The community of practice is an organisational form that complements the current knowledge economy, which since the late twentieth century has accelerated with advances in information production and dissemination (Wenger 2000). Communities of practice ensure greater engagement for sustainability by the public as local and global actors. A paradigm that arose through the anthropological imagination, the community of practice is an organisational form that complements the current knowledge economy (Lave 1988). A community of practice provides a framework for understanding social learning in complex organ isations, specifically the notion of knowing. For novices and experts alike, knowing within a community of practice is based upon socially defined com petence, or the ability to act and to be viewed as a competent member. Belonging to a particular community is based upon engagement, imagination and alignment within a social learning system that supports and sustains members and the community itself. Communities of practice provide the framework for social learning, because members: share a sense of joint enterprise, indicative of the level of learning energy within the community; interact on the basis of mutuality, which points to the depth of social capital generated by mutual engagement; and share a repertoire of resources, indicating the degree of participants’ self-awareness (Lave and Wenger 1991). This framework – of knowing, belonging, and social learning through more informal styles characteristic of a community of practice – provides members with the skills to engage meaningfully in knowledge production, exchange and transformation in complex organisations by creating new ways of ‘being in the world’. The Anthropocene characterises the current geological age when, since the industrial era, anthropogenic activities have become the major driver impacting on the Earth system – a time when the human domination of nature is challenging our planetary boundaries, with consequent deforestation, pollution, climate change and species loss (Gibson and Venkateswar 2015). Complex environmental challenges, brought about by rapid development, the voracious exploitation of both natural and human environments for profit, and the growth of human populations, together with the current technological revolution that has changed both lifestyles and social norms, call for a new approach to learning that facilitates interdisciplinary action on behalf of sustainability. Integrative science and education has shifted the emphasis towards actively using what learners know to explore, negotiate, interpret and create through collaborative activities across disciplines (Bruffee 1999). As a potentially disruptive innovation, collaborative learning challenges researchers, students and the public to acknowledge their roles as participants engaged in producing knowledge that integrates and synthesises data from diverse fields into a whole-systems perspective providing resistance to normative and uncritical thinking, and developing alternative approaches to improving the quality of life. Woven throughout this transition is the narrative of sustainability, understood as focusing on the physical development and institutional operating practices that meet the needs of present users without compromising the ability of future generations to meet their own needs, particularly with regard to use and waste of natural resources (Maida 2007). To this end, sustainable practices support ecological, human and economic health and vitality, with the presumption that resources are finite, and should be used with a view to long-term priorities and consequences. However, cultivating sustainability literacy and public engagement on its behalf requires diverse cultural perspectives, trans-generational timeframes and localto-global connectedness. The need to promote partic

中文翻译：

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走向全球可持续发展实践社区

实践社区是一种组织形式，是对当前知识经济的一种补充，自二十世纪末以来，知识经济随着信息生产和传播的发展而加速发展（Wenger，2000）。实践社区确保公众作为地方和全球行为者更多地参与可持续发展。实践共同体是人类学想象力产生的一种范式，是一种补充当前知识经济的组织形式（Lave 1988）。一个实践社区提供了一个框架，用于理解复杂器官中的社会学习，特别是知识的概念。对于新手和专家一样，在一个实践社区中了解知识是基于社会定义的能力或行为能力以及被视为合格成员的能力。属于特定社区的基础是社会学习系统中的参与，想象力和一致性，该系统支持并维持成员和社区本身。实践社区为社会学习提供了框架，因为成员：拥有共同的进取心，表明了社区内学习能力的水平；在相互关系的基础上进行互动，这表明相互参与产生的社会资本的深度；并共享资源表，表明参与者的自我意识的程度（Lave and Wenger 1991）。这个框架-通过实践社区具有的非正式形式来了解，归属和社会学习，从而为成员提供了有意义地参与知识生产，通过创建新的“存在于世界”的方式，在复杂的组织中进行交流和转型。自人类工业时代以来，人类始末是当前地质时代的特征。人类活动已经成为影响地球系统的主要驱动力-人类统治自然挑战着我们的地球边界，随之而来的是森林砍伐，污染，气候变化和物种损失（Gibson and Venkateswar 2015）。快速发展，为获取利润而对自然和人类环境的肆意开发以及人口的增长，以及当前改变了生活方式和社会规范的技术革命，带来了复杂的环境挑战。促进可持续发展的跨学科行动的学习。综合科学和教育已将重点转移到通过跨学科的协作活动中，积极利用学习者所学的知识来探索，谈判，解释和创造（Bruffee 1999）。作为一种潜在的破坏性创新，协作学习挑战研究人员，学生和公众，认识到他们作为参与者的角色，他们参与产生的知识将各种领域的数据整合和合成为整个系统，从而提供了对规范性和非批判性思维的抵制，并开发了替代方法。改善生活质量的方法。在整个过渡过程中编织的都是可持续发展的故事，理解为专注于在不损害子孙后代满足其自身需求（特别是在自然资源的使用和浪费方面）的能力的前提下，满足当前用户需求的物理开发和机构操作实践（Maida 2007）。为此，可持续的做法以资源有限为前提，支持生态，人类和经济的健康与活力，并应将其用于长期优先事项和后果。但是，代表其培养可持续发展素养和公众参与需要不同的文化视角，跨代时间表和地方与全球的联系。需要促进参与 可持续做法以资源有限为前提，支持生态，人类和经济健康与活力，并应将其用于长期优先事项和后果。但是，代表其培养可持续发展素养和公众参与需要不同的文化视角，跨代时间表和地方与全球的联系。需要促进参与 可持续做法以资源有限为前提，支持生态，人类和经济健康与活力，并应将其用于长期优先事项和后果。但是，代表其培养可持续发展素养和公众参与需要不同的文化视角，跨代时间表和地方与全球的联系。需要促进参与