Conversation with dr hab. Katarzyna Smolarz, prof. UG
Faculty of Oceanography and Geography, Division of Marine Ecosystems Functioning
How do you define sustainable development?
Generally, in my professional work, I focus on environmental aspects, especially the marine environment. However, sustainable development is a much broader concept and includes the interaction between sociological, economic, and environmental aspects. However, from my perspective, environmental elements are an essential part of sustainable development. When it comes to the presence of this topic in public discussions, social and economic issues are generally in the foreground, although I’ve recently noticed a positive change in this respect in favour of environmental issues. The marine environment, which is particularly of concern to me, and to the inhabitants of coastal regions, the sea is at the centre of discussions about sustainable development and generates many important topics: sustainable use of sea resources, related safety, and social and cultural issues.
Sustainable use of marine resources isn’t easy. What biggest obstacles related to this can you see?
Undoubtedly, striving for continuous economic growth is inconsistent with sustainable development. One of the most problematic elements is, at least from my perspective, far-reaching consumerism. Now – during the pandemic – we seem to be moving away from this a bit, we notice that we can’t develop forever. From an environmental perspective, consumerism must be limited. However, it’s not easy. Apart from the political aspects, there are also various stakeholder expectations. When it comes to the sea, each decision is related to an attempt to reach compromises between various stakeholders. Often, during such a decision-making process, economic and environmental arguments collide. Some say that they must support their families somehow, others say that’s fine, but if you support your family now at the expense of the environment, you won’t support it for long and in ten years you’ll have to change your career and change your approach anyway. Most people, however, think short-term and what happens here and now is more important to them than what will happen in ten years, regardless of whether they have children or grandchildren or not.
In your opinion, how should social awareness in this area be raised? Do you notice any positive effects of the currently used tools?
I believe that we’ve already achieved some successes in this matter. An example is waste segregation. Some time ago it was unthinkable to segregate anything. Everyone thought it was a strange idea. However, financial pressure has had a positive effect. The fact is that if we don’t sort it ourselves, it will be done for us, but for an appropriate fee. It was the increase in costs that suddenly made us start sorting waste and it turned out that it was possible. Reaching public awareness isn’t easy. People are tired of the negative narrative. If we are constantly told that something bad will happen and it doesn’t happen, trust in information decreases. Another important issue is the education of educators. There is also a lack of consistency in educational content. Let’s take our university as an example, where, despite its systemic operation, until recently there were no consistent regulations. That’s why I believe that everyone has an important educational task to do. I am sure that everyone, through their educational, scientific, or administrative activities, can contribute to supporting the sustainable development goals, regardless of the function they hold. However, it’s necessary to work out a coherent action plan.
Could you expand on the need for coherent systemic action of the entire university to support the sustainable development goals?
I think this is a fundamental issue. We’d be able to do more if we had responsibilities adapted to our role at the university. Not everyone is a good teacher or a good scientist. Therefore, combining many functions and the need to report the effects results in a mechanical action, we only do what we are accountable for. A good scientist can find scientific solutions important from the point of view of sustainable development, while a good teacher is able to convey a convincing message to students and engage them in a given topic. The university needs innovative educators and science popularisers. I see three levels of university activity in the context of sustainable development: scientific, educational aimed at students and popularisation of science addressed to the social environment…
Interview by dr hab. Sylwia Mrozowska, prof. UG