Global Journal of Science Frontier Research, H: Environment & Earth Science, Volume 22 Issue 5

socially constructed. 34 Perhaps the single most important task before us is to use and apply a problem oriented (integrative, functional) approach (as noted below). All scholars and practitioners can do is help society produce realistic problem definition(s).Problem dentitions function as a “package of ideas that includes, at least implicitly, an account of the causes and consequence of undesirable circumstances and a theory about how to improve them.” 35 c) Education Without a clear problem definition, there is NO basis for even talking about solutions (options), much less for appraising choices or implementing them. There are many obstacles to realistic and actionable problem definitions, including our presently normalized conventional thoughtlessness. The goal of our colleges and universities is or should be to cultivate graduates who are willing and able to be self-governing in their personal and social lives and contribute to problem resolution – personal and societal. The academy is the chief training ground for future citizens, professionals, and leaders. Ideally, the academy is concerned about advancing education in the common interest and in ameliorating social and environmental problems through empirical enquiry and analytic judgement. 36 Education is conducted through a mix of courses, books, discussions, and experiences that inspire and unite, ideally. It should, more broadly teach us about our intellectual and social heritage, and our larger context over evolutionary time. It should teach us about our culture and foreign cultures and our human struggles across the ages. Sometimes it falls short. Yet, today the dominant, conventional view of education is scientism and economism – neoliberal capitalism, often. Some education emphasizes critical theory, postmodern deconstruction, and selected ideological versions of history. This mix of epistemologies and perspectives makes the academic project dynamic and complicated. 37 Last is the fragility of integrated problem solving, now in its infancy. This approach is in a weak position currently, status-wise, as are integrated scholars and educators themselves. There is a lack of a shared, grounding identity across members of the academy in many different departments, programs, and institutions, which is problematic. In response, some college and universities are going to the “big tent” model of education, wherein more and more disciplines, epistemologies, and perspectives and ideologies are added into the curriculum. Is this thoughtless convention at work? With Richard Wallace and myself, we noted that goal muddle and dominance of conventional approaches in the academy “puts into sharp relief the inadequacy of some academic programs to address major social and environmental challenges.” d) A Problem Overview The UN Sustainable Development goals dominate the global discussion currently. Regardless how goals are stated, the ideal approach is to bring about constructive change in all the channels that we can influence, and quickly. Take the evidence of climate change or biodiversity extinctions, for example? How about our social and political problems? What are we collectively doing and is it successful? We collectively know the barriers to constructive change across diverse arenas. The world is full of conventional thought and inaction, normalized because of our own fears, unsustainable self-stories, and dysfunctional institutions that block promising ways of organizing our lives and living together with dignity for many. Among obstacles to a transition to a better situation are status quo cognitive, social, and political pressures. Convention has too often foreclosed our considering integrated approaches to challenges. To the degree this is so, it is difficult for us to provide a healthy future for the next generations (and all nonhuman life on the planet). At base, the key question is what is our relationship to nature? In other words, what are we supposed to get out of nature, and do we relate to her and transact with her, in order to get what we need? Perhaps we need to ask, what is our major social duty to renewal of depleted nature? Do we have an obligation to pass a healthy nature onto future generations? VI. R ecommendations Numerous authors have offered recommendations that variously target individuals/ groups, national and international leaders, mass social movements, and the academy. Others favor focusing on climate change, population growth, or substantive subjects (e.g., extinctions. oceans, subnational to local issues). Still others prefer upgrading processes (e.g., problem solving, leadership, education). History is full of seemingly impossible change actually happening (e.g., ending of the cold war). Future success depends on how people see problems (and themselves), define them, and act on them. What are some options? a) People, Leaders, Institutions Change is in the air, for better or worse. We must come to address problems commensurate with the content and size of the problems. What might we do, if the underlying problem we face is convention? What changes are needed on the part of people, leaders, and institutions to move us toward more integrative thinking, understanding, and action? If successful, change would alter our perspective towards ourselves and nature, and our relationships with other humans and nonhumans – to be relatively more sustainable. 1 Global Journal of Science Frontier Research Volume XXII Issue V Year 2022 5 ( H ) Version I © 2022 Global Journals An Inquiry into “Convention”as a Problem and what we Might do About it?