Learning about ourselves when learning about meat consumption - An introduction to reflexive knowledge generation

In our current era, a myriad of intertwined crises presents formidable challenges, known collectively as the polycrisis (Homer-Dixon et al., 2021). Interconnected challenges such as biodiversity loss, climate change, and social injustice demand collaborative approaches that transcend disciplinary boundaries and integrate diverse knowledge systems and often opposing interests and intentions of a variety of stakeholders. However, such efforts are increasingly undermined by escalating societal polarization. As communities and societies become more polarized along ideological lines, the ability to engage in constructive crossdisciplinary dialogue diminishes, also hampering the development of shared goals and solutions necessary to address the various challenges of society.
This course introduces students to the practice of reflexive knowledge generation. It is based on the assumption that the way we deal with new information and arguments (especially if they deviate from our opinion) is strongly influenced by factors that have nothing to do with the actual ‘truth’ or ‘quality’ of the information or argument itself. While these influential factors often remain unconscious, they can be brought into consciousness and replaced by attitudes that allow for a more open, benevolent, and constructive dealing with new information and arguments. As such, reflexive knowledge generation represents a practice that is designed to counter polarization and lay the foundation sustainability-related learning and decision making based on multiple perspectives and different forms of knowledge.
The course comprises two thematic strands: For one thing, it deals with the question of whether or not people should consume animal-based products as an example for a complex sustainability-related topic. Students play the roles of decision makers in this process, aiming to reach an unequivocal consensus within the group on the current facts. For another thing, the content-related work will be complemented by a systematic self-inquiry of the inner states and processes that accompany and influence the dealing with contents related to animal-based foods.

After successful completion of this course students are expected to be able to:

• Describe and critically assess interdisciplinary perspectives on current animal production. In particular, they develop the ability to make a critical assessment of the ethical relevance of this topic and to take a well-founded, reflective stand on this debate
• Describe and explain - based on personal experience and insight - how inner states and processes affect our dealing with new arguments and information
• Better observe, stay with, accept, or intentionally alter inner states and processes and cultivate a stronger sense of self-determination with regard to these states and processes
• Practically apply basic first-personal data collection methods to access, deepen, and describe their inner worlds (related to sustainability) and use data analytical methods to derive intersubjective meaning from their first-personal data
• Work with specific techniques and practices to independently continue and deepen the learning experiences obtained throughout the course
• Consciously adapt a posture of modesty, openness, and benevolence in (not only) content-related communication and knowledge exchange

Assumed Knowledge:

No prior knowledge concerning the course content is needed. Please note: This is not a pro-vegan or pro-meat course. Students will collectively inquire into the topic and develop consensual knowledge on the topic. All standpoints and eating habits are hence most welcome!