Systems-thinking competence is the ability to collectively analyze complex systems across different domains (society, environment, economy, etc.) and across different scales (local to global), thereby considering cascading effects, inertia, feedback loops and other systemic features related to sustainability issues and sustainability problem-solving frameworks.

Explored in these multiple expressions, time emerged as a fundamentally transdisciplinary subject and necessitated an understanding that is no longer containable within the traditional assumptions and categories of social science. We now need to reflect on the implications of these findings for social theory. This entails refocusing on some issues and re-assessing a few of the classical social theory traditions in the light of our findings. It requires that we spell out the limitations of the classical practice of abstraction and dualistic theorising for an understanding of 'social time' and that we question the tradition of claiming time exclusively for the human realm by locating it in mind, language or the functional needs of social organisation. This involves us in a re-evaluation of the dualistic conceptualisation of natural and social time and the closely related idea that all time is social time. It necessitates further that we explore the role of metaphors and focus explicitly on the social science convention of limiting the time-span of concern to a few hundred years

reconciling STEM and Arts: a laptop orchestra seamlessly encompasses Arts and Sciences. This allows us to utilize such an ensemble in a number of educational scenarios.