Core Module
An Introduction to
Education for Sustainability
Workshop Facilitator:
Ming Wei Koh
Cloud Institute for Sustainability Education
[email protected]
Introduction to Education
for Sustainability
Inspiring young people to think about the world, their relationship to it, and their ability to influence it in an entirely new way. Jaimie P. Cloud, President
www.cloudinstitute.org
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Workshop Outcomes
Participants will:
1) Develop a shared understanding and vocabulary of Sustainability and Education for Sustainability (EfS)
y( )
2) Generate a personal rationale for educating for sustainability
3) Become inspired and hopeful about contributing to the shift toward a sustainable future through education
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What is a simulation?
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AN EXPLORATION OF PRIVATE PROFITS AND PUBLIC GOODS We are going to run a swordfish fishing industry! Each person in the group will be fishing for swordfish in the same ocean. Assign the envelope to a banker (“nature”) in the group of players. The banker will put 20 fish in the middle of the table. The fish can be found in the envelope. Twenty fish is this ocean’s carrying capacity for swordfish. In each round, each person can fish for a certain number of swordfish. Traditionally, people fish for swordfish in the three following ways: 1. Harpoon fishing: take one fish. 2. Long‐line fishing: take two fish. 3. Free‐for‐all long‐line fishing: take three fish. Each turn, each person can take up to three fish, depending on the instructions for that game. After each round when all players have taken their fish, the banker (“nature”) will count the number of swordfish left and add 25% to the pot, up to, but not exceeding, 20 fish (round up if you need to). Example: If there are 12 fish left, 3 fish (25% of 12) will be added to the pot, bringing the total up to 15. (In real life, swordfish produce far fewer than 25% new offspring each year—they are like humans in that they have few children over the course of their lifetimes.) The added fish represent the number of baby swordfish made by the swordfish that were left after everyone has taken their fish (the ones that were left in the ocean to reproduce). The object of each game: To have as many fish as possible after playing all 10 rounds. The Cloud Institute for Sustainability Education
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GAME GUIDE HANDOUTS FISH GAME RECORDER Game 1: Everyone chooses a fishing technique at the beginning of the game and sticks with it until the end of the game. Round Consumption (# of fish you took) 1 2 3 4 5 6 7 8 9 10 Accumulation Fish Stock (# of fish in ocean after restocking) (total # of fish you have) Game 2: Everyone chooses a fishing technique but can change technique each turn during the game. Round 1 2 3 4 5 6 7 8 9 10 Consumption (# of fish you took) Fish Stock (# of fish in ocean after restocking) Accumulation (total # of fish you have) The Cloud Institute for Sustainability Education
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FISH GAME RECORDER Game 3: Everyone is a harpoon fisher, and can take no more than one fish each round. Round Consumption (# of fish you took) 1 2 3 4 5 6 7 8 9 10 Fish Stock (# of fish in ocean after restocking) Accumulation (total # of fish you have) Game 4: Everyone can choose any fishing technique and can change that technique each turn. At the end of each round, add 10% instead of 25%. (You still can’t exceed the carrying capacity of 20 fish.) Round 1 2 3 4 5 6 7 8 9 10 Consumption (# of fish you took) Fish Stock (# of fish in ocean after restocking) Accumulation (total # of fish you have) The Cloud Institute for Sustainability Education
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FISH GAME RECORDER 1 2 40 36 32 4 0 0 28 24 20 16 12 1 2 3 4 5 6 7 8 9 10 8 Total # of Fish 28 24 20 16 4 8 12 Total # of Fish 32 36 40 0 3 4 5 6 7 8 9 10 0 Time (Rounds) Time (Rounds) Accumulation Fish Stock The Cloud Institute for Sustainability Education
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Group Accumulation FISH GAME RECORDER THE FISH GAME — BEHAVIOR OVER TIME UNSUSTAINABLE EXAMPLE SUSTAINABLE (NON‐ZERO SUM GAME) EXAMPLE (Maximizing self‐interest and producing the greatest benefit to society and to the natural systems) 36 40 24 20 0 4 8 12 16 Total # of Fish 28 32 32 28 24 20 16 0 4 8 12 Total # of Fish 36 40 0 1 2 3 4 5 6 7 8 9 10 0 1 2 3 4 5 6 7 Time (Rounds) The Cloud Institute for Sustainability Education
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Time (Rounds) 8 9 10 What can be learned from playing the Fish Game?
De‐Briefing the Experience
i fi
h
i
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What were you thinking?
Thinking Drives Behavior
and
d
Behavior Causes Results
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How Many of You
Made it through all 10 rounds i
in every game you played?
l d?
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What happened?
If your group ran out of fish before you were able to play 10 rounds, then the number of Fisher folk fishing the way you did resulted in
more fish taken from the ocean faster than
more fish taken from the ocean faster than the ocean was able to replenish them. We call that unsustainable.
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We wouldn’t need Education for Sustainability if there was no such thing as un‐sustainable
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What were you thinking?
Now that you know that something you did or didn’t do contributed to “crashing the system ”
contributed to “crashing the system,”
Why did you do it?
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The Ladder of
Inference
I take ACTIONS
based on my beliefs
“THE BOX”
Schema
Habit of Mind
Mental Model
Mindset
Mental Map
Hardwiring
Frame
P di
Paradigm
I adopt BELIEFS
about the world
I draw CONCLUSIONS
I make ASSUMPTIONS
based on the meaning I added
dd d
I add MEANINGS
(cultural & personal)
I select “DATA” from what I observe
Source:
The Fifth Discipline
(Peter Senge)
“Our prior experiences with the world inform what we can perceive”
‐Lisa Feldman
OBSERVABLE “DATA” and EXPERIENCES
(as a video camera might capture it)
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The Titanic
A classic mental model
There isn’t enough to go around.
(Assumption of Scarcity) We’re going down, so…
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The Bummer
A classic mental model Things are the way they
are and there is nothing
are and there is nothing I/we can do about it.
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Social Trap
A classic mental model If others do it, I may as well….
If no one else does it, why should I?
What is true if one person does it
is not true if everyone does it.
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Maximizing Gains for Self
A classic mental model
The invisible hand leads all individuals, in pursuit of their own self‐interests, to produce the greatest benefit for society as a whole (and vice versa).
‐Idea presented by Adam Smith 1776 The Cloud Institute for Sustainability Education, licensed under a Creative Commons Attribution‐Noncommercial‐Share Alike 3.0 United States License
Theory of Confidence
A Classic Mental Model
The market, technology, government, or someone/something else will take care of it.
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It’s Only a Game
A Classic Mental Model
Let’s just play and see
and see what happens.
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Greed
A Classic Mental Model
I want a lot and I don’t care about the consequences
the consequences.
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Zero Sum Game
A Classic Mental Model
Zero Sum Game
You can either win or lose. I play to win!
p y
Vs
Non‐Zero Sum Game
For anyone to win everyone has to win because the players are interdependent.
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Anthropocentric
A Classic Mental Model
I was thinking about what I needed. Nature wasn’t even on my mind.
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Everything is Substitutable
A Classic Mental Model
Resources are unlimited and everything is substitutable
substitutable.
(Something proven false by biologists & physicists.)
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The Control Freak
A Classic Mental Model
I am in control.
What I say goes.
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And some people weren’t thinking at all…
hi ki
ll
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Characteristics of Mental Models
They are cognitive frameworks that are:
•
Incomplete and Constantly Changing
•
Not accurate •
Uncertainty about their validity does not
prevent them from being used, even if incorrect.
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How Do Mental Models Affect Us and the World Around Us?
“Everything that happens is reported to the brain as absolute fact.”
(Langer)
“Everything is internally consistent
within the frame we are operating.”
(Senge)
“Most people make sense to themselves.” (Jones)
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The Results of these Classic Mental Models
• We often operate without the information we need
• We ignore/can’t see the feedback (believing is seeing)
“If
“If we cannot hear or see feedback, t h
f db k
we cannot perceive relevant data for our brains to filter” ‐ Ochsner
• We exhibit characteristics of insanity • Our “fixes” backfire on us or we shift the burden
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Turn and Talk
Where have you seen these mental models in your daily life?
y
y
What are the consequences of these mental models in your experience?
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Fix that Backfires Archetype
Delay
FIX/Action…
Number of Fish I Catch
Gap
Unintended Consequence…
Level Fish Stock Depleted
Current State…
Number of Fish I Have
0
Desired State….
To have as many fish as possible by the end of 10 rounds
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Behavior Over Time
Total # of Fish
40
0
Time (Rounds)
Indiv Accumulation
Fish Stock
10
Group Accumulation
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Behavior Over Time
Unsustainable Example Sustainable Example Total # Fish
Total # Fish
36
36
32
32
28
28
24
24
20
20
16
16
12
12
8
8
4
4
0
0
0 1 2 3 4 5 6 7 8 9 10
Time (Rounds)
0 1 2 3 4 5 6 7 8 9 10
Time (Rounds)
Individual Accumulation Fish Stock Group Accumulation
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Original citation (2006): www.footprintnetwork.org/download.php?id=7654 ‐ updated/adapted 2014
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“All systems are perfectly designed to get the results they get.”
(Richmond) The Cloud Institute for Sustainability Education, licensed under a Creative Commons Attribution‐Noncommercial‐Share Alike 3.0 United States License
“It is worth noting that this is not the work of ignorant people.” (Orr)
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It all begins with a change in thinking
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The Myths that Made Us
Hero
Religion
Democratic/Scientific
Economic
The Next New Narrative:
The Next New Narrative:
Sustainability
“Tell the world of the future into being.”
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Closing the Gap Brainstorm Activity
In small groups, brainstorm the mental models, behaviors, and strategies required ,
g
q
to make the shift toward sustainability. The Cloud Institute for Sustainability Education, licensed under a Creative Commons Attribution‐Noncommercial‐Share Alike 3.0 United States License
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BEHAVIORS & STRATEGIES DRIVEN BY EfS
1. A HEALTHY AND SUSTAINABLE FUTURE IS POSSIBLE We can learn how to live well within the means of nature. This viewpoint inspires and motivates people to act.  Apply foresight and do scenario planning  Be courageous  Educate  Provide incentives  Study history    2. WE ARE ALL IN THIS TOGETHER We are interdependent on each other and on the natural systems. In this context, self interests are best served through mutually beneficial relationships.  Accept your share of the responsibility  Be ethical  Be humble  Be Patient  Collaborate/communicate cooperate  Evolve the rules based on the reality of the situation  Have integrity  Listen to one another  Think in terms of systems and cycles  Trust  Value one another’s opinions    3. HEALTHY SYSTEMS HAVE LIMITS Tap the power of limits.  Determine when enough is enough  Do the math  Successively approximate    307 7th Avenue, Suite 1201, New York, NY 10001 Tel. 212‐645‐9930 Fax: 212‐645‐9931 www.cloudinstitute.org 18
BEHAVIORS & STRATEGIES DRIVEN BY EfS
4. RECOGNIZE AND PROTECT THE COMMONS What are the creations of nature and society that we inherit jointly and freely, and hold in trust for future generations? We all depend on them and we are all responsible for them. Who is tending them at the moment?  Develop rules, laws and social norms for the use and care of the commons over time  Recognize the commons  Become familiar with the commons      5. RECONCILE INDIVIDUAL RIGHTS WITH COLLECTIVE RESPONSIBILITIES Responsible and ethical participation and leadership are required in order to make the changes we need to make.  Lead by example  Accept your share of the responsibility  Listen to one another  Practice win‐win negotiation  Be ethical  Collaborate, communicate, cooperate     6. DIVERSITY MAKES OUR LIVES POSSIBLE Diversity is required to support rich complex systems (like us), to build strength and to develop resilience.  Have empathy  Listen to one another and value one another’s opinions     307 7th Avenue, Suite 1201, New York, NY 10001 Tel. 212‐645‐9930 Fax: 212‐645‐9931 www.cloudinstitute.org 19
BEHAVIORS & STRATEGIES DRIVEN BY EfS
7. CREATE CHANGE AT THE SOURCE NOT THE SYMPTOM Distinguish goals from indicators and problems from symptoms. Identify the most upstream problem you can address within your sphere of influence, and then solve more than one problem at a time while minimizing the creation of new problems.  Develop a shared understanding of common goal(s) and make a plan/strategize  Take individual and collective action  Win‐win negotiation    8. THINK 1000 YEARS Envision the kind of future we want and start working towards it. We do not have to sacrifice our children’s future to meet our needs. In fact, that is irresponsible and just plain wrong.  Develop a shared understanding of common goal(s)/vision  Make a plan  Strategize  Take individual and collective action    9. READ THE FEEDBACK We need to pay attention to the results of our behavior on the systems upon which we depend. What are the indicators we need to track to secure that our journey goes well? How will we measure success?  Determine when enough is enough  Do the math  Make a plan  Strategize  Successively approximate  Take individual and collective action     307 7th Avenue, Suite 1201, New York, NY 10001 Tel. 212‐645‐9930 Fax: 212‐645‐9931 www.cloudinstitute.org 20
BEHAVIORS & STRATEGIES DRIVEN BY EfS
10. IT ALL BEGINS WITH A CHANGE IN THINKING Thinking drives behavior and behavior causes results. The significant problems we face cannot be solved with the same level of thinking we used to create them. (Einstein) Think systems, cycles and out of the box.  Allow the children to teach us  Ask different questions  Be creative and innovative  Evolve the rules based on the reality of the situation  Redefine healthy  Redefine progress  Redefine winning  Think in terms of systems and cycles  Think laterally    11. LIVE BY THE NATURAL LAWS We must operate within the natural laws and principles rather than attempt to overcome them. It is non‐negotiable.  Learn what the natural laws and ecological principles are    12. WE ARE ALL RESPONSIBLE Everything we do and everything we don’t do makes a difference.  Accept your share of the responsibility  Be ethical  Be humble  Be patient  Collaborate/communicate cooperate  Evolve the rules based on the reality of the situation  Have integrity  Listen to one another  Make a plan  Strategize  Take individual and collective action  Think in terms of systems and cycles  Trust  Value one another’s opinions  Be comfortable challenging one another    307 7th Avenue, Suite 1201, New York, NY 10001 Tel. 212‐645‐9930 Fax: 212‐645‐9931 www.cloudinstitute.org 21
Mental Models
for a Sustainable Future
Practical Idealist
A healthy and sustainable future is possible. The Cloud Institute for Sustainability Education, licensed under a Creative Commons Attribution‐Noncommercial‐Share Alike 3.0 United States License
Mental Models
for a Sustainable Future
We Are All In This Together
We are all interdependent on each other and on the natural systems upon which all life depends. The Cloud Institute for Sustainability Education, licensed under a Creative Commons Attribution‐Noncommercial‐Share Alike 3.0 United States License
Mental Models
for a Sustainable Future
Live by the Natural Laws
We must operate within
We must operate within natural “laws” and principles rather than attempt to overcome them. It’s non‐negotiable.
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Mental Models
for a Sustainable Future
Healthy Systems Have Limits
Tap the power of limits Note: Please do not confuse the mental model of scarcity or a loss of autonomy with the reality of limits.
Constraints drive creativity…
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Mental Models
for a Sustainable Future
Reciprocity Rules
In the context of interdependence, self interests are best served through mutually beneficial relationships. The Cloud Institute for Sustainability Education, licensed under a Creative Commons Attribution‐Noncommercial‐Share Alike 3.0 United States License
Mental Models
for a Sustainable Future
We Are All Responsible
Everything we do, and everything we don’t do, makes a difference.
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Shifting Mental Models
• Mental models shift with experience,
by asking different questions, through story telling,
with the creative process, and more...
• Some mental models are easier to shift than others. (Ask Copernicus.)
• The mental models of children and young people change over time with new knowledge and applied insight.
• Do the mental models of adults change over time with new knowledge and applied insight? The Cloud Institute for Sustainability Education, licensed under a Creative Commons Attribution‐Noncommercial‐Share Alike 3.0 United States License
BIG IDEAS
I
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BIG IDEAS FROM THE FISH GAME The Fish Game offers the opportunity to learn the following: SYSTEMS THINKING (MENTAL MODELS) 1. Thinking Drives Behavior and Behavior Causes Feedback/Results (both intended and unintended). Mental Models of un‐sustainability contribute to crashing the system—mental models of sustainability create more favorable conditions to thrive  Sometimes the results of our behavior are inconsistent with our values and with the desired outcomes  Believing is seeing SYSTEM DYNAMICS AND CHANGE (INDERDEPENDENCE) 2. We are interdependent on each other and on the natural systems.  Interdependence demands “non‐zero‐sum” behaviors and strategies.  Individual self interest, greatest benefit to society and to the natural systems are NOT mutually exclusive (“What is the object of the game—The most fish for me? For us? In the ocean?”)  In the context of dynamic interdependent systems, our “fixes” sometimes backfire on us and we undermine our own ability to achieve our goals (we shoot ourselves in the foot).  There are tools, concepts and archetypes in the fields of system dynamics and systems thinking that can help us operate more effectively. SYSTEM DYNAMICS AND CHANGE AND LIVING WITHING NATURAL LAWS AND ECOLOGICAL PRINCIPLES 3. Healthy Systems Require Limits. Tap the power of limits. LIVING WITHIN NATURAL LAWS AND ECOLOGICAL PRINCIPLES 4. It is good to know what your means are, what kinds of capacity you are working, and where the thresholds are with i.e., time, carrying capacity, population, etc. Living within the means of nature is non‐negotiable. INVENTING & AFFECTING THE FUTURE & SYSTEMS THINKING (FEEDBACK/ INDICATORS) 5. Make the Feedback Visible—then Read the Feedback, Take Responsibility for your contribution to it, Reflect on it, Learn from it, and Self correct. 307 7th Avenue, Suite 1201, New York, NY 10001 Tel. 212‐645‐9930 Fax: 212‐645‐9931 www.cloudinstitute.org 25
BIG IDEAS FROM THE FISH GAME INVENTING & AFFECTING THE FUTURE (SELF EFFICACY) AND SYSTEMS THINKING (INTERDEPENDENCE) 6. We can make the shift toward a healthy and sustainable future. Everything we do and don’t do makes a difference. HEALTHY COMMONS 7. Recognize the Commons  The creations of nature and society that we inherit jointly and freely, and hold in trust for future generations.  Everything we inherit or create together and must pass on‐undiminished‐to future generations  That to which we relate with “a sense of we” rather than exclusively “a sense of me.”  That upon which we depend, and for which we are all responsible.  Develop rules, laws and social norms for the use and care of the commons over time. “It is hard to focus our attention on the nameless.” William James RESPONSIBLE LOCAL AND GLOBAL CITIZENSHIP AND HEALTHY COMMONS 8. We must reconcile the conflicts that exist between individual rights and our responsibilities as citizens to tend the commons.  Responsible and ethical participation and leadership are required. SUSTAINABLE ECONOMICS AND HEALTHY COMMONS 9. The health and abundance of the common pool resource of Fish Stocks (a commons) are an externality in neo‐classical economics. Classic pricing signals do not work with limited commons –if they become scarce and that drives the price up—more people go fishing and crash the system. 307 7th Avenue, Suite 1201, New York, NY 10001 Tel. 212‐645‐9930 Fax: 212‐645‐9931 www.cloudinstitute.org 26
Sustainable Economics
What do we really want?
Do we measure what really
Do we measure what really counts?
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Quality of Life
What are three things that most contribute to your quality of life?
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Quality of Life
How do you measure success?
Do you know the answer to the following questions?
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Quality of Life &
a Healthy Economy
How many of you were taught that a healthy economy will contribute to your quality of life? What are the indicators of a healthy economy?
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What’s Wrong with the GDP
• GDP Treats Crime, Divorce, and Natural Disasters as Economic Gain
• GDP Ignores the Non‐Market Economy of Household & Communities
• GDP Treats the Depletion of Natural Capital as Income
• GDP Increases with Polluting Activities and Again with Clean‐Up
• GDP Takes No Account of Income Distribution
• GDP Ignores the Drawbacks of Living on Foreign Assets
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21st Century Goals and Indicators
Genuine Progress Indicator (GPI)
•
•
•
The Genuine Progress Indicator (GPI) is a new measure of the economic well‐
being of the nation from 1950 to the present
It includes more than 20 aspects of our economic lives that the GDP ignores, including:
– family and community
family and community
– natural habitat
– volunteer work
– crime and family breakdown
– underemployment
– ozone depletion
– loss of old growth forests
The GPI is intended to provide citizens and policy‐makers with a more accurate barometer of the overall health of the economy, and of how our national condition is changing over time
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Ecological Economics 93 (2013) 57-68
www.elsevier.com/locate/ecolecon
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21st Century Goals and Indicators
The United Nations’ Human Development Index (HDI)
•
The HDI is not a substitute for the fuller treatment of the richness of the concerns of the human development perspective. •
The HDI measures the overall achievements in a country in three basic dimensions of human development: longevity, knowledge, and a decent standard of living. •
It is measured by life expectancy, educational attainment (adult literacy and school enrollment), and adjusted income.
Human Development Report, 2004, United Nations. http://hdr.undp.org/reports/global/2004
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21st Century Goals and Indicators
The Human Well‐being Index (HWI)
• Health and Population
• Wealth
• Knowledge and Culture
• Community
• Equity
www.hcc.govt.nz/sustainability/files/appendix2.pdf
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Gross National Happiness
• Goes beyond utilitarian approach to defining “happiness”
• SSeeks to marry both material k t
b th
t i l
and spiritual indicators
• “What doesn’t get measured doesn’t get managed”
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United States
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United Kingdom
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Australia
jjj
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China
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Vietnam
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21st Century Goals and Indicators
What is an Ecological Footprint?
The Ecological Footprint measures what we consume of nature. It shows how much productive land and water we require to produce all the resources we consume and to take in all the waste we make. The Ecological Footprint is another d
k i ll h
k Th E l i l F
i i
h
quality of life indicator.
How Big is your Footprint?
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Ecological Footprint Individual Countries: US
United States
www.footprintnetwork.org
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Ecological Footprint Individual Countries: Canada
Canada
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Ecological Footprint Individual Countries: UK
United Kingdom
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Ecological Footprint Individual Countries: Australia
Australia
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Ecological Footprint Individual Countries: China
China
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Ecological Footprint: World
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Ten of the Many Communities Using Indicators
San Francisco, California
Chattanooga, Tennessee
Shanghai, China
S th B
South Bronx, New York
N Y k
Curitiba, Brazil
Minneapolis, Minnesota
Phoenix, Arizona
Waitakere City, New Zealand
Kingdom of Bhutan
Kaua’i, Hawaii
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Sample Community Indicators
•
•
•
•
•
•
•
•
•
•
•
•
Housing supply
Civic engagement (rates of voter participation, diversity of local government officials)
School enrollment
Percentage of nesting eagles that successfully reproduced Presence of certain toxins in the Bay
Productivity of tidal clam flats Per capita income levels
School test scores and adult literacy rates Amount of recyclable materials used in housing construction
Number of trees and shrubs
Population density of the area
Amount of material trucked in from further than eight miles away
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“Neoclassical” Model of the Economy measured by GDP
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New 21st Century Model of the Economy
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BIG IDEAS
II
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Turn and Talk
What surprised you about the content in this section?
What questions do you have?
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BIG IDEAS FOR SUSTAINABLE ECONOMICS
Sustainable Economics offer the opportunity to learn the following: 1. Distinguish Goals from Indicators. 2. Revisit what we really want in our lives and begin to think about how we measure the extent to which we are achieving our goals. 3. Notice the connection between what makes the GDP go up and what makes our quality of life go down. 4. We need some new indicator sets that measure what we need to measure to assure our quality of life and that of future generations. 5. We need to use the feedback/indicators to inform our practice on the way to achieving our goals. 6. Notice that what we really want can be sustainable if carried out within the means of nature. 7. We need to envision the kind of future we want and then determine what indicators we need to track to secure our journey goes well. 8. The need for a sustainable economic models and practices. 307 7th Avenue, Suite 1201, New York, NY 10001 Tel. 212‐645‐9930 Fax: 212‐645‐9931 www.cloudinstitute.org 37
Dynamics of Systems and Change
How do we address problems in the
dd
bl
i th
context of interdependence?
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Diminishing Resources Game
The instructions are similar to the instructions for musical chairs: As in musical chairs, when the music plays, people can get up and move about the room until the music stops.
When the music stops, everyone must take a seat. Chairs with cards on them are no longer available.
The object of this game is for all participants to have a seat when the music stops. No one can be left out. The Cloud Institute for Sustainability Education, licensed under a Creative Commons Attribution‐Noncommercial‐Share Alike 3.0 United States License
What Happened?
Brainstorm Activity
What strategies did you use and did you see used to play this game?
did you see used to play this game?
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What Happened?
What problem were you trying to solve?
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Shifting the Burden Archetype:
Diminishing Resources
Symptomatic Solution
delay
Symptom Problem/Challenge
Fundamental Solution
Unintended
Unintended Consequence
o
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BIG IDEAS
III
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BIG IDEAS FOR THE DIMINISHING RESOURCES GAME
The Diminishing Resources game offers the opportunity to learn: SYSTEMS THINKING AND SYSTEM DYNAMICS AND CHANGE 1. We can meet our needs in the short run—make them worse in the long run and create new problems. (Shifting the Burden). 2. We need not sacrifice the long run for the short run or vice versa and we are doing just that in our current reality. 3. Before applying elegant thinking to a problem, make sure you have distinguished the symptom from the problem (that is, distinguishing the goals from the indicators as in the Sustainable Economics part of the workshop), and go as far “upstream” within your sphere of influence to address the problem. If we do this, we can design for win‐win‐win solutions that solve more than one problem at a time and minimize the creation of new problems. 307 7th Avenue, Suite 1201, New York, NY 10001 Tel. 212‐645‐9930 Fax: 212‐645‐9931 www.cloudinstitute.org 40
Living Within Natural Laws and Ecological Principles What laws and principles govern our behavior?
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How Many of You Consider Yourself Law‐Abiding Citizens?
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How Many of You Consider Yourself Principled Individuals?
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Natural Laws & Ecological Principles
Science Principles
© The Natural Step
•
Matter and energy do not appear or disappear on Earth (1st Law of Thermodynamics‐”The Conservation Law”)
•
Matter and energy tend to spread spontaneously (2nd Law of Thermodynamics‐”Entropy”)
•
There is value in order (Material Value)
•
Green cells are essentially the only net producer of concentration and order on earth (Photosynthesis)
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Natural Laws & Ecological Principles
4 Principles of Sustainability
© The Natural Step
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Ecosystem Services
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Earth’s History
© The Natural Step
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Regression?
© The Natural Step
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Investing in a Sustainable/
Regenerative Society
© The Natural Step
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BIG IDEAS
IV
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BIG IDEAS FOR NATURAL LAWS & ECOLOGICAL PRINCIPLES
Living within Natural Laws and Ecological Principles offer the opportunity to learn the following: 1. We are often anthropocentric and do not know, abide by, or consider the natural laws and principles in our daily lives. 2. The psychology of #1 is deep and has history. 3. The history of Life on our planet teaches us that so far, life organizes toward life and favorable conditions make it possible for certain things to thrive. 4. Biodiversity supports complex organisms like humans. The more diverse, the more resilient the system. 5. The natural laws and ecological principles are not negotiable. 6. We are dependent on the natural systems for our lives and all life. 307 7th Avenue, Suite 1201, New York, NY 10001 Tel. 212‐645‐9930 Fax: 212‐645‐9931 www.cloudinstitute.org 45
So What Kind of Future do we Want?
What do we want to sustain?
For whom?
For how long?
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Sustainability
“The possibility that human and other life
will flourish on the planet forever”
John R. Ehrenfeld
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Sustainability
"A sustainable society
iss o
one
e that
a is
s far-seeing
a see g e
enough,
oug ,
flexible enough, and wise enough
not to undermine either its physical
or its social systems of support.”
Donella Meadows
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What does education have to do with
have to do with sustainability?
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What is education for? (In the service of what?) The Cloud Institute for Sustainability Education, licensed under a Creative Commons Attribution‐Noncommercial‐Share Alike 3.0 United States License
Imagine
There is a shared understanding that schools have a responsibility to contribute that
schools have a responsibility to contribute
to our individual and collective potential, and to that of the living systems upon which all life depends. The Cloud Institute for Sustainability Education, licensed under a Creative Commons Attribution‐Noncommercial‐Share Alike 3.0 United States License
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Imagine
Schools are learning organizations
Schools are learning organizations.
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Imagine
The potential of having all our children in school with The
potential of having all our children in school with
their teachers and mentors during the most favorable time for learning…
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Imagine
…and that we honor them with transformative learning experiences that prepare them to participate in,
experiences that prepare them to participate in, and to lead with us the shift toward a sustainable future.
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Think About It
Every sector food, buildings, business, government,
higher education, urban and rural planning… is making the shift toward sustainability is
making the shift toward sustainability
and even regeneration.
Where do they think they are going without all the children, young people and their teachers?
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Why Educate for Sustainability?
We have to learn how to live well in our places without undermining their ability t
to sustain us over time. t i
ti
The foundations of our knowledge, skills, and habits of mind are cultivated in our schools.
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Leveraging Systemic Change
React
Events
Respond
Trends/
Patterns
Design
Structures/ Behaviors
Transform
Mental Models/
Worldview
Source:
The Fifth Discipline
(Peter Senge)
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Questions to Consider
1. What are we already doing?
2. What might we want to change?
3. What do we need to stop doing?
4. What do we need to start doing?
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The Cloud Institute Education for Sustainability Framework
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Creativity & Sustainability
“Creativity (the generation of new forms) is a key property of all living systems and contributes to nature’s inherent ability to sustain life.” Fritjof Capra 2009
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Selected Fields of Study that Contribute to Education for Sustainability
• Sciences
– Environmental Science and Education
Environmental Science and Education
– Science Education (Physics, Biology, Chemistry, Earth Science…)
– Neuroscience
– Quantum Physics
• Economics
– Sustainable Economics
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Selected Fields of Study (cont’d)
•
Social Sciences
– Global Education
– Ecological Design and Architecture Education
– Holistic Education
– Future Studies
– The Arts (Literature, Performing, Visual…)
– Organizational Learning and Change
– Environmental Education, Ethics and Philosophy
– Ecological Psychology
– Positive Psychology
– Science of Happiness
– Conflict Resolution Education
– Systems Thinking and System Dynamics Education
– Game Theory
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The Learning Self
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The Learning Self
Core Attitudes Ethical Open Minded
Mindful
Compassionate
Brain & Mind
Multiple Intelligences
Potential
&
Motivated
Personal Story
Purpose
Learning Styles
Sense of Self
Empathetic Joyful
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The Learning Self
Core Processes and Skills
Applied Systems Thinking
Participation & Leadership
Visioning, Lateral Thinking & Creativity
Deep Learning & Deep Thinking
Engaging Diversity
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The Learning Self
Core Knowledge
Cultural Preservation and Responsible Local/ Transformation Strong Sense Global Citizenship
of Place
Multiple Perspectives
Dynamics of Systems and Change
Sustainable Economics
Healthy Commons
Inventing and Affecting the Future
Natural Laws and Ecological Principles
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The Learning Self
Core Knowledge
Cultural Preservation and Transformation
Strong Sense Responsible Local/ of Place
Global Citizenship
Multiple Dynamics of Systems Perspectives
and Change
Sustainable Economics
Healthy Commons
Inventing and Affecting the Future
Natural Laws and Ecological Principles
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The Learning Self
Core Knowledge
Cultural Preservation and Responsible Local/ Transformation
Strong Sense Global Citizenship
of Place
Multiple Perspectives
Dynamics of Systems and Change
Sustainable Economics
Healthy Commons
Inventing and Affecting the Future
Natural Laws and Ecological Principles
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The Learning Self
Core Knowledge
Cultural Preservation and Responsible Local/ Transformation
Strong Sense Global Citizenship
of Place
Multiple Perspectives
Dynamics of Systems and Change
Sustainable Economics
Healthy Commons
Inventing and Affecting the Future
Natural Laws and Ecological Principles
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The Learning Self
Core Knowledge
Cultural Preservation and Responsible Local/ Transformation
Strong Sense Global Citizenship
of Place
Multiple Perspectives
Dynamics of Systems and Change
Sustainable Economics
Healthy Commons
Inventing and Affecting the Future
Natural Laws and Ecological Principles
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The Learning Self
Core Knowledge
Cultural Preservation and Responsible Local/ Transformation
Strong Sense Global Citizenship
of Place
Multiple Perspectives
Dynamics of Systems and Change
Sustainable Economics
Healthy Commons
Inventing and Affecting the Future
Natural Laws and Ecological Principles
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The Learning Self
Core Knowledge
Cultural Preservation and Responsible Local/ Transformation
Strong Sense Global Citizenship
of Place
Multiple Perspectives
Dynamics of Systems and Change
Sustainable Economics
Healthy Commons
Inventing and Affecting the Future
Natural Laws and Ecological Principles
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The Learning Self
Core Knowledge
Cultural Preservation and Responsible Local/ Transformation
Strong Sense Global Citizenship
of Place
Multiple Perspectives
Dynamics of Systems and Change
Sustainable Economics
Inventing and Affecting the Future
Healthy Commons
Natural Laws and Ecological Principles
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The Learning Self
Core Knowledge
Cultural Preservation and Responsible Local/ Transformation
Strong Sense Global Citizenship
of Place
Multiple Perspectives
Dynamics of Systems and Change
Sustainable Economics
Inventing and Affecting the Future
Healthy Commons
Natural Laws and Ecological Principles
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The Learning Classroom
Constructivist Approach to Teaching
Technology Integration
Authentic Instruction & Assessment
Place‐Based
Learner‐Centered
Inquiry‐based
Project‐Based
Reflective Practice
Differentiated
Applied Learning
Assessment‐Driven
Standards Driven
Interdisciplinary
Cooperative Learning
Writing Process
Service Learning
Understanding by Design
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Schools that Learn for EfS
In schools that learn, everyone is encouraged to keep thinking, innovating, collaborating, talking candidly, improving their capabilities, self‐
correcting, and making personal commitments to a shared future…
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The U Theory of Learning and Change
Tap Prior
Knowledge
Learn
Something
S
thi
New
Re-Appraise/
Re-Frame
Read the Feedback,
Revise &
Continuously
Improve
Immediately Apply
New Learning to
Make it “Stick”
Reflect and Gain Insight
(Otto Scharmer)
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Innovation Adoption Curve
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Physical Plant, Procurement, and Investments for EfS
Green buildings, regenerative designs, green rooftops no waste energy efficiency use of
rooftops, no waste, energy efficiency, use of regional materials, healthiness, cost savings, recycled materials, social and environmental responsibility…
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Communities that Learn for EfS
Everyone (b i
(businesses, local government, community members, etc.) l l
t
it
b
t )
is encouraged to keep thinking, innovating, collaborating, talking candidly, improving their capabilities, self‐correcting, and making personal commitments to a shared future…
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Aligned 21st Century Frameworks
•
•
•
•
•
•
•
•
•
•
•
•
Character Education Understanding by Design (Wiggins)
Growth Mindset (Dweck)
Common Core Standards
The Entrepreneurial Mindset
st Century Skills (Kay)
Partnership for 21
p
y
( y)
Cultural Competency (Jones)
Social‐Emotional Intelligence Attributes (Goleman)
Habits of Mind (Costa and Kallick)
Whole New Mind (Pink)
Neuro‐Leadership (Rock)
“True Grit” (Duckworth)
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The Cloud Institute The Cloud Institute for Sustainability Education, licensed under a Creative Commons Attribution‐Noncommercial‐Share Alike 3.0 United States License
BIG IDEAS
V
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BIG IDEAS OF THE EfS FRAMEWORK
The EfS Framework offers the opportunity to learn: 1. There is an EfS Framework that includes Core Content and Performance Standards and Indicators. 2. EfS is best understood in the context of the nested systems in the “circles” model. 3. The Cloud EfS Framework is derived from a combination of many scholars, much experience and many fields. 4. You can educate and assess for the knowledge, skill and attitudes that are required to make the shift toward sustainability. 5. Schools and communities learning together have an important role to play in making the shift toward sustainability. 307 7th Avenue, Suite 1201, New York, NY 10001 Tel. 212‐645‐9930 Fax: 212‐645‐9931 www.cloudinstitute.org 59
The Cloud Institute at Work
Awareness Skill Development Design
Leadership
• Consulting and Coaching Services
– Curriculum Design & Mapping
– Gap/Strength Assessment & Analysis
– Organizational Learning & Change
Organi ational Learning & Change
– Leadership Development
• Curriculum Materials
– Units of Study
– Full Courses of Study
– Assessment Tools
• Professional Development
• Research and Development
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Contact Information
www.cloudinstitute.org/contact‐us
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ENDURING UNDERSTANDINGS
1. A HEALTHY AND SUSTAINABLE FUTURE IS POSSIBLE We can learn how to live well within the means of nature. This viewpoint inspires and motivates people to act. 2. WE ARE ALL IN THIS TOGETHER We are interdependent on each other and on the natural systems. In this context, self interests are best served through mutually beneficial relationships. 3. HEALTHY SYSTEMS HAVE LIMITS Rather than exceeding or ignoring the limits, tap the power of limits. Constraints drive creativity. 4. RECOGNIZE AND PROTECT THE COMMONS The Commons are the creations of nature and society that we inherit jointly and freely, and hold in trust for future generations. We all depend on them and we are all responsible for them. Who is tending them at the moment? 5. RECONCILE INDIVIDUAL RIGHTS WITH COLLECTIVE RESPONSIBILITIES Responsible and ethical participation and leadership are required in order to make the changes we need to make. We must reconcile the conflicts that exist between our individual rights and our responsibilities as citizens. 6. DIVERSITY MAKES OUR LIVES POSSIBLE Diversity is required to support rich complex systems (like us), to build strength and to develop resilience in living systems. Biological diversity, cultural, gender, political and intergenerational diversity all serve this purpose. 7. CREATE CHANGE AT THE SOURCE NOT THE SYMPTOM Distinguish problems from symptoms and goals from indicators. Identify the most upstream problem you can address within your sphere of influence, and then solve more than one problem at a time while minimizing the creation of new problems. 8. THINK 1,000 YEARS Envision the kind of future we want and start working towards it. We do not have to sacrifice our children’s future to meet our needs. In fact, that is irresponsible and just plain wrong. 9. READ THE FEEDBACK We need to pay attention to the results of our behavior on the systems upon which we depend. How will we measure success? Sometimes the results of our behaviors are inconsistent with our values and our desired outcomes. If we keep our eyes on the feedback, we can adjust our thinking and behavior before we cross detrimental thresholds. 10. IT ALL BEGINS WITH A CHANGE IN THINKING Thinking drives behavior and behavior causes results. The significant problems we face cannot be solved with the same level of thinking we used to create them. (Einstein) Think systems, cycles and out of the box. 11. LIVE BY THE NATURAL LAWS We must operate within the natural laws and principles rather than attempt to overcome them. It is non‐
negotiable. 12. WE ARE ALL RESPONSIBLE Everything we do and everything we don’t do make a difference. The Cloud Institute Enduring Understandings by The Cloud Institute is licensed under a Creative Commons Attribution‐Noncommercial‐No Derivative Works 3.0 United States License. Permissions beyond the scope of this license may be available at www.cloudinstitute.org/privacy_policy. 61
307 7th Avenue, Suite 1201, New York, NY 10001 Tel. 212‐645‐9930 Fax: 212‐645‐9931 www.cloudinstitute.org THE CLOUD INSTITUTE EfS STANDARDS
KNOWLEDGE AND ACTION A. CULTURAL PRESERVATION AND TRANSFORMATION The preservation of cultural histories and heritages, and the transformation of cultural identities and practices contribute to sustainable communities. Students will develop the ability to discern with others what to preserve and what to change in order for future generation to thrive. B. RESPONSIBLE LOCAL/GLOBAL CITIZENSHIP The rights, responsibilities and actions associated with leadership and participation toward healthy and sustainable communities. Students will know and understand these rights and responsibilities and assume their roles of leadership and participation. C. THE DYNAMICS OF SYSTEMS & CHANGE A system is made up of two or more parts in a dynamic relationship that forms a whole whose elements “hang together” and change because they continually affect each other over time. Fundamental patters of systems include growth, decline and vacillation. Students will know and understand the dynamic nature of complex systems and change over time. They will be able to apply the tools and concepts of system dynamics and systems thinking in their present lives, and to inform the choices that will affect our future. D. SUSTAINABLE ECOMONICS The evolving theories and practices of economics and the shift towards integrating our economic, natural and social systems, to support and maintain life on the planet. Students will know and understand 21st century economic practices and will produce and consume in ways that contribute to the health of the financial, social and natural capital. E. HEALTHY COMMONS Healthy Commons are that upon which we all depend and for which we are all responsible (i.e., air trust, biodiversity, climate regulation, our collective future, water, libraries, public health, heritage sites, top soil, etc.). Students will be able to recognize and value the vital importance of the Commons in our lives and for our future. They will assume the rights, responsibilities and actions to care for the Commons. F. NATURAL LAWS AND ECOLOGICAL PRINCIPLES The laws of nature and science principles of sustainability. Students will see themselves as interdependent with each other, all living things and natural systems. They will be able to put their knowledge and understanding to use in the service of their lives, their communities and places in which they live. G. INVENTING AND AFFECTING THE FUTURE The vital role of vision, imagination and intention in creating the desired future. Students will design, implement and assess actions in the service of their individual and collective visions. H. MULTIPLE PERSPECTIVES The perspectives, life experiences and cultures of others, as well as our own. Students will know, understand, value and draw from multiple perspectives to co‐create with diverse stakeholders shared and evolving visions and actions in the service of a healthy and sustainable future locally and globally. I.
A SENSE OF PLACE The strong connection to the place in which one lives. Students will recognize and value the interrelationships between the social, economic, ecological and architectural history of that place and contribute to its continuous health. The Cloud Institute EfS Standards by The Cloud Institute is licensed under a Creative Commons Attribution‐Noncommercial‐No Derivative Works 3.0 United States License. Permissions beyond the scope of this license may be available at www.cloudinstitute.org/privacy_policy. 62
307 7th Avenue, Suite 1201, New York, NY 10001 Tel. 212‐645‐9930 Fax: 212‐645‐9931 www.cloudinstitute.org