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This article addresses the concept of Responsible Research and Innovation (RRI), which concerns extensive collaboration between different actors at all stages of the R&D process and emphasises the prevention of the potential negative impact of innovations. RRI has been incorporated as a key concept of Horizon 2020, the European Commission's framework programme for 2014-2020. The purpose of this article is twofold. First, it serves to present and explain the concept of RRI. Secondly, it aims to describe the degree of familiarity and practical implementation of the RRI concept in the Polish innovation system among scientific and business institutions and formulate training needs in this area. Research questions have been answered based on in-depth interviews conducted with representatives of various institutions of the Polish innovation system. The study results show that despite the lack of familiarity with the definition of RRI, similar concepts are known, and practices concerning particular aspects of RRI, including ethics, public engagement and gender equality, are implemented to some extent. Finally, the most critical barriers to the implementation of the RRI concept have been identified.

This article addresses the concept of Responsible Research and Innovation (RRI), which concerns extensive collaboration between different actors at all stages of the R&D process and emphasises the prevention of the potential negative impact of innovations. RRI has been incorporated as a key concept of Horizon 2020, the European Commission’s framework programme for 2014–2020. The purpose of this article is twofold. First, it serves to present and explain the concept of RRI. Secondly, it aims to describe the degree of familiarity and practical implementation of the RRI concept in the Polish innovation system among scientific and business institutions and formulate training needs in this area. Research questions have been answered based on in-depth interviews conducted with representatives of various institutions of the Polish innovation system. The study results show that despite the lack of familiarity with the definition of RRI, similar concepts are known, and practices concerning particular aspects of RRI, including ethics, public engagement and gender equality, are implemented to some extent. Finally, the most critical barriers to the implementation of the RRI concept have been identified.

This guidebook is intended to inspire city representatives, local authorities, citizens and NGOs, local entrepreneurs and academics interested in new ways of engaging in urban sustainable transitions. Its practice based and accessible format should prepare city representatives to set up and conduct their own City Labs, even if they have no previous experience with this form of governance innovation.

Responsible Research & Innovation is a genius concept developed by the European Commission for the governance of research and innovation processes with a view on the (ethical) acceptability, sustainability and societal desirability of the innovation process and its marketable products. It aims to shape, maintain, develop, coordinate and align existing and novel research and innovation-related processes, actors and responsibilities with a view to ensuring desirable and acceptable research outcomes. In the Horizon 2020 programmes, there were and are some projects focusing on related training needs. But there is no substantial attempt observable to develop continuous higher education programmes supporting the implementation of this concept and the respective reorganisation processes in universities, research centres, research and innovation oriented enterprises and public authorities like cities or regional governments. This project pretends to fulfil this gap through the co-creation of higher education modules between different research and innovation actors. RRIL especially focus on public engagement, gender equality and ethics (in the knowledge fields Energy and Economy) testing the learning modules in innovative environments based on interactive real-problem approaches. The modules developed are offered to research and innovation actors supporting the implementation of RRI principles in the organisations capacitating the learners to develop jointly innovative solution for societal problems. RRIL is based on co-creation and open innovation processes giving a prominent role to the learners. The co-creation is conceived as multidisciplinary and transversal among different kinds of actors as HEI, research centres, NGO’s and cities paving the way for knowledge exchange between them. It consists in informed learning among practitioners considering learners as a knowledgeable and critical partners in designing and implementation of the learning means. Under this perspective, the potential learners – programme coordinators and tutors - are considered peers working collaboratively on the project outputs. (PDF) RRIL: Introduction to Responsible & Sustainable Innovation -Course Presentation. Available from: https://www.researchgate.net/publication/354598521_RRIL_Introduction_to_Responsible_Sustainable_Innovation_-Course_Presentation [accessed Sep 15 2021]. publishedVersion

Pathways towards low-carbon energy transitions have become a priority in 21st century Europe. The commitment to lowering carbon dioxide emissions have triggered changes to current fossil fuel-based energy systems. Over the past decade, fossil fuel energy pathways have been characterized by closures of sites, continued extractions and new explorations, demonstrating processes of (dis)continuation. This paper contributes to the recent line of work that draws attention to the contentious politics in sustainability transitions and the role of social movements by drawing on case study work in which we trace social mobilizations alongside key policy and industry developments linked to onshore oil and gas and coal projects in the United Kingdom, the Netherlands and Poland over the past ten years. Drawing on the notion of scalar practices, we identify political strategies and opportunities for the discontinuation of fossil fuels, but we also examine how political spaces are impinged and closed down to support continuation processes. Our analysis demonstrates how decision-making powers and possibilities for scrutinizing and taking actions against fossil fuels are negotiated between local and central government, local communities and residents, grassroots movements, national NGOs, and fossil fuel industries. We conclude that all actors are involved in scalar practices, and non-fossil energy pathways remain challenging if the government and industry actors keep trying to displace the politics linked to fossil fuel energy.

The transdisciplinary research protocol for SONNET’s city labs aims to propose a shared understanding of the role and methodology of SONNET’s city labs and to provide SONNET cities and researchers with guidelines for how to conduct a city lab that at the same time meets local needs and overall SONNET objectives.

Artykuł stanowi analizę dwóch jednostek Pieśni nad Pieśniami 2,3 i 2,14, które ukazują znaczenie świadomego wyboru Oblubieńca i Oblubienicy w kształtowaniu relacji miłości. Obecne w nich motywy: cienia jabłoni i głosu ukochanej przywołane zostały również w ostatniej części księgi (8,5 i 8,13), dzięki czemu poznajemy przemianę, dojrzewanie oblubieńców, niejako nowe narodzenie, przeżywaną pełnię życia oraz promieniowanie miłością wśród innych. W celu wydobycia głębi przeżyć i przemian bohaterów oraz ukazania przyczyn zachodzących zdarzeń wykorzystano metodę strukturalno-semiotyczną, wskazaną w dokumencie Interpretacja Biblii w Kościele Papieskiej Komisji Biblijnej., Wrocławski Przegląd Teologiczny, Tom 26 Nr 2 (2018)

Artykul jest probą uchwycenia chrystologii Iz 53,1–5. Do badania wykorzystano metode semiotyczną, ktorą Papieska Komisja Biblijna wskazuje jako narzedzie analizy synchronicznej. Przeprowadzona egzegeza uwydatnia potrzebe zmiany ludzkiego ujmowania rzeczywistości, by otworzyc sie na nieprawdopodobienstwo Bozego objawienia. Jego treścią jest przejecie przez Sluge dramatu ludzkiego grzechu i ulomności, a poprzez to wywyzszenie Go przez Boga oraz ofiarowanie czlowiekowi uzdrowienia.

The article attempts to capture Christology of Isaiah 53,1–5 (IV Songs of the Suffering Servant).Semiotics that the Pontifical Biblical Commission acknowledges as a tool of synchronic analysis was used in the study. The exegesis conducted shows the need to change human perception of reality in order to accept improbability of God’s epiphany. It shows the act of the Servant who accepts the drama of human sin and infirmity, thus exalts Him through God and presents to people the gift of healing.

Responsible research and innovation (RRI), as an integrated concept, is being promoted by the European Union since 2010 and forms part of the Horizon 2020 in the area of science with and for society. RRI is formed by five strategic dimension: public engagement, gender equality, science education, open science and ethics, to which the transversal dimension of governance is added to develop harmonious governance models and institutional strategies. RRIL developed learning courses for three of these dimensions: public engagement, gender equality and ethics, to which we add an introductory course to ReSI. The course introduces the students how gender is conceived in conventional and gender economic approach and to the linkage between gender and ecological economics. It enables the practitioner to apply broader multi-disciplinary approach to evaluate the sustainable impact of their research and innovation activities based on the three pillar model: ecological, economic and social sustainability, but also to assess policy impact. The course introduces the learners in the topic of gender equality as a guiding principle of responsible and sustainable research enabling them to apply the gender perspective in the processes of social and technological innovation, taking here the fields of economy, energy and artificial intelligence, especially in urban planning as pivotal points. It underpins the linkage of the gender perspective with public engagement and innovation ethics to achieve sustainable impact of science based innovation enabling the students to apply holistic innovation approach using the three-pillar model of sustainability. The course is accessible and open for download and importation to other learning platform (previous registration as teacher) at canvas.instructure.com: English version: https://lor.instructure.com/resources/0aa23b741bac4f6a855057d12c8e17c1 Spanish version: https://lor.instructure.com/resources/d4d02abecfaa4b6a9c48db55d1630827 publishedVersion

Responsible Research & Innovation is a genius concept developed by the European Commission for the governance of research and innovation processes with a view on the (ethical) acceptability, sustainability and societal desirability of the innovation process and its marketable products. It aims to shape, maintain, develop, coordinate and align existing and novel research and innovation-related processes, actors and responsibilities with a view to ensuring desirable and acceptable research outcomes. In the Horizon 2020 programmes, there were and are some projects focusing on related training needs. But there is no substantial attempt observable to develop continuous higher education programmes supporting the implementation of this concept and the respective reorganisation processes in universities, research centres, research and innovation oriented enterprises and public authorities like cities or regional governments. This project pretends to fulfil this gap through the co-creation of higher education modules between different research and innovation actors. RRIL especially focus on public engagement, gender equality and ethics (in the knowledge fields Energy and Economy) testing the learning modules in innovative environments based on interactive real-problem approaches. The modules developed are offered to research and innovation actors supporting the implementation of RRI principles in the organisations capacitating the learners to develop jointly innovative solution for societal problems. RRIL is based on co-creation and open innovation processes giving a prominent role to the learners. The co-creation is conceived as multidisciplinary and transversal among different kinds of actors as HEI, research centres, NGO’s and cities paving the way for knowledge exchange between them. It consists in informed learning among practitioners considering learners as a knowledgeable and critical partners in designing and implementation of the learning means. Under this perspective, the potential learners – programme coordinators and tutors - are considered peers working collaboratively on the project outputs publishedVersion

Responsible research and innovation (RRI), as an integrated concept, is being promoted by the European Union since 2010 and forms part of the Horizon 2020 in the area of science with and for society. RRI is formed by five strategic dimension: public engagement, gender equality, science education, open science and ethics, to which the transversal dimension of governance is added to develop harmonious governance models and institutional strategies. RRIL developed learning courses for three of these dimensions: public engagement, gender equality and ethics, to which we add an introductory course to ReSI. The main objective of the course Ethics in Responsible & Sustainable Innovation. is raising awareness on ethical dimension of conducting research and innovation development, as well as providing inspiration, knowledge and learning tools related to ethical considerations in research and innovation processes. The course introduces the students to various approached applied to ensure societal relevance and ethical acceptability of R&D+I outcomes in the context of business activity, energy research, and urban development. In this understanding, an ethical reflection is closely related to other concepts, such as sustainability, transparency, the precautionary principle, social responsibility of science, impact assessment, or design for values. The course is based on the premise that to ensure social relevance and acceptability of any innovation, its impact should be evaluated at the early stages of the research process, including its possible unintended and unexpected consequences. Monitoring the innovation process could be enabled by sharing authorship and responsibility for the results with relevant social groups (citizens, policymakers, entrepreneurs, educators, etc.) who should be involved in all stages of the process while respecting the principles of gender balance. Therefore, the course stresses the connections between ethical dimension of R&D+I with public engagement and gender perspective, and present them as complementary concepts The course is accessible and open for download and importation to other learning platform (previous registration as teacher) at canvas.instructure.com at: English version: https://lor.instructure.com/resources/eec37eb0a22d49a1bd5139b105f4194b Spanish version: https://lor.instructure.com/resources/a49f57278c9d466baec185c5d5a07348 publishedVersion

The outcome of the Erasmus+ project Responsible Research and Innovation Learning are learning modules to anchor the concept of Responsible Research and Innovation (RRI). This required to develop a coherent concept of what sustainability and sustainable development is and which is the linkage to RRI. This discussion paper is not a result of an empirical research, but a revision of selected works consulted as policy documents, technical reports, articles and books on sustainability, sustainable development, social sustainability, economic sustainability and environmental and ecological economics. The purpose of this paper was not to provide new evidences, but to clarify basic concepts for the development of a learning programme. Despite the critics, we advocate for the three-pillar model of sustainable development. We take for grounded the validity of ecological sustainability as the main goal to mitigate the Anthropocene Crisis. We focus on the pillars of social and economic sustainability, underpinning that the social pillar, despite the recent efforts, is the less developed. In the area of economic sustainability, there is an important debate which concerns not only sustainability but also basic assumption of conventional economic approaches. In the background stands the question if the focus lies on economy as an integrated part of the system earth or as a system by its own. In the first case, the question is how economic activities contribute to maintain the earth as an ecosystem in which humanity can live. In the second case, the question is how to maintain economy as a value generation system considering the scarcity of natural resources in the frame of sustainable development. In both fields, social and economic sustainability, we observe a distinction between weak and strong sustainability, as two extremes of the societal implications of sustainability policies. The weak social sustainability approach support strategies without substantial change in society as a social system and the lowest political intervention as possible. The strong social sustainability approach assumed that ‘real’ sustainability strategies to contribute to solve the Anthropocene crisis will imply a fundamental transformation of society. Our starting point was that sustainability must be the reference point of RRI due to the Anthropocene crisis. In the conclusion, we argue that RRI should be an integrated part of sustainability as goals reinforcing the social pillar, but also as means to promote a high participation of society in the transformation to a sustainable world, to achieve a high degree of fairness of the transformation and to provide a sustainable ethical framework for science-based social and technological innovations. publishedVersion

SONNET aims to co-create a rich inter- and transdisciplinary understanding of the diversity,processes (including enabling and impeding factors) and contributions of SIE (social innovation in the energy sector). In WP3, we make use of a multiple, embedded case study approach, using diverse units of analysis to build a better understanding of SIE-fields and the SIE-initiatives within them. The main unit of analysis is the SIE-field, while the subunits of analysis are the SIE, different SIE-field-actors (who work on the SIE) and their SIE-initiatives, and other field-actors (who enable and impede the SIE). The analysis also considers the context of wider socio-political, socio-economic and sociocultural issues linked to these actors and the SIE-field. The case studies are presented as a series of six country reports: France, Germany, Netherlands, Poland, Switzerland, and United Kingdom. Each country report presents three embedded case studies of SIE-fields within their national context. Overall, the country reports present 18 embedded case studies of SIE-fields, and 36 cases of SIE-initiatives nested within the SIE-field investigations and published in deliverable D3.2 This deliverable D3.3 has two overall aims. First, to dive into a comparative analysis of each SIE-field and their SIE-initiatives across three SONNET countries (for example, comparing framings against fossil fuel energy pathways in the United Kingdom, the Netherlands and Poland). This analysis draws on empirical phenomena surfacing in the different cases and specific concepts that help to further the understanding of SIE. Second, to derive key insights into specific aspects of the diversity, processes and contributions of SIE.

This report addresses the following research questions: How do Social Innovation in energy (SIE) and SIE-fieldsemerge, develop, and institutionalise over time? How do SIE-field-actors and other field-actors interact with the‘outside’ institutional environment and thereby co-shape the SIE-field over time? What are the enabling and impeding factors for SIE-field-actors and other field-actors to conduct institutional work and change the ‘outside’ institutional environment? In WP3, we make use of a multiple, embedded case study approach, building a better understanding of SIE-fields (e.g. ‘local electricity exchange’ and ‘cooperative organisational models for renewable energy’) using diverse units of analysis. The main unit of analysis is the SIE-field, whereas the subunits of analysis are made up of the SIE (e.g. multi-actor collectives implementing local electricity exchange), different SIE-field-actors (who work on) and their SIE-initiatives (e.g. Energy Local or Ripple Energy, UK) and other field-actors (who enable and impede SIE) (e.g. Ofgem’s sandbox trials, UK). They are embedded in their respective context, which relates to wider socio-political, social-economic and sociocultural issues linked to these actors and SIE-field. The case studies are presented as a series of six country reports: France, Germany, Netherlands/Belgium, Poland, Switzerland, and United Kingdom. Each country report contains documentation of three embedded case studies of SIE-fields set in their national context, giving a full set of 18 embedded case studies across all six SONNET countries. In these embedded case studies, 36 cases of SIE-initiatives are nested within the SIE-field investigations.

SONNET aims to co-create a rich understanding of the diversity, processes, contributions, successes and future potentials of social innovation in the energy sector (SIE). This deliverable addresses SONNET’s objective to identify and analyse enabling and impeding factors for SIE processes. It provides a joint research protocol for the case studies.