In 2015, the 2030 Agenda for Sustainable Development was adopted by the UN to provide a shared blueprint for peace and prosperity for people and the planet, and in order us to have a transformative impact on the world, there is this need to achieve various (actually 17) Sustainable Development Goals SDGs, including Goal 4: Quality Education, and Goal 17: Partnerships for the Goals. Activities that we advocate should mainly involve the co-evolution of education, research, innovation and entrepreneurship by identifying local problems and linking human beings to the global sustainability system.
The concept of “scientific temper” (J. Nehru, 1946 and J. Diggle, 1898)* should also be added to such SDGs (Isak Shaikh, 2020) by which one may reject prejudice and embark upon a systematic search for the beauty of knowledge: evidence, understanding or the truth, and the scientific temper and a more open discussion may replace the partly strategic and socio-economic debate that creates hurdles for the generation and application of knowledge at a premature stage. Having said that, scientific temper not only lodges intellectual inquiry into analyzing, discussing and then understanding or communicating issues of concern, but it also encompasses the adoption of a new understanding of previous conclusions in the face of new evidence.
Think of the following steps: Awareness, Access, Activism, Action, Campaign, Contribution, Change, Community, Democracy, Dialogue, Inclusion, Justice, Knowledge, Peace, Participation or Partnership, Progress, Resources, and Sustainability.
* The concepts of Scientific Temper and Faith of Science were mentioned by Pandit Jawaharlal Nehru, 1946, The Discovery of India, page 453, and John Diggle, Nicoll, W. Robertson (ed.)., 1898, The Faith of Science. The Expositor (Fifth Series), Vol. VII. London: The Expository, pages 451–452.