 is 'Global Science for Global Wellbeing'. The theme indicates India's emerging global role and rising visibility in the international arena, said Dr Jitendra Singh, Union Minister of Science and Technology, according to a statement released by the Department of Science and Technology. 

India assumed the G20 Presidency on December 1, 2022. Singh said the theme for National Science Day is perfectly in sync with India assuming the G20 Presidency, as part of which the country will become the voice of the global south. 

National Science Day is observed annually in India on February 28 to commemorate the discovery of the 'Raman Effect'. 

According to the statement, Singh said India has acquired "global visibility" in the comity of nations, under the leadership of Prime Minister Narendra Modi, and that the country is ready for outcome-oriented global collaboration to address the global challenges. 

Singh also said that when concerns, challenges and benchmarks assume global dimensions, the redressal should also be of global nature. 

ALSO READ | National Science Day 2023: Why Is It Observed On February 28? Know Its Significance And This Year’s Theme

He further said that the theme 'Global Science for Global Wellbeing' has been chosen to increase the appreciation of scientific issues globally, in order to ensure "global wellbeing". 

The minister recalled that last year, on the occasion of National Science Day, Modi had called for "Global Good". The Prime Minister had said: "Let us reaffirm our commitment towards fulfilling our collective scientific responsibility and leveraging the power of science for human progress". 

Singh said that in the present day, Indian scientific breakthroughs have reached from the lab to the land. He explained that applications of science are being used by every household to bring "ease of living" to the common man. 

Singh said this heralds a new era to provide opportunities to people and the scientific fraternity in India and abroad to come together, work together and experience the joy of conducting scientific research for the wellbeing of mankind. 

According to the minister, India is progressively marching towards becoming a global leader in industrialisation and technological development. The aim of India's new plan, 'Science, Technology and Innovation Policy 2020', is to promote science more effectively and make it expert-driven. 

Explaining the rationale behind this year's theme for National Science Day, Dr Ajay Kumar Sood, Principal Scientific Advisor to the Government of India, said the world, in the wake of the Covid-19 pandemic, has come closer to fight global challenges.

Top Headlines

Trending News

Photo Gallery

Trending Opinion

Personal Corner

Essay Curve

Essay on Global Science For Global Wellbeing

Essay on Global Science For Global Wellbeing: In today’s interconnected world, the importance of global science for global wellbeing cannot be overstated. From addressing climate change to finding cures for diseases, scientific research and collaboration on a global scale are essential for solving the complex challenges facing humanity. In this essay, we will explore the role of science in promoting wellbeing worldwide, the benefits of international scientific cooperation, and the potential impact of scientific advancements on improving the lives of people around the globe.

Table of Contents

Global Science For Global Wellbeing Essay Writing Tips

1. Start by defining what global science is and why it is important for global wellbeing. Global science refers to the collaboration and sharing of scientific knowledge and resources on a global scale to address global challenges and improve the overall wellbeing of people around the world.

2. Discuss the role of global science in addressing key global challenges such as climate change, infectious diseases, food security, and sustainable development. Highlight how global scientific collaboration can lead to innovative solutions and advancements in these areas.

3. Provide examples of successful global science initiatives and collaborations that have had a positive impact on global wellbeing. This could include initiatives such as the Intergovernmental Panel on Climate Change (IPCC) or the Global Alliance for Vaccines and Immunization (GAVI) that have made significant contributions to addressing global challenges.

4. Explore the benefits of global science for individual countries and regions. Discuss how sharing scientific knowledge and resources can lead to improved healthcare, economic development, and environmental sustainability for all countries involved.

5. Address the importance of inclusivity and diversity in global science collaborations. Emphasize the need for representation from different countries, cultures, and backgrounds to ensure that the solutions developed are relevant and effective for all populations.

6. Discuss the challenges and barriers to global science collaborations, such as funding constraints, political tensions, and lack of infrastructure in certain regions. Offer suggestions for overcoming these challenges and fostering greater collaboration among scientists and researchers worldwide.

7. Highlight the role of international organizations, governments, and non-profit organizations in supporting global science initiatives and promoting global wellbeing. Discuss how these stakeholders can work together to create a more conducive environment for scientific collaboration and knowledge sharing.

8. Conclude the essay by emphasizing the importance of global science for addressing global challenges and promoting the wellbeing of people around the world. Encourage readers to support and participate in global science initiatives to create a more sustainable and prosperous future for all.

Essay on Global Science For Global Wellbeing in 10 Lines – Examples

1. Global Science for Global Wellbeing is a movement aimed at using scientific research and innovation to address global health and environmental challenges. 2. It focuses on promoting collaboration and knowledge sharing among scientists, researchers, and policymakers worldwide. 3. The goal is to improve the health and wellbeing of people around the world through evidence-based solutions. 4. Global Science for Global Wellbeing emphasizes the importance of interdisciplinary approaches to tackle complex issues such as climate change, infectious diseases, and food security. 5. It advocates for the use of cutting-edge technologies and data-driven strategies to drive positive change. 6. The movement seeks to raise awareness about the interconnectedness of global health and environmental issues. 7. It encourages the development of sustainable practices and policies that benefit both people and the planet. 8. Global Science for Global Wellbeing promotes inclusivity and diversity in scientific research to ensure that all voices are heard and represented. 9. It calls for increased investment in scientific research and education to build a more resilient and equitable world. 10. Ultimately, Global Science for Global Wellbeing aims to create a healthier, more sustainable future for all.

Sample Essay on Global Science For Global Wellbeing in 100-180 Words

Global science plays a crucial role in promoting global wellbeing by addressing pressing challenges such as climate change, pandemics, and food security. Through collaboration and sharing of knowledge across borders, scientists can develop innovative solutions to these complex issues.

By working together, scientists can harness the power of technology and research to improve healthcare, develop sustainable energy sources, and protect the environment. Global science also fosters cultural exchange and understanding, leading to a more interconnected and peaceful world.

Furthermore, global science promotes equity and inclusivity by ensuring that all countries have access to the latest advancements in technology and research. This can help bridge the gap between developed and developing nations, leading to a more balanced and prosperous global community.

In conclusion, global science is essential for addressing the challenges facing our world today and promoting the wellbeing of all people. By fostering collaboration and innovation on a global scale, we can create a more sustainable and equitable future for generations to come.

Short Essay on Global Science For Global Wellbeing in 200-500 Words

Science has played a crucial role in shaping the world we live in today. From advancements in medicine to technological innovations, science has greatly contributed to the overall wellbeing of society. In recent years, there has been a growing emphasis on the importance of global science for global wellbeing. This concept recognizes that scientific research and collaboration across borders are essential for addressing the complex challenges facing humanity.

One of the key benefits of global science is the sharing of knowledge and resources. By collaborating with scientists from around the world, researchers can access a wider range of expertise and data, leading to more comprehensive and impactful research outcomes. This sharing of knowledge can help to accelerate scientific progress and drive innovation in various fields, ultimately benefiting people worldwide.

Global science also promotes diversity and inclusivity in research. By working with scientists from different backgrounds and cultures, researchers can bring unique perspectives and approaches to problem-solving. This diversity can lead to more creative and effective solutions to global challenges, as different viewpoints are considered and integrated into research projects.

Furthermore, global science can help to address global health issues. Diseases and health threats do not recognize borders, and therefore require a coordinated global response. By collaborating on research projects and sharing data and resources, scientists can work together to develop vaccines, treatments, and prevention strategies for diseases such as COVID-19, malaria, and HIV/AIDS. This collaborative approach can help to improve healthcare outcomes for people around the world and reduce the burden of disease on society.

In addition to health, global science can also contribute to environmental sustainability. Climate change, pollution, and loss of biodiversity are global challenges that require international cooperation to address. By sharing research findings and collaborating on solutions, scientists can help to develop sustainable practices and technologies that protect the planet and ensure a healthy environment for future generations.

Overall, global science is essential for global wellbeing. By working together across borders, scientists can harness the power of collective knowledge and expertise to address the most pressing challenges facing humanity. Through collaboration, diversity, and innovation, global science can help to improve health outcomes, protect the environment, and enhance the overall wellbeing of society. It is crucial that we continue to support and promote global science initiatives to ensure a brighter and more sustainable future for all.

Essay on Global Science For Global Wellbeing in 1000-1500 Words

Science has always played a crucial role in advancing human knowledge and improving our quality of life. From the discovery of fire to the invention of the wheel, from the development of vaccines to the exploration of outer space, science has been at the forefront of human progress. In today’s interconnected world, the importance of global science for global wellbeing cannot be overstated. As we face complex challenges such as climate change, pandemics, and food security, it is clear that a collaborative and interdisciplinary approach to science is essential for addressing these issues and ensuring a sustainable future for all.

One of the key benefits of global science is the sharing of knowledge and resources across borders. In an increasingly interconnected world, scientific research is no longer confined to individual countries or regions. Collaborations between scientists from different countries and disciplines have led to groundbreaking discoveries and innovations that have benefited people around the world. For example, the development of vaccines for diseases such as polio and smallpox would not have been possible without international cooperation and coordination.

Global science also allows for the pooling of resources and expertise to tackle complex challenges that no single country can address alone. Climate change is a prime example of a global issue that requires a coordinated and collective response. By sharing data, research findings, and best practices, scientists from around the world can work together to develop solutions to mitigate the impacts of climate change and transition to a more sustainable future.

Furthermore, global science promotes diversity and inclusivity in research and innovation. By bringing together scientists from different backgrounds, cultures, and perspectives, global science fosters creativity and innovation. It allows for the exchange of ideas and the exploration of new approaches to solving problems. This diversity of thought and experience is essential for addressing the complex challenges facing our world today.

In addition, global science can help bridge the gap between developed and developing countries by promoting technology transfer and capacity building. By sharing knowledge and expertise, more countries can benefit from the latest scientific advancements and innovations. This can help level the playing field and ensure that all countries have the resources and tools they need to address pressing issues such as poverty, hunger, and disease.

However, despite the many benefits of global science, there are also challenges and barriers that must be addressed. One of the main challenges is the unequal distribution of resources and funding for scientific research. Many developing countries lack the infrastructure, funding, and expertise needed to conduct high-quality research and innovation. This can create a disparity in access to scientific knowledge and opportunities, hindering the ability of these countries to contribute to global science and benefit from its advancements.

Another challenge is the lack of coordination and collaboration among scientists and institutions around the world. In many cases, research efforts are fragmented and duplicative, leading to inefficiencies and missed opportunities for collaboration. By fostering a culture of collaboration and cooperation, global science can maximize its impact and accelerate progress towards shared goals.

Furthermore, political and economic factors can also impede the progress of global science. Nationalistic policies, trade barriers, and geopolitical tensions can hinder the free flow of information and collaboration among scientists from different countries. In order to overcome these barriers, it is essential for governments, institutions, and individuals to prioritize global science and work together to address these challenges.

In conclusion, global science has the potential to transform our world and improve the wellbeing of all people. By promoting collaboration, diversity, and inclusivity, global science can address complex challenges such as climate change, pandemics, and food security. It can also bridge the gap between developed and developing countries by promoting technology transfer and capacity building. However, in order to fully realize the benefits of global science, it is essential for governments, institutions, and individuals to prioritize collaboration, coordination, and cooperation. Only by working together can we harness the power of science to create a more sustainable and equitable future for all.

Related Essays

Essay on A Visit To A Fair – 10 Lines, 100 to 1500 Words

Value of Games And Sports – Essay in 10 Lines, 100 to 1500 Words

Essay on Importance of Teacher – 100, 200, 500, 1000 Words

Essay on A Visit To A Museum – 100, 200, 500, 1000 Words

Essay on Effect of Social Media On Youth

Essay on Shri Guru Nanak Dev Ji – Short & Long Essay Examples

Essay on Nuclear Family – Short Essay & Long Essay upto 1500 Words

Essay on Anudeep Durishetty – 10 Lines, 100 to 1500 Words

Essay on Non Violence – Samples, 10 Lines to 1500 Words

Covid 19 Responsive School – Essay in 10 Lines, 100 to 1500 Words

Leave a Comment Cancel reply

Save my name, email, and website in this browser for the next time I comment.

The 2019 Global Happiness Policy Report will launch in Dubai on February 10th, 2019.

Global Happiness and Well-Being Policy Report

The 2019 Global Happiness and Well-Being Policy Report is produced by the Global Happiness Council (GHC) and contains papers by expert working groups on happiness for good governance. This report provides evidence and policy recommendations on best practices to promote happiness and well-being.

The 2019 Global Happiness and Well-Being Policy Report was presented at World Government Summit held in Dubai on February 10, 2019.

• Download the Full Report (English)
• Download the Full Report (Arabic)
• Ch 1: Introduction to the 2019 Global Happiness and Wellbeing Policy Report
• Ch 2: How To Open Doors To Happiness
• Ch 3: Priority Setting in Healthcare Through the Lens of Happiness
• Ch 4: Positive Education
• Ch 5: Employee Well-being, Productivity, and Firm Performance: Evidence and Case Studies
• Ch 6: Well-Being Interventions to Improve Societies
• Ch 7: Happy Cities Agenda
• Ch 8: Adopting a Well-Being Approach in Central Government: Policy Mechanisms and Practical Tools
• Ch 3: Appendix
• Ch 4: Appendix
• Ch 5: Appendix B
• Ch 6: Appendix

Latest News

Upcoming event: deepening the impact of esd through happiness & sel.

This two panel event is taking place on Sunday, September 18, 2022 on the sidelines of the UN General Assembly and the inaugural Transforming Education Summit, convened in response to the global crisis in education.

Videos from the 2019 Global Happiness and Well-being Policy Report Launch

The second volume of the Global Happiness and Well-being Policy Report was presented at World Government Summit held in Dubai on February 10, 2019. Watch videos of the launch event and talks by the authors of the report.

Global Council for Happiness and Well-being Publishes 2nd edition of the Global Happiness and Well-being Policy Report

The Global Council for Happiness and Well-being launched the 2nd edition of the Global Happiness and Well-being Policy Report at the 7th annual gathering of the World Government Summit in Dubai on February 10. It is produced annually under the auspices of the Global Happiness and Well-being Council, chaired by Professor Jeffrey Sachs and supported by the Prime Minister’s Office of the United Arab Emirates.

Videos from the 2018 Global Happiness Policy Report Launch

The first volume of the Global Happiness Policy Report was presented at World Government Summit held in Dubai on February 10, 2018. Watch videos of the launch event and talks by the authors of the report.

Global Happiness Council Publishes 2018 Happiness Policy Report

The first volume of the Global Happiness Policy Report contains the first endeavors by the Global Happiness Council, chaired by the SDSN’s Jeffrey Sachs to assemble best practices for happiness policy. A companion to the World Happiness Report (WHR) - reporting the who and why countries are happy - the Global Happiness Policy Report helps to fill the gap on the how to help countries in well-being with the science of happiness and policy applications.

• Ground Reports
• 50-Word Edit
• National Interest
• Campus Voice
• Security Code
• Off The Cuff
• Democracy Wall
• Around Town
• PastForward
• In Pictures
• Last Laughs
• ThePrint Essential

New Delhi, Jan 9 (PTI) Science and Technology minister Jitendra Singh on Monday said the theme for National Science Day 2023 will be ‘Global Science for Global Wellbeing’ which indicates India’s emerging global role and rising visibility in the international arena.

National Science Day is celebrated every year on February 28 to commemorate the discovery of the ‘Raman Effect’.

On this day, Indian physicist C V Raman announced the discovery of the ‘Raman Effect’ for which he won the Nobel Prize in 1930.

Theme-based science communication activities are carried out all over the country on this occasion.

Speaking at the launch of the theme, Singh said the theme is perfectly in sync with India assuming the presidency of G20, where it will become the voice of the Global South, comprising developing countries of Asia, Africa and South America.

“It heralds a new era to provide opportunities to people and scientific fraternity in the country and abroad to come together, work together and experience the joy of doing science for the wellbeing of mankind,” he said. PTI UZM NB

This report is auto-generated from PTI news service. ThePrint holds no responsibility for its content.

Subscribe to our channels on YouTube , Telegram & WhatsApp

Support Our Journalism

India needs fair, non-hyphenated and questioning journalism, packed with on-ground reporting. ThePrint – with exceptional reporters, columnists and editors – is doing just that.

Sustaining this needs support from wonderful readers like you.

Whether you live in India or overseas, you can take a paid subscription by clicking here .

LEAVE A REPLY Cancel

Save my name, email, and website in this browser for the next time I comment.

Most Popular

No duty room for 45% doctors on night shifts, safety measures worse in govt hospitals, says ima survey, uk’s university of southampton is coming to gurugram, 1st foreign university in india under ugc, bangladesh jamaat-e-islami can’t go far with anti-india rhetoric. it must address its 1971 role.

Required fields are marked *

Copyright © 2024 Printline Media Pvt. Ltd. All rights reserved.

• Terms of Use
• Privacy Policy

• Trending Stocks
• Ola Electric  INE0LXG01040, OLAELEC, 544225
• HUDCO  INE031A01017, HUDCO, 540530
• Suzlon Energy  INE040H01021, SUZLON, 532667
• Mazagon Dock  INE249Z01012, MAZDOCK, 543237
• Hind Zinc  INE267A01025, HINDZINC, 500188
• Mutual Funds
• Commodities
• Futures & Options
• Cryptocurrency
• My Portfolio
• My Watchlist
• FREE Credit Score ₹100 Cash Reward
• Fixed Deposits
• My Messages
• Price Alerts
• Chat with Us
• Download App

Follow us on:

'Global Science for Global Wellbeing' to be theme of National Science Day 2023

National science day is celebrated every year on february 28 to commemorate the discovery of the "raman effect"..

• Ad-Free Experience

• Actionable Insights
• MC Research
• Economic Calendar

You are already a Moneycontrol Pro user.

* We collect cookies for the functioning of our website and to give you the best experience. This includes some essential cookies.

Cookies from third parties which may be used for personalization and determining your location. By clicking 'I Accept', you agree to the usage of cookies to enhance your personalized experience on our site. For more details you can refer to our cookie policy

* I agree to the updated privacy policy and I warrant that I am above 16 years of age

I agree to the processing of my personal data for the purpose of personalised recommendations on financial and similar products offered by MoneyControl

I agree personalized advertisements and any kind of remarketing/retargeting on other third party websites

I agree to receive direct marketing communications via Emails and SMS

Please select (*) all mandatory conditions to continue.

Advertisement

Global challenges need attention now: educating humanity for wellness and sustainability

• Published: 06 October 2021
• Volume 16 , pages 651–673, ( 2021 )

Cite this article

• Kenneth Tobin 1 &
• Konstantinos Alexakos 1 , 2  

3223 Accesses

3 Citations

1 Altmetric

Explore all metrics

This Editorial sets the stage for 18 papers on the theme, Contemplative inquiry, wellbeing and science education . The special issue consists of a diverse set of papers that complement one another while each contributes in unique ways that will stimulate reflexive practices among the science education community as they ponder how they can contribute to the resolution of global challenges that define our lifetimes. In this Editorial we address priorities for improved science literacy for a worldwide community so that moment-to-moment practices can reduce the world's carbon footprint and reverse global warming and related challenges such as species extinction. We posit that to meet particulars of global challenges facing humanity, science educators need to expand their roles and definitions of science education. Accordingly, in an era of COVID-19, there is an imperative to expand and deepen functional literacy in science and in particular wellness for everyone as part of a necessary education on the birth through death continuum. Our advocacy for the use of authentic inquiry affords learning from research and ensuring that all research participants have opportunities to learn from ongoing research and one another. We expect that all participants will benefit equitably from being involved in research. Participants are educated about what is learned from research in which they are involved, and how that improves their practices. We anticipate that much of what is learned from such research will be enacted in everyday life, thereby affording those with whom they interact to learn by being-with them. Because of the complex, chaotic and dynamic nature of today's world and its associated lifestyles, we address contemplative activities we regard as highly appropriate for doing science in a manner that is restorative and nurturing for ourselves and for the world. Specifically, we examine breathing meditation, meditating to increase blood oxygenation, walking meditation, loving kindness meditation, soft touch energy work and mindfulness. Each of these contemplative activities relates to knowing thyself better and promoting and sustaining wellness and wellbeing. We address self-help in relation to wellness because so many people follow one or two pathways when they become sick, i.e., they rest until their health improves and/or they go to the doctor who may diagnose/prescribe pharmaceuticals or changes in aspects of lifestyle (e.g., diet, more sleep). We provide examples of self-help practices that allow individuals to be autonomous and proactive in avoiding sickness, and directly addressing symptoms if and when necessary. Finally, we examine the potential of using a dialectical approach to teaching, learning and future rethinking of science education and science educators. Grand challenges of the moment demand no less than ongoing research with transformations that catalyze improvements now. We do not have a luxury of waiting for the right time, and the right time to enact sustainable lifestyles is now.

Explore related subjects

• Artificial Intelligence

Avoid common mistakes on your manuscript.

Παγκόσμιες Προκλήσεις Χρειάζονται Προσοχή Τώρα

Εκπαιδεύοντας την ανθρωπότητα στην ευεξία και την αειφορία.

Kenneth Tobin και Konstantinos Alexakos

Το άρθρο αυτό προετοιμάζει το έδαφος για 18 επιστημονικές εργασίες πάνω στη θεματική: Στοχαστική έρευνα, ευζωία και διδακτική των θετικών επιστημών. Αυτό το ξεχωριστό τεύχος αποτελείται από μια ποικίλα σειρά εργασιών οι οποίες όχι μόνο συμπληρώνουν η μία την άλλη αλλά παράλληλα η κάθε μία συνεισφέρει με το δικό της μοναδικό τρόπο ο οποίος εν τέλει θα διεγείρει τις αντανακλαστικές πρακτικές ανάμεσα στην κοινότητα των διδασκόντων των θετικών επιστημών, καθώς επεξεργάζονται το πώς μπορούν να συνεισφέρουν στην επίλυση των παγκόσμιων προκλήσεων που καθορίζουν την εποχή μας.

Στο συγκεκριμένο άρθρο γνώμης θέτουμε επί τάπητος τις προτεραιότητες για μια βελτιωμένη γνώση των φυσικών επιστημών για μια παγκόσμια κοινότητα ώστε οι ανά πάσα στιγμή πρακτικές να μπορούν να μειώσουν το παγκόσμιο αποτύπωμα διοξειδίου του άνθρακα και να αναστρέψουν την παγκόσμια αύξηση της θερμοκρασίας καθώς και σχετιζόμενες προκλήσεις όπως η παύση της εξαφάνισης των ειδών. Διατυπώνουμε λοιπόν την αρχή ότι καθηγητές των φυσικών επιστημών, για να ανταποκριθούν στις σύγχρονες παγκόσμιες προκλήσεις που αντιμετωπίζει η ανθρωπότητα, πρέπει να επεκτείνουν το ρόλο τους καθώς και τους ορισμούς τους σχετικά με τη διδακτική των θετικών επιστημών. Συνεπώς, στην εποχή του COVID-19 υπάρχει μια υποχρέωση να επεκτείνουμε και να εντείνουμε τη στοχαστική έρευνα στην επιστήμη και πιο συγκεκριμένα την ευημερία για όλους ως μέρος της υποχρεωτικής εκπαίδευσης στο συνεχές από τη γέννηση έως και το θάνατο.

Η υπεράσπισή μας για τη χρήση της αυθεντικής στοχαστικής υποστηρίζει τη μάθηση μέσω της έρευνας και διασφαλίζει ότι όλοι οι συμμετέχοντες ερευνητές θα έχουν την ευκαιρία να μάθουν από την τρέχουσα έρευνα καθώς και ο ένας από τον άλλον. Οι συμμετέχοντες εκπαιδεύονται για το τι μπορεί να αποκομίσει κανείς από την έρευνα στην οποία συμμετέχει ενώ παράλληλα η νεοαποκτηθείσα γνώση βελτιώνει τις πρακτικές τους. Περιμένουμε πως όλοι οι συμμετέχοντες θα ωφεληθούν ισότιμα από τη συμμετοχή τους στην έρευνα. Αναμένουμε πως το μεγαλύτερο κομμάτι αυτών που θα αποκομισθούν από την έρευνα θα εφαρμοσθούν στην καθημερινή ζωή και κατ’ αυτόν τον τρόπο θα υπάρχει η πολυτέλεια για εκείνους οι οποίοι αλληλεπιδρούν μαζί τους, να έχουν τη δυνατότητα να μαθαίνουν συνάμα με αυτούς.

Λόγω της πολύπλοκης, χαοτικής και δυναμικής φύσης του σημερινού κόσμου και των σχετιζόμενων με αυτών τρόπων ζωής, προτείνουμε στοχαστικές δραστηριότητες τις οποίες θεωρούμε ως τις πλέον κατάλληλες όσον αφορά τον τρόπο με τον οποίον ασκείται η επιστήμη και μάλιστα μέσω μιας οδού η οποία είναι ενδυναμωτική και ενισχυτική για τον εαυτό μας και για τον κόσμο. Πιο συγκεκριμένα, εξετάζουμε τον διαλογισμό μέσω της αναπνοής, το διαλογισμό ως μέσο για την αύξηση της οξυγόνωσης του αίματος, τον περιπατητικό διαλογισμό καθώς και τον διαλογισμό μέσω της αγάπης.

Απευθυνόμαστε στην αυτοβοήθεια σε σχέση με την ευεξία καθώς πολύ άνθρωποι ακολουθούν ένα ή δύο μονοπάτια όταν αρρωσταίνουν κλπ., ξεκουράζονται έως ότου η υγεία τους βελτιωθεί ή/και απευθύνονται στον γιατρό ο οποίος ενδέχεται να διαγνώσει τη νόσο/συνταγογραφήσει φαρμακευτικά σκευάσματα ή να προτείνει αλλαγές στον τρόπο ζωής (π.χ. δίαιτα, περισσότερος ύπνος). Παρέχουμε παραδείγματα πρακτικών αυτοβοήθειας οι οποίες επιτρέπουν σε όλα τα άτομα να είναι αυτόνομα και προορατικά στο να αποφεύγουν τη νόσηση και να καταπολεμούν συμπτώματα εάν και όποτε αυτό κρίνεται αναγκαίο.

Τέλος, εξετάζουμε την προοπτικής της χρήσης της διαλεκτικής προσέγγισης στη διδασκαλία, μάθηση και μελλοντικής επανεξέταση της διδακτικής των θετικών επιστημών και των διδασκόντων αυτής. Οι μεγάλες προκλήσεις του παρόντος δεν απαιτούν τίποτα λιγότερο από συνεχή εμπεριστατωμένη έρευνα με μετασχηματισμούς οι οποίοι θα επιφέρουν βελτιώσεις στο παρόν. Δεν έχουμε πολυτέλεια χρόνου. Η σωστή στιγμή είναι τώρα.

(Our thanks to Myrto Koutra-Iliopoulou for her translation of our abstract to Greek)

Then and now: a new vision for science education, but 16 years later, how can we meet the challenge?

In January, 2006 the founding editors of Cultural Studies of Science Education , Wolff-Michael Roth and Kenneth Tobin, announced the journal in a five-page Editorial. The first paragraph got right to the point (Roth and Tobin 2006 p. 1):

We are pleased to introduce with this volume the inaugural issue of a new journal, Cultural Studies of Science Education (CSSE), which was designed to provide new perspectives and new approaches to science education. In many ways, this new journal departs from the trodden paths in our discipline. CSSE is unique in focusing on the publication of scholarly articles that employ social and cultural perspectives as foundations for research and other scholarly activities in science education and studies of science. The journal encourages empirical and non-empirical research that explores science and science education as forms of culture enacted in a variety of fields that are formally and informally constituted. The editors seek to publish cutting edge scholarship to provide unique perspectives to ongoing problems associated with studies of science and science education and appropriate methodological advances that are salient to scholarly activities in these fields.

Roth and Tobin (p. 5) concluded the Editorial with the following affirmation:

We are introducing this new journal with the hope to contribute to the creation of a community of practice in which exchanges with peers become a major driving force of conceptual, theoretical, and methodological development. Debate, difference, and contradiction are essential elements in and of a community that considers itself as moving, continuously producing and reproducing itself in new forms, rather than steadfastly holding onto its past instantiations and the status quo. But our intentions alone will not bring about change, though it can support and foster it. Both our authors and our readers will be essential to the production of new forms of scholarship as well as new forms of scholarly community, and therefore, new forms of identity for ourselves.

The Editorial makes clear that CSSE did not seek to continue a status quo that already was served by numerous journals, each of which sought to do much the same thing—provide a forum for science educators to publish their work. The editors felt that it was time for a journal that was markedly different, and encouraging of difference and transformation of the field. They did not feel the task would be easy and they expected resistance, and especially concerted efforts to appropriate CSSE as yet another forum for mainstream publications. Importantly, the vision announced in the inaugural Editorial was to be dynamic, changing, initiated and nourished by a community, not by editors' initiatives alone.

The current list of aims and scope of CSSE (Springer, 2021 ) begins with two key characteristics of the journal that:

focuses on science education as a cultural, cross-age, cross-class, and cross-disciplinary phenomenon;

publishes articles that have an explicit and appropriate connection with and immersion in cultural studies.

Contemplative inquiry, wellbeing and science education: a special issue

If you want to worry about things, you're living at a great time.

Bill Nye, 7/23/2021 (MSNBC interview).

The leadoff quote for this section of our Editorial was selected from a TV appearance in which Bill Nye was interviewed about US and world responses to problems associated with the Anthropocene, including climate change, global warming, population size and distribution, fires, flooding, species extinction and possibilities for extinction of human life. Most of these topics are also addressed in this special issue of CSSE. In this Editorial we refer to these topics and others like them as grand challenges (Powietrzynska, Tobin and Alexakos, 2015 ).

Through the pervasive impact of his popular, award winning TV program, Bill Nye the Science Guy , many English-speaking viewers benefited from 100 half-hour programs that Nye hosted. Nye's zany demeanor and use of catchy production resources were entertaining and engaging. Also, the program addressed basic science literacy that connected to contemporary aspects of everyday life. Since the series wrapped up in 1998, Nye has been routinely involved as a spokesperson for science and science education. As is the case with many TV celebrities, he continues to project a larger-than-life image through his clothing, and exaggerated prosody and body movements, such as gestures. Furthermore, Nye is one of just a few science educators who are invited by national media networks in the USA to address the grand challenges and other science-related topics such as UFOs, and establishing human colonies on Mars.

We consider it as an imperative for science educators to step forward in teaching, research and service to address citizens' literacy concerning the grand challenges, lifestyles, and contemporary advances of science. We regard it as self-evident that science educators will not seek to compete with or even mimic Bill Nye in their efforts to educate a segment of a globally dispersed humanity. There is not just one path to be taken. Just as birds in flight create pathways to their destinations, there is no trace of the pathway that can guide those who may wish to get to the same destination. So, it likely will be for science educators with a vision for what they want to accomplish. Each science educator must forge a pathway that is deeply contextual and reflective of the resources that emerge to support their visions, which are necessarily collective, local, and dynamic.

This special issue of CSSE consists of 18 papers written by 48 authors, situated in five countries. The authors are quite diverse in terms of a variety of characteristics with approximately equal numbers of females and males, a relatively large number of ethnic groups, religious affiliations, and career levels (i.e., early, mid, and senior).

Each paper addresses one or more of the themes chosen for the special issue— Contemplative Inquiry, Wellbeing and Science Education . The authors push the boundaries envisioned when CSSE was created, and there is ample evidence that the authors expand conversations about grand challenges in myriad ways. We represent the expanding dialogue as seven interrelated clusters, each based on similarities among keywords provided for each paper that includes:

Vision for science education: nature experience, environmental education, ecology, ecopsychology, contemplative pedagogy, lived experience, Goethean science, and teacher education

Theoretical frameworks: Western worldview, atomistic worldview, humanizing science education, interdisciplinary, environmental ethics, ecological virtue, social justice, agential literacy, processual ontology, animism, Dao field, inner work, social justice, and equity

Human influences: Anthropocene, anthropocentrism, post Anthropocene, and post human(ism)

Research methodologies | methods: authentic inquiry, event-oriented inquiry, place-based, autobiographical narratives, reflective journalism, contemplative inquiry, poetic representation, and arts-based practices

Dynamic collectivism: growing together, lines of becoming, development, transaction, holism, embodiment, relationality, and shared decision making

Contemplative inquiry and practice: meditation, identity, mindfulness, reverence, radical listening, interbeing, and mindful consumption

Wellbeing: sustainability, care, self-care, experienced time, and professional vision

The structure and purposes of this Editorial

In this Editorial we set the stage for what is to follow in this special issue of CSSE. Our approach is grounded in collaborative research, undertaken in the past two decades. Through our own research and teaching, we connect our learning and growth with the seven themes addressed in the papers that comprise the special issue. By so doing, the Editorial is akin to an Op-Ed, providing resources for readers to engage reflexively. Our goal is to invite readers to join ongoing dialogues associated with the clusters that emerged from our reading of the papers.

Here, we do not review the papers that comprise the special issue. Instead in the sections that follow we present our work and standpoints. As clearly as possible, we make our views and understandings clear so that other research groups can consider what we write as points of departure.

In the sections that address contemplative inquiry and wellness respectively, we employ an approach that is fine-grained in its detail. Our purpose in so doing is that, for the most part, these areas are not addressed in other papers to the same extent as the other clusters. Accordingly, in a section on contemplative inquiry we provide details on several approaches to meditation and mindfulness. Similarly, in a section on wellness, we describe how soft touch energy work can be used to sustain good health and treat every day wellness issues like allergies, headaches, sore back, and excesses of emotion.

It is important to mention self-responsibility and having not only agency to believe what we want to believe but also to be educated enough, whether through formal schooling or through our own efforts to have the capacity to sift through the news and information available to us in a systematic, informed and open-minded manner. Teaching inquiry in science should go hand in hand with independent thought and exploration of thorny issues in science that extends beyond what is right or wrong with a focus on the process of learning for self-responsibility for our own health and wellness and in making informed political and scientific decisions globally. Hence, an emphasis in this editorial is on Knowing Thyself.

Teaching and learning inside and outside of the pipeline

The science curricula associated with teaching and learning in the pipeline are hotly contested with politicians, policymakers, and scientists being central stakeholders. It seems difficult for science educators to have a major impact on adapting the curriculum, even though they are often represented on committees at local, state, and national level to transform science curricula. Our experience suggests that little changes, even though there is widespread agreement among science educators on key issues such as de-emphasizing high-stakes testing, and creating science curricula that intersect with everyday life and the grand challenges.

We are struck by our experience that many science education researchers undertake research within a context of a pipeline that begins with pre-k education, and extends through to the teaching and learning of doctoral level students. It seems that relatively less time is dedicated to educating citizens along the birth to death continuum.

Education, sometime and someplace, should prepare humans to live responsible lives and enjoy good health. Accordingly, we advocate an expansion of science educators' roles to plan programs that cater for the life continuum—from babies to aged people who are nearing death and perhaps a transition to an afterlife. Although programs such as those we envision can take place in schools, the expansion we have in mind involves programs offered outside of the academic pipeline, extending from pre-K-12 to graduate level studies. Given the importance of curricula that prepare citizens for appropriate practices in their lifeworlds, the stakes are too high to be distracted from by squabbling about what is in and out of a within-pipeline curriculum.

The range of legitimate roles of science educators should expand, rather than spiral inwards to follow pathways forged by reductive pressures. For the past few years, we have committed to expanding our research and teaching to include out-of-pipeline activities and a broader vision for what science entails. Since the vast majority of our work has focused on teaching and learning in schools and colleges, we have a commitment to continue to offer interventions that are consistent with what we have learned in our ongoing research.

Konstantinos: Ever since reading Heesoon Bai’s paper Peace with the Earth ( 2015 ) and then Jeremy Narby’s book the Cosmic Serpent ( 1998 ), I have been in an on-going philosophical conversation with myself, my science education students and those around me about how we | I may come to understand what is living ... what we label as being alive. We label it as such because it reacts to the world with some level of humanly perceived activity (eating, replicating, etc.). Thus, I think it becomes easy for us in the West to create a definition for what constitutes being alive that very much excludes whole categories that should also be seen as alive, like mountains, seas, planets, etc. …

We ask our students to think outside of the box but our thinking, our teaching in formal classrooms is literally inside a box. We live in a box, we teach and learn in a box, and often we are buried in a box. Topics we regard as priorities are not highly suited to learning in boxes, e.g., what makes us human, our lives, and our interactions with the world around us.

What more is there?

In our multilogical approach to research we like to consider two broad questions such as—what is happening? And why is that happening? We seek answers that reflect different perspectives within a community, and identify patterns of thin coherence together with contradictions (Sewell, 2005 ). Our standpoint is that there is merit in answering broad questions in ways that retain polysemia, i.e., many meaning systems, and polyphonia, i.e., many voices. Our experience is that the approach is non-reductive, or to use a spiral metaphor—expansive in that what we learn about the two questions spirals outward, and is reflective of how participants make sense of social life and the ways they choose to represent what they know.

Based on our understandings of the crisis of representation (Greene, 1994 ), we regard what we learn as an underrepresentation of what can be known. No matter who we approach to answer our questions, and how creative and expansive they are in providing answers, there always will be more. Accordingly, we seek to find additional information by asking ourselves a third broad question (Garfinkel, 1967 ; Roth, 2009 )—what more is there? We realize this is not a direct response to the crisis of representation, however, we provide interventions to "disharmonize the system," akin to casting a stone into a placid lake. As the stone breaches the surface of the lake, it creates waves, and in so doing, hidden forms of culture reveal themselves. Stated differently, we design interventions to create moments of reflexivity, when participants become aware of practices of which previously they had little or no awareness. For example, we may ask participants to respond to the following assertion: when a person comes closer to me than 3 feet, I feel that my personal space is violated.

This assertion may not address an issue that a participant has particularly been concerned about, and the initial response to our invitation to speak might be quite exploratory. Then, in subsequent social interaction, someone might come closer to them, and they notice the intrusion and associated emotions of irritation and discomfort. In our research project, we have designed numerous heuristics to serve as interventions that heighten awareness to specific social phenomena (Tobin and Alexakos, 2021a ). The heightened awareness is potentially transformative, and serves as a vehicle for disseminating what we have learned from our research. That is, use of a heuristic is a mechanism for meeting the goal of catalytic and tactical authenticity (see further discussion of these criteria later in the Editorial).

In regard to what has been accomplished in the papers and associated research featured in this special issue, we ask, what more is there? And how can we contribute more to what we have learned from these papers and myriad others authored by this set of authors and their associated research squads?

To readers of this Editorial, we cast some stones into an impressive reservoir of knowledge:

To what extent can we contest Western imperialist ideology in our research?

How can non-Western knowledge systems provide complementary perspectives on our research that can expand and enhance what we have learned and the potential of our research to be socially transformative?

How do we engage in cogenerative dialogues that include non-Western people and non-Western wellness philosophies and practices focused on making sense of our research?

Below we present several scenarios and questions for conversation, especially given the focus of this special issue and the individual foci of the articles published in this issue. What is your response to each?

The systemic destruction of our world is overwhelmingly caused by international finance capital, multinational agribusiness, the petrochemical industries, imperialistic wars, big pharma, etc. Frequently, contemporary research sets the blame for the plight of the world on individuals and their lack of education. It is as if some poor farmers or coal miners, struggling to keep their families from starving, are just as responsible and to blame for damage to our planet as global corporations.

Whereas COVID-19 is caused by a virus, the pandemic and harrowing death toll and suffering that followed have been exacerbated and magnified by a system where profits matter more than human lives.

How are both good and evil inextricably entwined with the COVID-19 pandemic, and in many other current and historical sites of conflict?

What is the role of self-responsibility in relation to global, grand challenges and personal wellness projects?

A time of crisis

Arguably we write at a time of crisis, especially as it applies to public understanding of and appreciation/respect for science. In the wake of an era of former President Trump in the USA, in which science, and most everything else is hyper-politicized, we face a major contradiction that is contextualized in the rapid spread of the Delta variant of COVID-19. The present international spike in positive cases of COVID-19 is characterized by the emergence of the Delta variant as the predominant cause of infection, with greatest risks for serious health issues being associated with those who are unvaccinated. A paradox in the USA is that there is ample supply of multiple vaccines, which are free of cost to potential recipients. For a variety of reasons, as of this writing, about 50% of the US population is not fully vaccinated. An underlying problem that has emerged is widespread fear and disbelief of science and willingness by many to choose to believe intentional and harmful lies, conspiracy theories, and misleading claims pushed by media personalities and politicians at local, state, and federal levels.

Setting aside the intentions of those responsible for distributing massive streams of misinformation, it is important to note that vaccines and vaccination are not the only targets. Medical science in particular, and science more generally are targets that have shaken public confidence in practices, and necessary to prevent massive surges in hospitalization and death rates, e.g., when and where to wear masks, when and where to quarantine, and whether shutdowns of public gatherings are necessary and can be mandated.

There is a clear need for science educators to have a prominent role at this time. Consider the following exchange between Dr. Anthony Fauci and Republican Senator Rand Paul during a congressional committee hearing in the USA (New York Times July 20, 2021). Fauci is director of the US National Institute of Allergy and Infectious Diseases and chief medical advisor to the president of the USA. Paul, an ophthalmologist, accused Fauci of lying to Congress about the National Institutes of Health funding the "gain of function" research in Wuhan, China. Fauci responded angrily, "[i]f anybody is lying here Senator, it is you." Prior to this episode in an ongoing public dispute between two well-known figures, Paul has repeatedly opposed all efforts of the current President and White House staff and any legislative efforts to fund vaccines and/or mandates such as wearing masks, requiring social distancing, and shutting down institutions in which social gathering can facilitate transmission of the virus. How can the public be educated now, to address this challenge that is pervasive within the USA and elsewhere in the world?

Our position is that science educators have a responsibility to address emerging aspects of the COVID-19 pandemic in ways that can transform social life. On the one hand, there are crises related specifically to the pandemic and then there is a larger picture of population, sustainability of the planet, climate change, and arresting the rate of species extinction, including possibilities of humans becoming extinct. As we have maintained for more than 25 years, science educators should undertake research that produces greater understanding of personal, and others' perspectives on salient issues and substantive changes in social life; changes that transform practices in ways that address grand challenges such as those we discuss here, together with those explored in the articles that comprise the special issue.

Accordingly, we exhort science educators to look beyond what has been commonly seen as standard science curricula. It is the failure of these curricula, the way students are taught science and a pipeline that excludes such a high proportion of our youth, our adults, and our elderly, that is on full display during this COVID-19 epidemic with the multitude of people becoming ill while the means to fight this pandemic are available. It is these failures and the failure of the system as a whole that has left millions desperate and destitute, deprived of proper healthcare and livable income while the few grow ever so wealthy and head for the stars. It speaks volumes that globally many people have had very little real access to the COVID-19 vaccines further exacerbating the health and economic hardships they face.

We take this opportunity to emphasize a high priority for citizen literacy in science education. In a context of science being politicized to an increasing extent, it is becoming customary for claims and assertions that are science-based to be considered as political assertions. Also, there are widespread misunderstandings of the peer review process, and ways in which scientists handle difference. What is needed as far as citizen education is concerned extends beyond what is possible in a 30-s exchange on national TV, or even a 12-min video presentation on YouTube.

There is a need for courses and programs designed to promote literacy in science for everyone, across the age continuum. These curricular development activities, in conjunction with associated research programs to ascertain whether the curricula make a difference, should, address the grand challenges and environmental and personal sustainability, personal hygiene, nutrition and sexuality, health and wellness practices, poverty, and access to quality food and health care. Any such research should itself aim to be transformative in the sense that participants change their ways of being in their day-to-day lives and aim to contribute to the communities researched and beyond.

In the next section we take this exhortation further in a discussion of authentic inquiry and multilogicality.

Using authentic inquiry to address grand challenges now

The changing nature of our research not only reflects the priorities we assign to what we should study, but also the purposes we value for doing research that we consider authentic. As part of our applications of authentic inquiry (Alexakos, 2015 ), we also incorporate contemplative inquiry and wellness and sustainability practices that include compassion, empathy, care, honesty, trust, respect, and inclusivity.

Starting from a base of Egon Guba and Yvonna Lincoln's Fourth Generation Evaluation ( 1989 ), we developed a research approach we call Authentic Inquiry (Tobin and Alexakos, 2021b ). For a study to be considered authentic, we plan for participants to change their ontologies (descriptions of what was happening and why it was happening) and to understand and value others' perspectives, whether or not these align with their own. In addition, what we learn from a study, about ourselves and others, should be used to catalyze improvements for all participants and to ensure that those who are not well-placed to benefit from what we learn receive support to also benefit. Furthermore, in our ongoing efforts for research to improve education (i.e., teaching, learning, and curriculum) for those participants in the study we also would disseminate what we had learned and any tools we created to catalyze improvements and distribute beneficence equitably via ripple effects. We consider authentic inquiry to be a transformative methodology | method, central to a multilogical bricolage that is generative of practices and activities that expand what we value as researchers, and what we count as research.

We advocate for authentic inquiry being an integral part of a multilogical approach to research engaged by science educators and their collaborators (Tobin and Alexakos, 2021b ). As we explained in a recent book (Tobin and Alexakos, 2021c ), we use authentic inquiry along with other frameworks that include hermeneutic phenomenology, emergence and contingence, and event-oriented inquiry. We do not consider participants as subjects, but instead as colleagues and co-researchers.

In summary, the authenticity criteria require that each person heightens awareness about their ontology and others' ontologies. We expect participants to get to know themselves better, and also to understand where others are coming from and why they do what they do. Accordingly, participants become aware of what they understand to be happening in particular contexts and juxtapose their own perspectives with others' perspectives. There is an expectation that all participants will change their ways of witnessing and making sense of their lifeworlds, and also understanding difference as it manifests in how others view what is happening and why it is happening that way. Often, these intentions are covered by the first two authenticity criteria, usually referred to as ontological and educative.

We expect participants to change as a result of being in the research. However, we want them to have freedom to learn what they value and not to be coerced or indoctrinated to our preferred perspectives. Their ways of seeing and making sense of what is happening and why it is happening are expected to change because they learn from being involved in the research, i.e., learn about themselves and others. Also, we anticipate that all participants learn to push on the viability of what they know—putting it to the test and adapting as necessary. Resources for testing viability extend beyond the primary research field to include any and all fields of the lifeworld. What is learned from ongoing research should be put to the test elsewhere, and as necessary, adaptations should be made.

Over the years we have found cogenerative dialogues (hereafter cogens) to be ideal activities for learning about self and others (Tobin and Alexakos 2021a ). Learning from and developing respect for the viability of others' perspectives and practices and adjusting their own different perspectives only when it makes sense to do so.

Learning with and from others is always emergent and contingent, and is also consistent with the idea of "for the greater good." If perspectives lead to stances and practices that are not for the greater good then cogen is a field in which participants can interrogate both advantages and disadvantages of assertions and other warrants used to support practices being considered. In their essence, cogens are educative. The field of cogen is a place where consensus is often the goal—but it also is important to recognize and accept contradictions, understand and respect differences and acknowledge their potential to be transformative for the greater good. Our work with cogen is consistent with William Sewell Jr's idea of culture being experienced as patterns having thin coherence together with ever present contradictions (Sewell, 2005 ).

As we assert, cogens have the potential to foster improvements by discussing what is being learned in our ongoing research and making adaptations when and as necessary (i.e., authentic inquiry is catalytic). In addition, in cogen, awareness about what is learned is heightened, and plans can begin to emerge about how to enact what has been learned in other fields, with other participants. Enacting what has been learned from a study in other fields of the lifeworld raises the potential for others to learn by experiencing these new practices being enacted. That is, if persons enact new practices in a number of fields, there is an increased possibility of others learning from them—simply by being-in-with them as they try out what they have learned. We describe this possibility metaphorically as ripple effects. The enactment of new schema and practices become resources for others' learning.

Tactical authenticity usually necessitates a plan by one or more participants in a study to use what they have learned from the study to educate others who might otherwise not be well-placed to benefit and learn from the research. We regard this criterion as being associated with designing interventions to heighten awareness of schemas and practices that have arisen during the conduct of research. Often, we say that the central idea of tactical authenticity is to design interventions to help those who are not placed ideally in social and cultural space to benefit from what others had learned. Hence, the key purpose of tactical authenticity is to create beneficence—equality that extends beyond opportunities to learn from research. All participants in research are encouraged to go an extra mile and ensure that everyone is provided the resources they need to benefit from being participants in the research.

A clear example of the salience of tactical authenticity involves educating citizens about the desirability of being vaccinated to protect against the spread and further mutation of COVID-19 among African Americans in the USA. There are several related concerns, namely spread of the virus among African Americans and associated chances for mutations to occur and a priority to educate African American citizens to protect against infection by getting vaccinated. There is a real history of science, and medical science not only during the American eugenics’ movement but also in the current era of science and medicine being used to experiment and harm those with the least means (Gould, 2002 ) and just being plain racist (Pilkington, 2021 ). This heightens suspicion among many, not only those of color who may have fear of vaccines and malevolent intent on the part of those who carry authority and power in its many guises. It is surmised by many scholars who have studied vaccine hesitancy (MacDonald, 2015 ) that historically documented abuses, such as the Tuskegee Syphilis Study (Alsan and Wanamaker, 2018 ), are never-to-be forgotten atrocities committed as racist acts to promote science to benefit a domineering white capitalistic society. Historically constituted stories, such as the Tuskegee Syphilis Study and those associated with eugenics, are major deterrents to many citizens who are refusing to be vaccinated because they are suspicious of politicians and who may see science and the scientists who produce science as doing the bidding of the big pharmas (Hoffman and Bowditch, 2021 ).

We advocate for authentic inquiry as part of a fresh approach to science education that is potentially transformative, where “learners act upon the new perspectives which they experience through their critical awareness” (Pandey, 2021 , p. 125), and suited to conduct of research that can address grand challenges such as those we describe in this Editorial. Having described the tenets of authentic inquiry, we exhort science education colleagues to include authentic inquiry in a multilogical bricolage of frameworks that they deem appropriate for their research while adopting tools such as cogen, mindfully speaking and learning, as well as respect for others, compassion, empathy, trust, and willingness to take a stance against efforts to marginalize and otherwise oppress and exploit others.

• Contemplative activities

First, know thyself. We encountered this mantra when we were learning a Japanese healing art known as Jin Shin Jyutsu (Tobin, Alexakos and Powietrzynska, 2015 ).

In this section we examine breathing meditation, humming on the out breath as a way to enhance blood oxygenation, walking meditation, and loving kindness meditation.

Breathing meditation

On the basis of our ongoing research we developed a breathing meditation in which participants keep their mouth closed during the in breath and the out breath processes. While breathing, the focus can be wherever a participant wishes it to be. For example, a person might focus on the out breath only. Alternatively, the focus might be more generically on the breath. Because they have not done so previously some people might find it helpful to focus on the lips being closed. Others might focus on the air entering and leaving the nostrils. Personally, we like to focus on the sensation of the air we breathe in or the sensations we feel in different parts of the body at different times during the meditation.

Wherever we decide the focus to be, we recognize that the mind cannot be controlled. Just notice thoughts and emotions as they enter the mind. Notice if the focus skips to parts of the body, such as an itch on the elbow or a pain in the lower back. We like to use the phrase bear witness. If the mind is thinking about what you will eat for dinner this evening, notice the mind thinking about this. If the mind starts to think about the commute to work, notice the mind thinking about the commute to work. If you feel pain in the left lower back, notice the pain as it rises, peaks, and falls. Notice impermanence of what happens during the meditation—nothing is permanent.

We suggest spending at least 10 min, twice a day, doing this meditation. The health benefits of breathing in and out, with the mouth closed, relate to increasing the amount of nitric oxide that flows in the airways. The presence of nitric oxide allows the hemoglobin to carry more oxygen to different parts of the body.

Konstantinos: For readers interested, one of my favorite books with many powerful breathing practices is the Jewel in the Lotus (Saraswati and Avinasha, 2010 ).

Humming on the out breath

An adjustment to breathing meditation is to hum on the out breath. If you adopt this practice you will increase the amount of nitric oxide in the airways substantially. The research suggests that 15 times the amount of nitric oxide can be transferred to the airways by humming on the out breath (Weitzberg and Lundberg, 2002 ). It is certainly worth trying so that you can see whether humming on the out breath makes a noticeable difference to your wellbeing over a period of a month, for example.

Another adaptation to breathing meditation that can make a significant difference to wellbeing is to focus on the out breath—of course while the mouth is closed. As you breathe out, breathe softly. Do not push hard to eliminate all of the air. Simply breathe out, and make sure as much of the air as possible leaves the body. During an out breath your eyes can be closed gently. During the in breath open your eyes, and allow the body to breathe in. Repeat this process for a minimum of five minutes. Breathe in with eyes open and mouth closed, breathe out with eyes shut and mouth closed. During out breaths, try to eliminate as much of the air as possible from the body. As your awareness shifts, bear witness. Notice your nimble mind moving from place to place and topic to topic. Don't try to control it, just notice. Bear witness.

Breathing meditation can be done while you are seated, with your feet flat on the floor, and as you are walking. Details for walking meditation are provided below. Of course, other postures and activities can be enacted while you are practicing breathing meditation. For example, we often do breathing meditation as we lie on our backs on a bed or massage table. In addition, breathing meditation can be augmented by soft touch holds as we explain later in this Editorial.

Walking Meditation

Meditation is a practice that can be done as you go about everyday life. One of the most common forms of meditation is walking meditation during which a participant walks. There is nothing special about the way a person walks, where they walk, how they walk, how fast they walk, etc. To get started, a participant simply walks. As is the case with breathing meditation, keep your mouth closed, and bear witness to your nimble mind.

Luangpor Pramote Pamojjo, a Theravada monk, encourages Vipassana insight meditation to include walking just as everyday activities like eating, washing dishes, sweeping, and commuting to work. In regard to walking meditation, Pamojjo advocates keeping the eyes open and walking in busy streets where a lot is happening (V. Pamojjo, 2013 ). Of course, that does not preclude walking in secluded places such as a forest, a beach, or around a lake.

Ken: A common place to do walking meditation is in the bedroom. I walk for about 12 yards until I arrive at a wall, whereupon I turn around and walk back to the other wall. I continue to walk back and forth between the two walls for a little over an hour. As I walk I bear witness to my thoughts, emotions, and when and where I focus on the body. If something hurts, or if it tickles, or there is some other bodily sensation, I notice what has happened. Then, my intention is for the mind to return to focus on the out breath. If it does so, I notice. If it does not return to focus on the out breath, I notice what it does focus on. During walking meditation allow your awareness to shift—don't try to control it. Just bear witness.

A common question that frequently is asked is: What should I do to control my monkey mind? In response to the question note the following: Do not try to control the mind, just bear witness. Allow the mind to be nimble. Each time the mind focuses or starts to chatter, notice what it does. When the mind switches from one focus or activity to another, just notice. Notice how it rises and falls if any emotion occurs: Again, know that nothing is permanent. If a body part starts to hurt or itch, and the mind moves to the hurt or the itch, notice the switch and the rise and fall of what you feel. As you walk, be aware, but just walk. It is easier to have a home for the mind to return to. For example, the home you select might be the out breath. In that case, notice when the mind returns home to the out breath. Never force, just bear witness.

Loving kindness meditation

Many approaches to meditation are part of our journeys into the infusion of contemplative activities into our lives. Metta meditation is an example that was highly influential throughout our lifeworlds, including our professional lives as science educators. Metta is a Pali word that is often translated as positive energy and kindness. Other definitions of metta include benevolence, friendship, affection, and kindness toward others. These constructs are good places to start, and yet we think of metta mainly in terms of love, opening the heart to give and receive love, where love is considered much as a mother loves her children; rather than romantic love, it is more of platonic pleasure that ascribes value in worldly beings. Although our understandings might extend beyond the original Buddhist meaning of metta, we think of metta as loving kindness meditation, embracing the following qualities: friendliness, appreciation and joy, compassion and equanimity. Yau Yan Wong ( 2021a ) explains that equanimity is a frame of mind that is carefully accepting of difference, and does not discriminate. She notes that when we have an equanimous mind we can live within a community in harmony. Here, Yau Yan extends community to include humans and other animals, plants, and minerals. In accord with Yau Yan, we use ecosystem as a metaphor to include all of the material and non-material resources needed within the community to sustain harmony. Finally, in a recent communication, Yau Yan noted that her views on equanimity are grounded in a dhamma talk by Luangpor Pramote in which he explained "the ideal state of equanimity is when there is no sphere of self, or when there is no boundary between mind and nature." (Wong 2021b , personal communication).

Usually we regard fields as having no boundaries. However, Yau Yan's elaboration of the meaning of equanimity suggests two possibilities, which we explore as a dialectical relationship, boundary | no boundary, self | other. In this way our framework is expanded to see what more we can learn. We use this expanded framework even though the idea of fields having boundaries is incommensurable with the frame of boundary | no boundary, and self | other. Through this window, we see equanimity emerging in conjunction with a transition from an experience of separation between mind and nature to an experience in which there is no boundary between mind and nature, mind and nature being experienced as one. The idea that self does not have a boundary does not exclude self. Self in dialogue with nature where self is in flux, both is and isn’t part of the broader universe, i.e., self | nature | universe.

Our approach to loving kindness meditation is expansive, accepting Yau Yan's assertion that "true happiness is possible when we practice … loving kindness, compassion, joy, and equanimity" (Wong 2021a , p. 85). Accordingly, we opt to include all of these elements in our loving kindness meditation.

Following the tradition of first know thyself, we begin loving kindness meditation by first focusing on offering loving kindness, compassion, joy, and equanimity to our self. That is, we treat ourselves with the elements of the Buddhist concept of true happiness. To begin loving kindness meditation, we connect with the breath, mouth closed, paying attention to the out breath while bearing witness to the shifting mind. When we feel connected with the breathing, we:

consider the intention of cultivating loving kindness to self, love that is unconditional, open, gentle and supportive.

offer compassion to our self in ways that are tender and accepting of self as we are now.

recall times when we were kind and generous.

emphasize a preference for happiness over suffering.

consider how we experience love.

consider ways in which we receive and send love.

experience the way we experience giving and receiving love in our body.

contemplate on how we give and receive smiles.

ask ourselves if we are open to receiving love from all others.

make sure we offer love to all others.

practice offering and receiving unconditional love.

and, learn to express the joy of living.

When it is appropriate to do so, expand the community to include those for whom you offer loving kindness. Think of someone who is dear to you, a person who is always supportive and reflect on their basic goodness. Feel what you most like about this person as you send them the energy associated with loving kindness. Bask in this energy as you feel it in your body. Expand the circle of loved ones and send each one the energy of loving kindness.

The next step is to identify neutral persons, with whom you do not have a particularly close relationship. Send the energy of loving kindness to each person you identified. Remember the love is unconditional and they can stay as they are, they do not have to change to conform to your view of an ideal.

Next, identify a person with whom you have experienced difficulties. This could be a person who doesn't seem to like you, and may even have tried to harm you in some way. Or, think of a person you do not like, and prefer to avoid. Usually, this would be a person for whom you do not like to feel sympathy or compassion. Let go of resentment and dislike by offering each person unconditional forgiveness for any transgressions you associate with them. As is the case with loved ones, and those you regarded as neutral, expand the circle of difficult people to whom you will send loving kindness. They do not have to change their ways: No conditions are attached. Replace feelings and emotions of hatred you might have with love and compassion.

A final step in the meditation is to expand awareness to include the ecosystems of the planet—include all animals, plants, and material and non-material resources needed to create and sustain harmony. Send loving kindness and freedom to all.

A great advantage of loving kindness meditation is that it can occur in any place and at any time. It can be of relatively short duration, or one meditation can take several hours. Loving kindness meditation can be done in its entirety or in its parts. Furthermore, the meditation can be secular and taught as a life skill across an age spectrum that extends from infants to the elderly.

In a context of researching potential benefits of loving kindness meditation, the following could be foci for authentic inquiry. Consider whether the list of benefits is a warrant for the inclusion of loving kindness meditation in science education courses at graduate and undergraduate levels. What about in science courses for elementary and high school students as well?

• Loving kindness meditation can provide benefits that include: appropriate self-criticism (not destructive), more positive emotions, less self-destructive thinking, reduction in pain, higher resilience, and increases in empathy and kindness to strangers. • Kindness, compassion, forgiveness, and love can create spaces for learning, understanding, and welcoming difference as a resource to support learning rather than a nuisance to stamp out.

Wellness in harmony

In our schools the closest thing that comes to knowing thyself often relates to human biology and physiology. Unfortunately, the approach usually relates to the limit of knowing the names and locations of organs, systems, bones, muscles, tissue types, etc. Even though teachers might make serious endeavors to connect to everyday life and to the particulars of an individual, the evidence suggests that the knowledge is not all that useful in handling every day wellness issues. To illustrate this point, we offer examples from our use of contemplative activities in our authentic inquiry, coteaching, and more generally our transactions in the social world. In this section we describe knowing thyself, and how to use soft touch energy work as a complementary approach to self-help when individuals seek to enact self-help, and thereby facilitate their wellness concerns.

From an early age, children can be taught simple wellness techniques that can keep the energy in their bodies flowing in the channels in which energy is supposed to flow, and also to sustain good health. We consider a good place to start is by holding each finger, for example on the left-hand, for a minute or two until all fingers have had their turn of being held. Finally, the person can bring their palms together as if they were saying a prayer. Holding the palms in the prayer position can also be beneficial to a person's good health.

Know thyself: soft touch energy work

Be sure to note that the health information provided in this section, and throughout the Editorial, is not an alternative to seeking and obtaining diagnosis and treatment from a licensed medical practitioner. As the title of this section suggests, the purpose is educating for self-help, where the goal is to use touches and energy work proactively to harmonize energy flows and sustain good health. What we describe below is based on our own understanding and learnings as we personally practice and become more knowledgeable with these other complementary wellness knowledge systems.

Good health is in the fingers and hands

If you hold a thumb on the left hand, lightly wrapping the fingers of the right hand around the left thumb, you may feel the steady beat of pulses in the thumb, and the fingers that are holding the thumb. If the left thumb is held this way for about a minute or two, a person who may have been a little worried about something will no longer be worried. That is, by holding the left thumb, the energy flowing through the thumb is harmonized—which means it is flowing in one of the correct ways into and out of the thumb, without experiencing diversions and blockages. As well as harmonizing the emotion of worry, holding the thumb can also produce good health by harmonizing energy flows that come through the thumb while flowing to other parts of the body as well. If you experience effects like the following, it may be beneficial to hold the thumb: if you feel you may vomit, or perhaps you have been vomiting, abdominal pain, indigestion, stress, skin projects, insomnia, and some headaches (for some headaches hold the base of the thumb, and that can lessen the severity of pain).

Holding the left index finger can harmonize fear, making a person less fearful of whatever is happening in the moment. Just as it makes sense not to spend too much time being worried, it makes sense not to be afraid. Knowing that fear can be harmonized by holding the index finger is a life skill that young children can learn and use throughout their entire lives. Lightly holding the index finger can address projects related to the shoulder, neck, back, and issues with your teeth or gums.

Ken: When I am at the dentist and the technician is working on cleaning the right side of my teeth and gums, I hold the left index finger. When the dental technician moves to the other side I swap to the index finger on the opposite hand to the side she is working on.

The health projects addressed by holding the index finger include nausea, bladder infections, muscle tension, migraines, headache, high blood pressure, sinus infections, muscle tension, self-criticism, and shyness. Holding the index finger can provide relief when a person has been standing a relatively long time.

The middle finger is associated with anger. If the middle finger is held for a minute or two anger can be harmonized. Health projects associated with the middle finger include emotions related to anger, such as frustration, resentment, and impatience. Other health projects include fatigue, flatulence, and eyestrain that may result from heavy reading.

The ring finger is associated with sadness, and can be harmonized by holding it lightly. Holding the ring finger addresses breathing difficulties, a buildup of mucus and phlegm, earaches, tinnitus, coughing, and skin projects.

If there is a problem with the heart organ it may be beneficial to hold the pinky. Similarly, if a person finds their heart is racing for some reason, harmony might be reached by holding the pinky. Just like the other fingers, the pinky is associated with an emotion—in this case pretense or trying to. These emotions need some explanation. “Trying to” applies to situations where a person is putting in effort to accomplish something or other. It might be as simple as trying to tidy the kitchen so that guests who will soon be arriving at your home will experience a very tidy home. Or, it might involve trying to control somebody else, such as a sibling, parent, or schoolmate. If a person is trying to exercise control over someone else, then they might harmonize the energy flows in the finger by holding the pinky. Sometimes, this emotion is called efforting. If a person is putting too much effort into the activity of the moment, it may be advisable to hold the little finger for a minute or two so that harmony is maintained.

As you might imagine, the emotion of pretense can arise when a person is feeling insecure and/or nervous. Hence, holding the little finger can assist a tendency to try to be something we are not. That is, if a person is feeling insecure and/or nervous, that feeling might be harmonized by holding the little finger. In terms of wellness projects, holding the little finger can assist projects associated with bones and the heart. Also, if a person has diarrhea, or feels bloated they can attain some relief by holding the pinky finger. Interestingly, if a person has been doing a lot of walking (e.g., walking meditation, walking for exercise, or just walking in the garden), they can benefit from holding the little finger for several minutes.

When the hands are held in the prayer position for 1–2 min the emotion of despondency can be harmonized. Someone who is feeling down in the dumps might get some relief by holding hands in the prayer position while focusing on their breathing, or focusing on the pulses felt in each hand.

When you are holding any body part, keep in mind that the front, back, top, bottom, and sides usually connect to different universal energy flows in the body. For example, holding the tip of the middle finger can address major health projects that include coma, heatstroke, and cardiac pain. Lesser issues addressed while lightly touching the tip of the middle finger include irritability, stiffness, swelling, and pain in the tongue.

If you make a fist with your hand and note where the middle finger touches the palm, this locates a space that can be lightly touched or held to address wellness projects associated with mouth ulcers, halitosis, vomiting, and fungal infection of the hand. Just like the position on the tip of the middle finger, the position close to palm center also can address coma and cardiac pain.

Rather than going through each of the front, back, and sides of the main body parts (e.g., torso, legs, arms, feet, hands, head), we conclude this section with a know thyself challenge.

Lightly hold the left hand at the wrist crease on the inside of the hand/arm. The right hand can cover both sides of the wrist crease, extending to the base of the thumb to some distance down the wrist. Maintain this hold for a few minutes and bear witness to the physiological changes that arise during that time. Then, turn the left hand over, and use the right hand to hold the back/outside in much the same way you held the front side. Be sure to keep the touch light. Once again notice the physiological changes that occur during the second three minutes. Make a note of the similarities and differences.

Are you ready? Who are your teachers?

When the student is ready the teacher will appear. When the student is truly ready... The teacher will disappear. Lao Tzu-Tao Te Ching (circa 6 th century BCE)

For more than two decades, we have infused dialectical reasoning into our research and thinking. When we consider learners, we also consider teachers, and when we think about learning, we also think about teaching (Alexakos 2015 ). We represent the dialectical relationship with the vertical bar, i.e., teacher | learner. Similarly, our theorizing of culture also includes numerous dialectical relationships, such as production = reproduction | transformation. Here, our understanding of cultural production has evolved over time to be transformative that links learning with life events/experiences. Accordingly, all learning is both reproductive and transformative. Much can be written about our understandings of this relationship, but in this Editorial, we make just a few points. Production is both aware and unaware, and it is ongoing. Often, we assert that if a person is breathing, they are learning. From this perspective, there is a realization that learning is continuous for a living, breathing person. That being the case, we find it useful to ask—if a person is learning at a given point in time, who are the teachers?

What counts as knowledge? Our acceptance of cultural production as equivalent to learning carries an important implication. Knowledge is more than what can be represented as words since it includes all forms of production. Furthermore, as Greene has noted, knowledge is transcendent in that no matter what forms of representation are used, alone and in combination, there always is more that is known (Greene 1994 ). Accordingly, when a person goes for a walk, production occurs continuously. Many methods can be used to identify what was learned, but they always will fall short of capturing all that was learned. What has been learned during a walking activity?

Before we provide an example that includes walking, we make an additional point about axiology. For the most part, higher value seems to be assigned at least in formal schooling to knowledge that can be expressed verbally (e.g., oral, written). When it comes to wellness it is arguably more important that knowledge represented in practices is of high importance—as are values and emotions.

During a recent successful doctoral defense at the Graduate Center of the City University of New York, Corie McCallum noted that when there were work-related issues to be resolved (during the COVID-19 pandemic, when work was done at home) Corie took a walk, during which many of the problems were resolved as her wellness was also enhanced (McCallum 2021 ).

What did Corie learn as she meditated?

As Corie walks, she meditates and notes a tendency to engage reflexive practices with heightened awareness about the affordances of working from home—especially for health-related projects such as weight control. Also, by working at home she is able to take walks outside and experience the ambiance of sunlight and fresh air. Importantly, working from home provides Corie with freedom about to whom and when she is accessible.

Corie's research brings our attention to questions that can be raised concerning who are the teachers during walking meditation. In many instances the teachers, we decide, are inanimate, and depending on where the walk occurs, they may be non-human. Inevitably, questions arise about the nature of learning environments. It seems self-evident that there likely will be differences in walking on a sidewalk of an inner-city street, walking in a bedroom, walking in the city park, and walking on an unpaved pathway in the forest. Rather than creating answers to questions that concern the teacher | learner relationships in different places—we provide a set of assertions that may serve as starting points for an expansive dialogue about teaching and learning.

Corie's vignette about the uses of walking meditation harmonizes the mind and body so that she is better able to attend to her health while also performing her professional duties as a conduct counselor; it highlights the importance of autonomy to change her schedule when and as necessary. She does not avoid doing her job, but ensures that she addresses health projects when issues arise and need attention, and plans proactively to minimize the occurrence of serious health projects.

What can we learn from this research that might have implications for teaching and learning in and out of the pipeline? Consider the following scenarios, arrange a cogen, and partake in an expansive set of possibilities.

• Students are provided with timeouts that can be used for contemplative activity when they feel their mind | body is not able to support learning to the maximum extent. • Students can engage in breathing, walking and selected healing meditations when they regard it as beneficial to do so. • Periodically, the classes are scheduled to take place in a contemplative garden that is built and maintained by the students and teachers themselves, and members of the local community who are also invited to use it. The garden may feature a running stream, waterfall, and a variety of trees, large, medium and small shrubs, flowering and herbaceous plants.

Out of the pipeline curricula and associated activities can be planned using the resources of a given location, such as existing parks, riverside and beachside resources, mountain and forest walking trails, and specially created spaces to educate the citizenry for specific purposes, such as dying and death (e.g., death parks). The creation of suitable spaces can be built along with curricula designed by science educators for specific purposes, with the proviso that once they are built; the purposes and uses would be dynamically flexible.

Konstantinos: Recently I visited a museum in Thessaloniki, Greece. I read an inscription of how Aristotle used to tutor Alexander the Great under the shaded trees. How many of our public schools give such an option to their students? As science educators how often do we take our traditional classes outside or allow our students (of any age) to take a nature walk break or to go hug a tree or stick their bare hands or feet into the ground during class when they feel the need?

The following texts can be used in cogens to expand the dialogue and the possibilities for educating the citizenry in regard to the grand challenges and other priority topics such as maintaining wellness.

• When I walk along the banks of a river, my thoughts are mediated by the water, the still, reflective surface, the clear sky and the fresh air. I find myself resolving problems, playing music in my head, and feeling the serenity of solitude that mother nature teaches me. • My walk in the forest is without people. I feel the energy and wisdom of the trees. How best can I learn from the trees?—don't seek the teacher, when the time is right, the teacher will come to you. What and how can I learn from being in a forest with trees? • What counts as nature? Can I experience nature inside my home? Am I experiencing nature when I walk in my garden? What about if I walk on the pavement? Must I go to a place where flora and fauna are pristine and influences of humans are difficult to discern. Are humans constituents of nature? What about selves?

Are we up to the challenges that confront us now?

On August 9, 2021 the Intergovernmental Panel on Climate Change released a brief report that began as follows:

Scientists are observing changes in the Earth’s climate in every region and across the whole climate system, according to the latest Intergovernmental Panel on Climate Change (IPCC) Report, released today. Many of the changes observed in the climate are unprecedented in thousands, if not hundreds of thousands of years, and some of the changes already set in motion—such as continued sea level rise—are irreversible over hundreds to thousands of years.

We see this as a rallying cry for science educators to step forward and get to work. Whereas the grand challenges extend beyond climate change, it is clear that a strong, unprecedented collaborative effort is needed to jump start pathways toward success. We are confident that our Editorial, and the papers to follow, can inspire readers of CSSE and catalyze forms of action that are proactive and free of the shackles that have bound us to roles that simply reproduce and even exacerbate extremely low levels of science literacy—on display now, not just in the West, but throughout the world. It is time for science educators to rise up and take the lead in educating ourselves and our global citizenry to successfully grapple with these grand challenges for the betterment of ourselves and our planet.

Which pathways will we choose?

This special issue is dedicated to pushing the boundaries of mainstream science education. We honor the authors of these papers for their contributions and courage.

As we consider what to do and where to go, we may ponder whether we are ready to meet the challenges we will encounter, and if so, who are the teachers to afford our learning?

We are not the first to argue that science education should be of use to our citizenry, or that we access our agency to meet responsibilities to ourselves and a global community. At the same time, in the decades the two of us have been involved in teaching science and science education, rather than progress we have experienced regress. For example, the pressure on teachers to teach to the test attributed to the advent of assessments ad nauseum (both for teachers and the students). We are not optimistic of accomplishing the changes in science education that we argue for in this paper, given systemic foundations of current inequities and ideologies that continue to breed ignorance, miseducation and mistrust in what is science, and who and how it can serve the global citizenry. These issues are further confounded by the contested purposes and goals of education, and science—in particular medical science. At the same time though we believe it is important to have and to engage in difficult conversations such as those we broached and those that follow.

Because we have come to believe that current science education curricula and practices are at best inadequate for preparing our citizenry to have the experience and knowledge to engage current and future grand challenges we (and our planet) face, both of us have moved on with our studies and teaching. We feel liberated by studying and teaching wellness and sustainability from a perspective that combines Eastern, Western, and Indigenous wellness practices and ideas. Also, we feel reconnected with ourselves and the world around us, and have been reminded of the criticality of awareness, caring, compassion, kindness, and love in our own personal and professional lives as well as our own impermanence.

Alexakos, K. (2015). Being a teacher | researcher: A primer on doing authentic inquiry research on teaching and learning . Sense Publishers.

Book   Google Scholar  

Alsan, M. & Wanamaker, M. (2018). Tuskegee and the health of black men. The Quarterly Journal of Economics , 133 (1), 407–455. https://doi-org.ezproxy.gc.cuny.edu/ https://doi.org/10.1093/qje/qjx029

Bai, H. (2015). Peace with the earth: Animism and contemplative ways. Cultural Studies of Science Education, 10 (1), 135–147. https://doi.org/10.1007/s11422-013-9501-z

Article   Google Scholar  

Garfinkel, H. (1967). Studies in ethnomethodology . Prentice Hall.

Google Scholar  

Gould, S. J. (2002). Carrie Buck’s daughter. Natural History, 111 (6), 12.

Greene, M. (1994). Postmodernism and the crisis of representation. English Education, 26 , 206–219.

Guba, E. G., & Lincoln, Y. (1989). Fourth generation evaluation . Sage Publications.

Hoffman, D., & Bowditch, A. (2021). The global pharmaceutical industry: The demise and the path to recovery . Routledge.

MacDonald, M. (2015). Vaccine hesitancy: Definition, scope and determinants. Vaccine, 33 , 4161–4164. https://doi.org/10.1016/j.vaccine.2015.04.036

McCallum, C. A. M. (2021). A student conduct administrator’s journey to wellness . A dissertation submitted in partial fulfillment of the Doctor of Philosophy, The City University of New York.

Narby, J. (1998). The cosmic serpent: DNA and the origins of knowledge . New York, NY: Jeremy P. Tarcher/Putnam.

Pandey, K. (2021). Theorising transformative learning: The power of autoethnographic narratives in education . Leiden, The Netherlands: Brill | Sense Publishers.

Pilkington, E. (23 Apr 2021). Bones of Black children killed in police bombing used in Ivy League anthropology course. The Guardian . https://www.theguardian.com/us-news/2021/apr/22/move-bombing-black-children-bones-philadelphia-princeton-pennsylvania?CMP=Share_iOSApp_Other

Powietrzynska, M., Tobin, K., & Alexakos, K. (2015). Facing the grand challenges through heuristics and mindfulness. Cultural Studies of Science Education, 10 , 65–81. https://doi.org/10.1007/s11422-014-9588-x

Roth, W. M. (2009). Specifying the ethnomethodological “what more?” Cultural Studies of Science Education, 4 , 1–12. https://doi.org/10.1007/s11422-009-9173-x

Roth, W. M., & Tobin, K. (2006). Editorial: Announcing Cultural Studies of Science Education. Cultural Studies of Science Education, 1 , 1–5. https://doi.org/10.1007/s11422-005-9005-6

Saraswati, S., & Avinasha, B. (2010). Jewel in the Lotus: The Tantric path to higher consciousness (3rd ed.). Ipsalu Publishing.

Sewell, W. H., Jr. (2005). Logics of history: Social theory and social transformation . University of Chicago Press.

Springer. (2021). Aims and scope . Accessed on August 14, 2021 at https://www.springer.com/journal/11422/aims-and-scope

Tobin, K. & Alexakos, K. (Eds). (2021a). Transforming learning and teaching: Heuristics for educative and responsible practices . Leiden, The Netherlands: Brill | Sense.

Tobin, K. & Alexakos, K. (2021b). Improving learning and teaching through authentic inquiry research: An Overview. In K. Tobin, & K. Alexakos, (Eds). Doing authentic inquiry to improve learning and teaching (pp. 1–19). Leiden, The Netherlands: Brill | Sense.

Tobin, K. & Alexakos, K. (Eds). (2021c). Doing authentic inquiry to improve learning and teaching . Leiden, The Netherlands: Brill | Sense.

Tobin, K., Alexakos, K., & Powietrzynska, M. (2015). Mindfulness and wellness: Central components of a science of learning. Innovación Educativa, 15 (67), 61–87.

V. Pamojjo, P. (2013). A meditator’s guide . Asia Books Company Limited.

Weitzberg, E., & Lundberg, J. O. N. (2002). Humming greatly increases nasal nitric oxide. American Journal of Respiratory and Critical Care Medicine, 166 (2), 144–145. https://doi.org/10.1164/rccm.200202-138BC

Wong, Y. Y. (2021a). Redefining science education through the lens of mindfulness practice: authentic inquiry for promoting wellbeing, literate citizenry and sustainable lifestyle . A thesis submitted in partial fulfillment of the Doctor of Philosophy, Kasetsart University, Thailand.

Wong, Y. Y. (2021b). Personal communication (8/13/2021).

Download references

Acknowledgements

We acknowledge reviews and thoughtful suggestions on earlier versions of this paper from Kashi Raj Pandey (Lead Editor), Mitch Bleier, Joanna Higgins, Mariatere Tapia-Avery, Carolyne Ali-Khan, Luis Zambrano, Yau Yan Wong, and Anna Malyukova. We are grateful to Myrto Koutra-Iliopoulou for her translation of our abstract to Greek.

Author information

Authors and affiliations.

The Graduate Center of the City University of New York, New York, NY, USA

Kenneth Tobin & Konstantinos Alexakos

Brooklyn College of the City University of New York, Brooklyn, NY, USA

Konstantinos Alexakos

You can also search for this author in PubMed   Google Scholar

Corresponding author

Correspondence to Kenneth Tobin .

Additional information

Publisher's note.

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Lead editor: Kashi Raj Pandey.

Rights and permissions

Reprints and permissions

About this article

Tobin, K., Alexakos, K. Global challenges need attention now: educating humanity for wellness and sustainability. Cult Stud of Sci Educ 16 , 651–673 (2021). https://doi.org/10.1007/s11422-021-10080-6

Download citation

Received : 01 August 2021

Accepted : 19 August 2021

Published : 06 October 2021

Issue Date : September 2021

DOI : https://doi.org/10.1007/s11422-021-10080-6

Share this article

Anyone you share the following link with will be able to read this content:

Sorry, a shareable link is not currently available for this article.

Provided by the Springer Nature SharedIt content-sharing initiative

• Sustainability
• Difference as a resource
• Crisis of representation
• Authentic inquiry
• Know thyself

Λέξεις-κλειδιά

• η διαφορά ως πόρος
• η κρίση της εκπροσώπησης
• αυθεντική έρευνα
• διαλογισμός
• αυτοβοήθεια
• Find a journal
• Publish with us
• Track your research

• LIVE DISCOURSE
• BLOG / OPINION
• SUBMIT PRESS RELEASE
• Advertisement
• Knowledge Partnership
• Media Partnership

'Global Science for Global Wellbeing' to be theme of National Science Day 2023

National science day is celebrated every year on february 28 to commemorate the discovery of the raman effect. on this day, indian physicist c v raman announced the discovery of the raman effect for which he won the nobel prize in 1930..

Science and Technology minister Jitendra Singh on Monday said the theme for National Science Day 2023 will be 'Global Science for Global Wellbeing' which indicates India's emerging global role and rising visibility in the international arena. National Science Day is celebrated every year on February 28 to commemorate the discovery of the 'Raman Effect'. On this day, Indian physicist C V Raman announced the discovery of the 'Raman Effect' for which he won the Nobel Prize in 1930. Theme-based science communication activities are carried out all over the country on this occasion.

Speaking at the launch of the theme, Singh said the theme is perfectly in sync with India assuming the presidency of G20, where it will become the voice of the Global South, comprising developing countries of Asia, Africa and South America.

''It heralds a new era to provide opportunities to people and scientific fraternity in the country and abroad to come together, work together and experience the joy of doing science for the wellbeing of mankind,'' he said.

(This story has not been edited by Devdiscourse staff and is auto-generated from a syndicated feed.)

• READ MORE ON:
• Global Science for Global Wellbeing'
• Science and Technology
• Jitendra Singh
• Raman Effect'
• National Science Day 2023
• National Science Day
• South America

Indian Diaspora in NYC Celebrates 78th Independence Day

Uk's indian diaspora celebrates india's 78th independence day in slough, asia stocks surge as markets shake off recession fears, indian markets rally following global surge, shaping women's representation in indian cinema: a call for change.

Global Health Initiatives: Key Updates and Developments

Amazon's New 'Remarkable' Alexa Set for October Launch Leveraging Anthropic'...

Toyota Kirloskar and Union Bank Join Forces for Vehicle Financing Solutions

PM Modi to Inaugurate Vadhvan Port Project and Address Global Fintech Fest i...

Latest news, chandra shekhar azad demands caste census, restoration of quota in chhattisgarh, chennai gears up for first-ever formula 4 night race, bjp accuses west bengal government of obstructing rape and murder case inquiry, sri lanka faces record-breaking run chase at lord's.

OPINION / BLOG / INTERVIEW

Global water crisis: the urgent call to protect our dying freshwater ecosystems, bridging the gap: who's new guidelines for tuberculosis diagnostics promise hope for millions, unlocking jordan’s potential: the urgent need for affordable childcare to empower women in the workforce, hidden in the water: how better monitoring could prevent a global health crisis, connect us on.

• ADVERTISEMENT
• KNOWLEDGE PARTNERSHIP
• MEDIA PARTNERSHIP
• Agro-Forestry
• Art & Culture
• Economy & Business
• Energy & Extractives
• Law & Governance
• Science & Environment
• Social & Gender
• Urban Development
• East and South East Asia
• Europe and Central Asia
• Central Africa
• East Africa
• Southern Africa
• West Africa
• Middle East and North Africa
• North America
• Latin America and Caribbean

OTHER LINKS

• Write for us
• Submit Press Release
• Opinion / Blog / Analysis
• Business News
• Entertainment News
• Technology News
• Law-order News
• Lifestyle News
• National News
• International News

OTHER PRODUCTS

Email: [email protected] Phone: +91-720-6444012, +91-7027739813, 14, 15

© Copyright 2024

• THE WEEK TV
• ENTERTAINMENT
• WEB STORIES
• JOBS AND CAREER
• Home Home -->
• wire updates wire updates -->
• NATIONAL NATIONAL -->

'Global Science for Global Wellbeing' to be theme of National Science Day 2023

New Delhi, Jan 9 (PTI) Science and Technology minister Jitendra Singh on Monday said the theme for National Science Day 2023 will be 'Global Science for Global Wellbeing' which indicates India's emerging global role and rising visibility in the international arena.      National Science Day is celebrated every year on February 28 to commemorate the discovery of the ‘Raman Effect’.      On this day, Indian physicist C V Raman announced the discovery of the 'Raman Effect' for which he won the Nobel Prize in 1930.      Theme-based science communication activities are carried out all over the country on this occasion.      Speaking at the launch of the theme, Singh said the theme is perfectly in sync with India assuming the presidency of G20, where it will become the voice of the Global South, comprising developing countries of Asia, Africa and South America.      "It heralds a new era to provide opportunities to people and scientific fraternity in the country and abroad to come together, work together and experience the joy of doing science for the wellbeing of mankind," he said.

(This story has not been edited by THE WEEK and is auto-generated from PTI)

Keep lawyers, 'outsiders' away from management of temples: Allahabad HC

Samit Dravid, son of Rahul Dravid, included in India under-19 squad for Australia series

Mollywood #MeToo: 'Manichithrathazhu' actor Sudheesh, Idavela Babu booked by Kozhikode police after...

Decoding India’s new Bio-e3 policy; will it be a game changer in Mission 2047?

Human health in space: Charting the unknown on Polaris Dawn mission

Establishing a More Global Understanding of Wellbeing Through Research

The Global Wellbeing Initiative aims to expand the conceptualization and measurement of wellbeing with globally inclusive perspectives to better understand how to promote wellbeing for all.

Featured Report

Wellbeing for all: incorporating harmonic principles of wellbeing in subjective wellbeing research and policymaking.

Reshaping the Science and Discourse of Wellbeing

The Global Wellbeing Initiative (GWI) builds upon existing wellbeing research, which is traditionally shaped by Western-centric perspectives, by incorporating a more inclusive understanding of wellbeing.

Advancing Research and Thought Leadership

Discover what our researchers and industry experts are saying about wellbeing.

September 20, 2023

Four out of five worldwide frequently feel in harmony with others

We’re building a community of wellbeing scholars.

Our community of scholars will create a new set of globally accepted standards and wellbeing metrics, inspiring local action and public policy changes in service of societies, families and workplaces across the globe.

“The vision and scientific approach of the GWI to include globally diverse perspectives has the potential to create a paradigm shift in how the world conceptualizes and measures wellbeing.” Ed Diener, Ph.D., Alumni Distinguished Professor of Psychology (Emeritus), University of Illinois, and Scientific Advisor, Wellbeing for Planet Earth Foundation

“The Global Wellbeing Initiative is a journey of exploration to understand our common human desire for wellbeing, while also exploring cultural manifestations of our universal strivings for a good life.” Holli-Anne Passmore, Ph.D., Assistant Professor of Psychology and Director of the Nature-Meaning in Life Research Lab, Concordia University of Edmonton

“Already with successes under our belt, new data, new questions, new people and new research agendas, we're finally and truly on the path to unearthing wellbeing around the globe.” Louise Lambert, Ph.D., Editor of the Middle East Journal of Positive Psychology

“As we move from GDP to wellbeing as a metric of societal progress, we need to first ask 'What makes a life well-lived for people around the world?' The GWI is a pioneering partnership that seeks to answer this question with science and geo-cultural inclusiveness.” Alden Lai, Ph.D., Assistant Professor of Public Health Policy and Management, New York University, and Executive Advisor, Wellbeing for Planet Earth Foundation

Join the GWI Community

Share your expertise and help us advance wellbeing for all.

Stay informed.

Contact us at.

A day after declared 'sinner', Sukhbir Badal appears before Akal Takht

'i was never in hiding': malayalam superstar mohanlal breaks silence on hema committee report, kenya: fourth case of monkeypox confirmed, rwanda's electoral body says ready to ensure smooth senate election, zimbabwe bans sale of unblended gasoline to save foreign currency for imports, uganda confirms three more cases of monkeypox, cambodia sees eight per cent drop in construction investment in first half of 2024.

'Global Science for Global Wellbeing' theme of National Science Day 2023

•   Mon, Jan 09 2023 10:06:43 PM

New Delhi, Jan 9 (IANS): The National Science Day 2023 will be celebrated on the theme of 'Global Science for Global Wellbeing'.

The National Science Day is celebrated every year on February 28 to commemorate the discovery of the 'Raman Effect'.

The government designated February 28 as National Science Day in 1986. On this day C.V. Raman announced the discovery of the 'Raman Effect' for which he was awarded the Nobel Prize in 1930.

On this occasion, theme-based science communication activities are carried out all over the country.

Union Minister of State (Independent Charge) Science & Technology, Jitendra Singh on Monday released the theme and said that the theme of "Global Science for Global Wellbeing" is perfectly in sync with India assuming the Presidency of G-20, where she will become the voice of the global south that is the developing countries of Asia, Africa and South America.

The Minister said that the Global Science for Global Wellbeing theme has been chosen for the purpose of raising public appreciation of the scientific issues in global context which is having a bearing upon global wellbeing.

Singh said that India has acquired global visibility in the comity of nations under Prime Minister Narendra Modi, and "we are ready for outcome oriented global collaboration to address the global challenges".

He said, when concerns, challenges and benchmarks have assumed global dimensions, the redressal should also be of the global nature.

Principal Scientific Advisor Ajay Kumar Sood explained the rationale behind the theme of "Global Science for Global Wellbeing" and said in the wake of Covid-19, the world has become closer to fight global challenges.

Sood also explained in detail that it was on February 28 in 1928 that iconic Indian physicist C.V. Raman made an important discovery, known as the Raman Effect.

The discovery was that when a beam of coloured light entered a liquid, a fraction of the light scattered by that liquid was of a different colour.

Raman showed that the nature of this scattered light was dependent on the type of sample present.

Top Stories

Leave a comment your email address will not be published., title: 'global science for global wellbeing' theme of national science day 2023.

Disclaimer:

Please write your correct name and email address. Kindly do not post any personal, abusive, defamatory, infringing, obscene, indecent, discriminatory or unlawful or similar comments. Daijiworld.com will not be responsible for any defamatory message posted under this article.

Please note that sending false messages to insult, defame, intimidate, mislead or deceive people or to intentionally cause public disorder is punishable under law. It is obligatory on Daijiworld to provide the IP address and other details of senders of such comments, to the authority concerned upon request.

Hence, sending offensive comments using daijiworld will be purely at your own risk, and in no way will Daijiworld.com be held responsible.

You might also like

• Most Commented
• Sat, Aug 31  

Ajay Alok defends ‘namaaz break’ ban in Assam, mocks Tejashwi’s ‘Chinese copy’ barb

• Sat, Aug 31   1

Meghalaya govt hands over Awami League leader’s body to B’desh authorities

Youth tries to attack giriraj singh during janata darbar in begusarai.

Thank you for visiting nature.com. You are using a browser version with limited support for CSS. To obtain the best experience, we recommend you use a more up to date browser (or turn off compatibility mode in Internet Explorer). In the meantime, to ensure continued support, we are displaying the site without styles and JavaScript.

• View all journals
• Explore content
• About the journal
• Publish with us
• Sign up for alerts
• Published: 23 August 2024

Resistance of ecosystem services to global change weakened by increasing number of environmental stressors

• Guiyao Zhou   ORCID: orcid.org/0000-0002-1385-3913 1 , 2 ,
• Nico Eisenhauer   ORCID: orcid.org/0000-0002-0371-6720 2 , 3 ,
• Cesar Terrer   ORCID: orcid.org/0000-0002-5479-3486 4 ,
• David J. Eldridge   ORCID: orcid.org/0000-0002-2191-486X 5 ,
• Huimin Duan 6 ,
• Emilio Guirado   ORCID: orcid.org/0000-0001-5348-7391 7 ,
• Miguel Berdugo   ORCID: orcid.org/0000-0003-1053-8907 8 ,
• Lingyan Zhou 9 ,
• Shengen Liu 10 ,
• Xuhui Zhou   ORCID: orcid.org/0000-0002-2038-9901 11 &
• Manuel Delgado-Baquerizo   ORCID: orcid.org/0000-0002-6499-576X 1  

Nature Geoscience ( 2024 ) Cite this article

1016 Accesses

100 Altmetric

Metrics details

• Climate-change impacts
• Environmental sciences

Terrestrial ecosystems are subjected to multiple global changes simultaneously. Yet, how an increasing number of global changes impact the resistance of ecosystems to global change remains virtually unknown. Here we present a global synthesis including 14,000 observations from seven ecosystem services (functions and biodiversity), as well as data from a 15-year field experiment. We found that the resistance of multiple ecosystem services to global change declines with an increasing number of global change factors, particularly after long-term exposure to these factors. Biodiversity had a higher resistance to multiple global changes compared with ecosystem functions. Our work suggests that we need to consider the combined effects of multiple global changes on the magnitude and resistance of ecosystem services worldwide, as ecosystem responses will be enhanced by the number of environmental stressors and time of exposure.

This is a preview of subscription content, access via your institution

Access options

Access Nature and 54 other Nature Portfolio journals

Get Nature+, our best-value online-access subscription

24,99 € / 30 days

cancel any time

Subscribe to this journal

Receive 12 print issues and online access

251,40 € per year

only 20,95 € per issue

Buy this article

• Purchase on SpringerLink
• Instant access to full article PDF

Prices may be subject to local taxes which are calculated during checkout

Similar content being viewed by others

Thresholds for ecological responses to global change do not emerge from empirical data

The three major axes of terrestrial ecosystem function

A function-based typology for Earth’s ecosystems

Data availability.

The data supporting the findings of this study are available from figshare at https://doi.org/10.6084/m9.figshare.26200925 (ref. 47 ).

Code availability

The code associated with this study is available from figshare at https://doi.org/10.6084/m9.figshare.26202050 (ref. 48 ).

Rillig, M. C. et al. Increasing the number of stressors reduces soil ecosystem services worldwide. Nat. Clim. Change 13 , 478–483 (2023).

Article   Google Scholar  

Zandalinas, S. I. & Mittler, R. Plant responses to multifactorial stress combination. N. Phytol. 234 , 1161–1167 (2022).

Peters, M. et al. Climate–land-use interactions shape tropical mountain biodiversity and ecosystem functions. Nature 568 , 88–92 (2019).

Article   CAS   Google Scholar  

Rillig, M. C. et al. The role of multiple global change factors in driving soil functions and microbial biodiversity. Science 366 , 886–890 (2019).

Terrer, C. et al. A trade-off between plant and soil carbon storage under elevated CO 2 . Nature 591 , 599–603 (2021).

Zhou, G. et al. Temperature and rainfall patterns constrain the multidimensional rewilding of global forests. Adv. Sci. 9 , 2201144 (2022).

Zhou, L. et al. Global systematic review with meta-analysis shows that warming effects on terrestrial plant biomass allocation are influenced by precipitation and mycorrhizal association. Nat. Commun. 13 , 4914 (2022).

Delgado-Baquerizo, M. et al. Soil microbial communities drive the resistance of ecosystem multifunctionality to global change in drylands across the globe. Ecol. Lett. 20 , 1295–1305 (2017).

Yang, G. et al. Multiple anthropogenic pressures eliminate the effects of soil microbial diversity on ecosystem functions in experimental microcosms. Nat. Commun. 13 , 4260 (2022).

Zandalinas, S. I. et al. The impact of multifactorial stress combination on plant growth and survival. N. Phytol. 230 , 1034–1048 (2021).

Orwin, K. H. & Wardle, D. A. New indices for quantifying the resistance and resilience of soil biota to exogenous disturbances. Soil Biol. Biochem. 36 , 1907–1912 (2004).

Isbell, F. et al. Biodiversity increases the resistance of ecosystem productivity to climate extremes. Nature 526 , 574–577 (2015).

Craven, D. et al. Multiple facets of biodiversity drive the diversity–stability relationship. Nat. Ecol. Evol. 2 , 1579–1587 (2018).

Ochoa-Hueso, R. et al. Ecosystem coupling: a unifying framework to understand the functioning and recovery of ecosystems. One Earth 4 , 951–966 (2021).

Dukes, J. et al. Responses of grassland production to single and multiple global environmental changes. PLoS Biol. 3 , e319 (2005).

Kuussaari, M. et al. Extinction debt: a challenge for biodiversity conservation. Trends Ecol. Evol. 24 , 564–571 (2009).

Winfree, R. Global change, biodiversity and ecosystem services: what can we learn from studies of pollination? Basic Appl. Ecol. 14 , 453–460 (2013).

Komatsu, K. et al. Global change effects on plant communities are magnified by time and the number of global change factors imposed. Proc. Natl Acad. Sci. USA 116 , 17867–17873 (2019).

Dornelas, M. et al. Assemblage time series reveal biodiversity change but not systematic loss. Science 344 , 296–299 (2014).

Blowes, S. A. et al. The geography of biodiversity change in marine and terrestrial assemblages. Science 366 , 339–345 (2019).

Yachi, S. & Loreau, M. Biodiversity and ecosystem productivity in a fluctuating environment: the insurance hypothesis. Proc. Natl Acad. Sci. USA 96 , 1463–1468 (1999).

Byron, J. et al. Chiral monoterpenes reveal forest emission mechanisms and drought responses. Nature 609 , 307–312 (2022).

Reich, P. et al. Even modest climate change may lead to major transitions in boreal forests. Nature 608 , 540–545 (2022).

Liu, H. et al. Phenological mismatches between above- and belowground plant responses to climate warming. Nat. Clim. Change 12 , 97–102 (2022).

Liu, L. et al. A cross‐biome synthesis of soil respiration and its determinants under simulated precipitation changes. Glob. Change Biol. 22 , 1394–1405 (2016).

Zhou, G. et al. Effects of livestock grazing on grassland carbon storage and release override impacts associated with global climate change. Glob. Change Biol. 25 , 1119–1132 (2019).

Hunt, H. & Wall, D. Modelling the effects of loss of soil biodiversity on ecosystem function. Glob. Change Biol. 8 , 33–50 (2008).

Shaw, M. et al. Grassland responses to global environmental changes suppressed by elevated CO 2 . Science 298 , 1987–1990 (2002).

Zhu, K. et al. Nonlinear, interacting responses to climate limit grassland production under global change. Proc. Natl Acad. Sci. USA 113 , 10589–10594 (2016).

Yang, S. et al. Fire affects the taxonomic and functional composition of soil microbial communities, with cascading effects on grassland ecosystem functioning. Glob. Change Biol. 26 , 431–442 (2020).

Møller, A. P. & Jennions, M. D. Testing and adjusting for publication bias. Trends Ecol. Evol. 16 , 580–586 (2001).

Mooney, K. A. et al. Interactions among predators and the cascading effects of vertebrate insectivores on arthropod communities and plants. Proc. Natl Acad. Sci. USA 107 , 7335–7346 (2010).

Viechtbauer, W. Conducting meta-analyses in R with the metafor package. J. Stat. Softw. https://doi.org/10.18637/jss.v036.i03 (2010).

Eldridge, D. & Delgado-Baquerizo, M. Continental-scale impacts of livestock grazing on ecosystem supporting and regulating services. Land Degrad. Dev. 28 , 1473–1481 (2017).

Delgado-Baquerizo, M. et al. Microbial diversity factors multifunctionality in terrestrial ecosystems. Nat. Commun. 28 , 10541 (2016).

Poorter, L. et al. Multidimensional tropical forest recovery. Science 374 , 1370–1376 (2021).

Epskamp, S. & Fried, E. I. A tutorial on regularized partial correlation networks. Psychol. Methods 23 , 617–634 (2016).

Migliavacca, M. et al. The three major axes of terrestrial ecosystem function. Nature 598 , 468–472 (2021).

Lahouar, A. & Slama, J. B. H. Day-ahead load forecast using random forest and expert input selection. Energy Convers. Manag. 103 , 1040–1051 (2015).

Fick, S. E. & Hijmans, R. J. WorldClim 2: new 1‐km spatial resolution climate surfaces for global land areas. Int. J. Climatol. 37 , 4302–4315 (2017).

Poggio, L. et al. SoilGrids 2.0: producing soil information for the globe with quantified spatial uncertainty. Soil 7 , 217–240 (2021).

Loveland, T. R. et al. An analysis of the IGBP global land-cover characterization process. Photogramm. Eng. Rem. S. 65 , 1021–1032 (1999).

Google Scholar  

Warner, D. L., Bond-Lamberty, B., Jian, J., Stell, E. & Vargas, R. Spatial predictions and associated uncertainty of annual soil respiration at the global scale. Glob. Biogeochem. Cycles 33 , 1733–1745 (2019).

Piñeiro, G., Perelman, S., Guerschman, J. P. & Paruelo, J. M. How to evaluate models: observed vs. predicted or predicted vs. observed? Ecol. Model. 216 , 316–322 (2008).

UNEP-WCMC. A spatial analysis approach to the global delineation of dryland areas of relevance to the CBD Programme of Work on Dry and Subhumid Lands. Dataset based on spatial analysis between WWF terrestrial ecoregions (WWF-US, 2004) and aridity zones (CRU/UEA; UNEPGRID, 1991). Dataset checked and refined to remove many gaps, overlaps and slivers (July 2014). UNEP-WCMC https://resources.unep-wcmc.org/products/789fcac8959943ab9ed7a225e5316f08 (2007).

Mallavan, B. P., Minasny, B. & McBratney, A. B. in Digital Soil Mapping Progress in Soil Science (eds Boettinger Howell, J. L. et al.) 137–150 (Springer, 2010).

Zhou, G. Database.xls. figshare https://doi.org/10.6084/m9.figshare.26200925 (2024).

Zhou, G. Code.pdf. figshare https://doi.org/10.6084/m9.figshare.26202050 (2024).

Download references

Acknowledgements

We acknowledge B. A. Hungate, C. B. Field and N. R. Chiariello for use of the plant biomass data from the Jasper Ridge Global Change Experiment. We thank all the scientists whose data and work were included in the global analysis. G.Z. and N.E. acknowledge support by iDiv (German Research Foundation [DFG]–FZT 118, 202548816) and the Gottfried Wilhelm Leibniz Prize (DFG; Ei 862/29-1), both granted by the German Research Foundation. The Jena Experiment is funded by the DFG (FOR 5000). G.Z. acknowledges funding from Spanish Ministry of Science and Innovation through a Ramón y Cajal Fellowship (RYC2022-035226-I), the NextGenerationEU programme of the European Union (MICIU/AEI/10.13039/501100011033y el FSE+) and the AYUDAS DE EXCELENCIA RYC-MAX 2023 project from the Spanish National Research Council. M.D.-B. acknowledges support from the Spanish Ministry of Science and Innovation for the I + D + i project PID2020-115813RA-I00 funded by MCIN/AEI/10.13039/501100011033. M.D.-B. is also supported by a project of the Fondo Europeo de Desarrollo Regional (FEDER) and the Consejería de Transformación Económica, Industria, Conocimiento y Universidades of the Junta de Andalucía (FEDER Andalucía 2014-2020 Objetivo temático ‘01 – Refuerzo de la investigación, el desarrollo tecnológico y la innovación’) associated with the research project P20_00879 (ANDABIOMA). M.B. acknowledges funding from Spanish Ministry of Science and Innovation through a Ramón y Cajal Fellowship (RYC2021-031797-I). D.J.E. is supported by the Hermon Slade Foundation. L.Z. acknowledges support by the National Natural Science Foundation of China (grant no. 32071593). X.Z. acknowledges support by the National Natural Science Foundation of China (grants nos. 31930072, 32241032 and 42261144688).

Author information

Authors and affiliations.

Laboratorio de Biodiversidad y Funcionamiento Ecosistémico, Instituto de Recursos Naturales y Agrobiología de Sevilla (IRNAS), CSIC, Sevilla, Spain

Guiyao Zhou & Manuel Delgado-Baquerizo

German Centre for Integrative Biodiversity Research (iDiv) Halle-Jena-Leipzig, Leipzig, Germany

Guiyao Zhou & Nico Eisenhauer

Institute of Biology, Leipzig University, Leipzig, Germany

Nico Eisenhauer

Department of Civil and Environmental Engineering, Massachusetts Institute of Technology, Boston, MA, USA

Cesar Terrer

Centre for Ecosystem Science, School of Biological, Earth and Environmental Sciences, University of New South Wales, Sydney, New South Wales, Australia

David J. Eldridge

Institute of Ecology and Biodiversity, School of Life Sciences, Shandong University, Qingdao, China

Huimin Duan

Instituto Multidisciplinar para el Estudio del Medio “Ramón Margalef”, Universidad de Alicante, Carretera de San Vicente del Raspeig s/n, San Vicente del Raspeig, Spain

Emilio Guirado

Departamento de Biodiversidad, Ecología y Evolución, Facultad de Biología, Universidad Complutense de Madrid, Madrid, España

Miguel Berdugo

Shanghai Engineering Research Center of Sustainable Plant Innovation, Shanghai Botanical Garden, Shanghai, China

Lingyan Zhou

College of Forestry, Fujian Agriculture and Forestry University, Fuzhou, China

Shengen Liu

Northeast Asia ecosystem Carbon sink research Center (NACC), Key Laboratory of Sustainable Forest Ecosystem Management-Ministry of Education, School of Ecology, Northeast Forestry University, Harbin, China

You can also search for this author in PubMed   Google Scholar

Contributions

M.D.-B. and G.Z. designed this study in consultation with N.E. and X.Z. G.Z., H.D. and L.Z. collected the data. G.Z., E.G. and M.B. performed statistical analyses. G.Z. wrote the first draft of the manuscript, which was edited by M.D.-B., C.T., D.J.E., S.L. and N.E. All authors contributed to revisions and gave final approval for publication.

Corresponding authors

Correspondence to Nico Eisenhauer , Xuhui Zhou or Manuel Delgado-Baquerizo .

Ethics declarations

Competing interests.

The authors declare no competing interests.

Peer review

Peer review information.

Nature Geoscience thanks Masahiro Ryo, Jens-Arne Subke and the other, anonymous, reviewer(s) for their contribution to the peer review of this work. Primary Handling Editor: Xujia Jiang, in collaboration with the Nature Geoscience team.

Additional information

Publisher’s note Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Extended data

Extended data fig. 1 the multiservice resistance of plant diversity (a) and microbial diversity (b) to single and multiple (>1) global change factors..

Data are presented with mean±bootstrap 95% confidence interval (CI). Kruskal-Wallis test was performed to examine the significant difference in multiservice resistance among two levels of global change factors. Number values with red and green color indicate the number of studies and samples, respectively.

Extended Data Fig. 2 Heat map showing the two-sided spearman correlation between between the resistance of multiple ecosystem services and environmental factors including climate, soil properties and duration of experiments.

( P  < 0.05). GCFs, global change factors.

Extended Data Fig. 3 Maps of uncertainty in resistance for one and two and three global change factors.

A , B , and C respectively based on Mahalanobis distance. Areas of high uncertainty are spatially represented in red, while areas of low uncertainty are represented in blue. Gray areas represent areas with no data.

Extended Data Fig. 4 Predicted distribution of multiservice resistance in response to an increasing number of global change factors based on machine learning modelling.

This figure shows the distribution of multiservice resistance under three global change factors (25 km / pixel). The R 2 value determined as predicted vs. observed multiservice resistance is 0.64. The gray color corresponds to areas without data, and the white color to areas masked as outliers. A map including information on model uncertainties is available in Extended Data Fig. 3 . Due to the relatively lower number of samples this map needs to be considered with caution.

Supplementary information

Supplementary information.

Supplementary Text 1, Figs. 1–12 and Tables 1 and 2.

Rights and permissions

Springer Nature or its licensor (e.g. a society or other partner) holds exclusive rights to this article under a publishing agreement with the author(s) or other rightsholder(s); author self-archiving of the accepted manuscript version of this article is solely governed by the terms of such publishing agreement and applicable law.

Reprints and permissions

About this article

Cite this article.

Zhou, G., Eisenhauer, N., Terrer, C. et al. Resistance of ecosystem services to global change weakened by increasing number of environmental stressors. Nat. Geosci. (2024). https://doi.org/10.1038/s41561-024-01518-x

Download citation

Received : 11 July 2023

Accepted : 23 July 2024

Published : 23 August 2024

DOI : https://doi.org/10.1038/s41561-024-01518-x

Share this article

Anyone you share the following link with will be able to read this content:

Sorry, a shareable link is not currently available for this article.

Provided by the Springer Nature SharedIt content-sharing initiative

Quick links

• Explore articles by subject
• Guide to authors
• Editorial policies

Sign up for the Nature Briefing: Anthropocene newsletter — what matters in anthropocene research, free to your inbox weekly.

• Election 2024
• Entertainment
• Newsletters
• Photography
• AP Buyline Personal Finance
• AP Buyline Shopping
• Press Releases
• Israel-Hamas War
• Russia-Ukraine War
• Global elections
• Asia Pacific
• Latin America
• Middle East
• Election results
• Google trends
• AP & Elections
• U.S. Open Tennis
• Paralympic Games
• College football
• Auto Racing
• Movie reviews
• Book reviews
• Financial Markets
• Business Highlights
• Financial wellness
• Artificial Intelligence
• Social Media

The worldwide catastrophe of rising seas especially imperils Pacific paradises, Guterres says

FILE - Tourists watch the sun set along a popular beach in Tamuning, Guam, May 6, 2019. (AP Photo/David Goldman, File)

United Nations Secretary-General Antonio Guterres speaks at the opening of the annual Pacific Islands Forum leaders meeting in Nuku’alofa, Tonga, Monday, Aug. 26, 2024. (AP Photo/Charlotte Graham-McLay)

High school students march for climate justice as Pacific leaders meet in Nuku’alofa, Tonga, Tuesday, Aug. 27, 2024. (AP Photo/Charlotte Graham-McLay)

Vanuatu Prime Minister Charlot Salwai, from left, Niue Prime Minister Dalton Tagelagi and New Zealand Foreign Minister Winston Peters attend the opening of the annual Pacific Islands Forum leaders meeting in Nuku’alofa, Tonga, Monday, Aug. 26, 2024. (AP Photo/Charlotte Graham-McLay)

FILE - A section of land between trees is washed away due to rising seas on Nov. 6, 2015, in Majuro Atoll, Marshall Islands. (AP Photo/Rob Griffith, File)

• Copy Link copied

NUKU’ALOFA, Tonga (AP) — Highlighting seas that are rising at an accelerating rate, especially in the far more vulnerable Pacific island nations, U.N. Secretary-General Antonio Guterres issued yet another climate SOS to the world. This time he said those initials stand for “save our seas.”

The United Nations and the World Meteorological Organization Monday issued reports on worsening sea level rise, turbocharged by a warming Earth and melting ice sheets and glaciers. They highlight how the Southwestern Pacific is not only hurt by the rising oceans, but by other climate change effects of ocean acidification and marine heat waves.

Guterres toured Samoa and Tonga and made his climate plea from Tonga’s capital on Tuesday at a meeting of the Pacific Islands Forum, whose member countries are among those most imperiled by climate change. Next month the United Nations General Assembly holds a special session to discuss rising seas .

U.N. Secretary-General Antonio Guterres issued yet another climate SOS to the world, highlighting seas that are rising at an accelerating rate, especially in the far more vulnerable Pacific island nations.

“This is a crazy situation,” Guterres said. “Rising seas are a crisis entirely of humanity’s making. A crisis that will soon swell to an almost unimaginable scale, with no lifeboat to take us back to safety.”

“A worldwide catastrophe is putting this Pacific paradise in peril,” he said. “The ocean is overflowing.”

A report that Guterres’ office commissioned found that sea level lapping against Tonga’s capital Nuku’alofa had risen 21 centimeters (8.3 inches) between 1990 and 2020, twice the global average of 10 centimeters (3.9 inches). Apia, Samoa, has seen 31 centimeters (1 foot) of rising seas, while Suva-B, Fiji has had 29 centimeters (11.4 inches).

“This puts Pacific Island nations in grave danger,” Guterres said. About 90% of the region’s people live within 5 kilometers (3 miles) of the rising oceans, he said.

Since 1980, coastal flooding in Guam has jumped from twice a year to 22 times a year. It’s gone from five times a year to 43 times a year in the Cook Islands. In Pago Pago, American Samoa, coastal flooding went from zero to 102 times a year, according to the WMO State of the Climate in the South-West Pacific 2023 report.

“Because of sea level rise, the ocean is transforming from being a lifelong friend into a growing threat,” Celeste Saulo, secretary-general of the World Meteorological Organization, told reporters in Nuku’alofa on Tuesday.

While the western edges of the Pacific are seeing sea level rise about twice the global average, the central Pacific is closer to the global average, the WMO said.

Sea levels are rising faster in the western tropical Pacific because of where the melting ice from western Antarctica heads, warmer waters and ocean currents, UN officials said.

Guterres said he can see changes since the last time he was in the region in May 2019.

While he met in Nuku’alofa on Tuesday with Pacific nations on the environment at their leaders’ annual summit, a hundred local high school students and activists from across the Pacific marched for climate justice a few blocks away.

One of the marchers was Itinterunga Rae of the Barnaban Human Rights Defenders Network, whose people were forced generations ago to relocate to Fiji from their Kiribati island home due to environmental degradation. Rae said abandoning Pacific islands should not be seen as a solution to rising seas.

“We promote climate mobility as a solution to be safe from your island that’s been destroyed by climate change, but it’s not the safest option,” he said. Barnabans have been cut off from the source of their culture and heritage, he said.

“The alarm is justified,” said S. Jeffress Williams, a retired U.S. Geological Survey sea level scientist. He said it’s especially bad for the Pacific islands because most of the islands are at low elevations, so people are more likely to get hurt. Three outside experts said the sea level reports accurately reflect what’s happening.

The Pacific is getting hit hard despite only producing 0.2% of heat-trapping gases causing climate change and expanding oceans, the UN said. The largest chunk of the sea rise is from melting ice sheets in Antarctica and Greenland. Melting land glaciers add to that, and warmer water also expands based on the laws of physics.

Antarctic and Greenland “melting has greatly accelerated over the past three to four decades due to high rate of warming at the poles,” Williams, who was not part of the reports, said in an email.

About 90% of the heat trapped by greenhouse gases goes into the oceans, the UN said.

Globally, sea level rise has been accelerating, the UN report said, echoing peer-reviewed studies . The rate is now the fastest it has been in 3,000 years, Guterres said.

Between 1901 and 1971, the global average sea rise was 1.3 centimeters a decade, according to the UN report. Between 1971 and 2006 it jumped to 1.9 centimeters per decade, then between 2006 and 2018 it was up to 3.7 centimeters a decade. The last decade, seas have risen 4.8 centimeters (1.9 inches).

The UN report also highlighted cities in the richest 20 nations, which account for 80% of the heat-trapping gases, where rising seas are lapping at large population centers. Those cities where sea level rise in the past 30 years has been at least 50% higher than the global average include Shanghai; Perth, Australia; London; Atlantic City, New Jersey; Boston; Miami; and New Orleans.

New Orleans topped the list with 10.2 inches (26 centimeters) of sea level rise between 1990 and 2020. UN officials highlighted the flooding in New York City during 2012’s Superstorm Sandy as worsened by rising seas. A 2021 study said climate-driven sea level rise added $8 billion to the storm’s costs.

Guterres is amping up his rhetoric on what he calls “climate chaos” and urged richer nations to step up efforts to reduce carbon emissions, end fossil fuel use and help poorer nations. Yet countries’ energy plans show them producing double the amount of fossil fuels in 2030 than the amount that would limit warming to internationally agreed upon levels, a 2023 UN report found.

Guterres said he expects Pacific island nations to “speak loud and clear” in the next General Assembly, and because they contribute so little to climate change, “they have a moral authority to ask those that are creating accelerating the sea level rise to reverse these trends.”

Borenstein reported from Kensington, Maryland.

Follow Seth Borenstein and Charlotte Graham-McLay on X at @borenbears and @CGrahamMcLay

Read more of AP’s climate coverage at http://www.apnews.com/climate-and-environment

The Associated Press’ climate and environmental coverage receives financial support from multiple private foundations. AP is solely responsible for all content. Find AP’s standards for working with philanthropies, a list of supporters and funded coverage areas at AP.org .

Global Report on Food Crises (GRFC) 2024

Published by the Food Security Information Network (FSIN) in support of the Global Network against Food Crises (GNAFC), the GRFC 2024 is the reference document for global, regional and country-level acute food insecurity in 2023. The report is the result of a collaborative effort among 16 partners to achieve a consensus-based assessment of acute food insecurity and malnutrition in countries with food crises and aims to inform humanitarian and development action.  

FSIN and Global Network Against Food Crises. 2024. GRFC 2024 . Rome.

When citing this report online please use this link:

https://www.fsinplatform.org/report/global-report-food-crises-2024/

Advanced search

Kamala Harris has put the Democrats back in the race

• Share full article

Advertisement

Supported by

Is India a Safe Place for Women? Another Brutal Killing Raises the Question.

The rape and murder of a trainee doctor at her own hospital has brought up, once again, uncomfortable truths about a country that wants to be a global leader.

By Anupreeta Das and Sameer Yasir

In December 2012, a 23-year-old physiotherapy student boarded a bus in New Delhi a little after 9 p.m., expecting it would take her home. Instead, she was gang-raped and assaulted so viciously with an iron rod that her intestines were damaged. She died days later as India erupted in rage.

Nearly 12 years later, the nation is convulsing with anger once again — this time, over the ghastly rape and murder of a 31-year-old trainee doctor in a Kolkata hospital, as she rested in a seminar room after a late-night shift. Since the Aug. 9 killing, thousands of doctors have gone on strike to demand a safer work environment and thousands more people have taken to the streets to demand justice.

For a country desperate to be seen as a global leader, repeated high-profile cases of brutal sexual assaults highlight an uncomfortable truth: India, by many measures , remains one of the world’s most unsafe places for women. Rape and domestic violence are relatively common, and conviction rates are low.

This week, the Supreme Court of India took up the Kolkata case as one of fundamental rights and safety, questioning how hospital administrators and police officers had handled it and saying new protective measures were needed. “The nation cannot wait for another rape and murder for real changes on the ground,” Chief Justice D.Y. Chandrachud said.

Gender-related violence is hardly unique to India. But even as millions of Indian women have joined the urban work force in the past decade, securing their financial independence and helping to fuel the country’s rapid growth, they are still often left to bear the burden of their own safety.

Longstanding customs that both repress women and in many cases confine them to the home have made their safety in public spaces an afterthought. It can be dangerous for a woman to use public transportation, especially at night, and sexual harassment occurs frequently on the streets and in offices. Mothers tell their daughters to be watchful. Brothers and husbands drop their sisters and wives off at work.

We are having trouble retrieving the article content.

Please enable JavaScript in your browser settings.

Thank you for your patience while we verify access. If you are in Reader mode please exit and  log into  your Times account, or  subscribe  for all of The Times.

Thank you for your patience while we verify access.

Already a subscriber?  Log in .

Want all of The Times?  Subscribe .