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The purpose of this paper is to present the results of a pilot study involving high school teachers in natural sciences. The aim was to foster critical thinking about cascading hazards via the use of reasoned imagination. Cascading phenomena can lead to extreme catastrophes and are thus a challenge for disaster prevention and management.

Following a presentation listing some known cascading phenomena, the participants completed a questionnaire consisting of a blank hazard correlation matrix (HCM) and some open-ended questions. The HCM qualitatively described possible interactions between 16 different perils selected from a large spectrum of natural, technological and socio-economic hazards.

Most participants were able to describe cascading phenomena within the HCM by reducing them into sets of one-to-one interactions. Based on their experience and imagination, the participants foresaw additional interactions that were not discussed, never observed but are scientifically plausible. The majority of the respondents reported that they learnt something new and wanted to learn more about cascading hazards.

The HCM is especially effective in translating complex hazard scenarios into basic interactions and vice versa. Being imaginative (here via the use of reasoned imagination) and accessible, the HCM could be used as basis for transformative learning in the education of the public and of practitioners on the role of cascading hazards in catastrophes.

Messieurs les invités, Chers membres, Pour la dix‐huitième fois, j'ai le plaisir et l'honneur de vous souhaiter la bienvenue à notre Congrès annuel et d'inaugurer cette manifestation internationale.

The purpose of this paper is to introduce the concept of Dark Knowledge, an epistemology that acknowledges both alternative knowledge and ways of knowing which are cognizant of the moral and ethical positioning of each.

This is a conceptual paper that uses existing relevant literature to develop the work. The paper uses a four-stage literature search process and draws upon a range of disciplines, including philosophy, computer science and information management, to underpin the evolution of the concept.

As a conceptual paper, no empirical findings are presented. Instead, the paper presents an embryonic model of Dark Knowledge and identifies a number of characteristics, which may be used to explore the concept in more detail.

There is a clear need to develop a body of empirical work, adding to the theoretical perspectives presented in this paper. It is anticipated that this paper will provide one of the cornerstones for future studies in this area.

The paper makes an original contribution to the study of information behaviours, practices and epistemology.