| The Daily Show With Jon Stewart | Mon - Thurs 11p / 10c | |||
| Linda Polman | ||||
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Friday, October 1, 2010
Issue within aid
Daily Show report on Linda Polman's new book: problems/corruption within humanitarian aid. Teaching tool/discussion point? Could provoke an important discussion about not letting diappointment with aid agencies stop people giving...
Wednesday, September 29, 2010
Conclusion
My learning journey throughout GSE827 has been varied, fun and (at times) challenging. I have gained a greater understanding of the importance of engagement as an integral part of moving towards sustainability.
I think that, given the disparate nature of international interpretations of what sustainability is, participation and capacity building, especially around critical thinking skills, is the only way we can avoid being bogged down in debates over definitions and move towards meaningful action. It's been noted (ARIES 2005) that sustainability is not a precise state or process, its an "ongoing learning process" which involves us all in creating shared visions, actions and challenging current assumptions, and I would agree with this idea.
The most exciting part of this learning journey for me has been meeting my many classmates and learning about their various interpretations of sustainability, especially the international students in the class (particularly during our envisioning exercise). Despite having sometimes disparate visions of sustainability, we all worked together really well and, I think, demonstrated the way that bringing people of different backgrounds and knowledge together can really create something that’s more than the sum of its parts.
I think that, given the disparate nature of international interpretations of what sustainability is, participation and capacity building, especially around critical thinking skills, is the only way we can avoid being bogged down in debates over definitions and move towards meaningful action. It's been noted (ARIES 2005) that sustainability is not a precise state or process, its an "ongoing learning process" which involves us all in creating shared visions, actions and challenging current assumptions, and I would agree with this idea.
The most exciting part of this learning journey for me has been meeting my many classmates and learning about their various interpretations of sustainability, especially the international students in the class (particularly during our envisioning exercise). Despite having sometimes disparate visions of sustainability, we all worked together really well and, I think, demonstrated the way that bringing people of different backgrounds and knowledge together can really create something that’s more than the sum of its parts.
Capacity building
Capacity is, at its base, the ability to act (GSE827 2010). Capacity can refer to that of a country or multilateral organisation, as well as to individual or community capacity.
Capacity building is achieved through participatory processes which develop skills, confidence or knowledge. In GSE827 (2010), it was noted that the term capacity building could comprise: participation, partnerships, collaboration, stakeholder involvement, active learning, decision making, envisioning, knowledge transfer and human resource development, but not critical thinking.
However, I believe that in a broader sense critical thinking is a capacity that can be built through critical thinking exercises and training (whether that be through the process of formal education or through in and non-formal EfSD programmes). I think that critical thinking skills are the most important element of sustainability and thus of EfSD. While the technical term capacity building does not comprise critical thinking, I think that is is largely about developing skills and building competencies such as this which help us recognise and bring about the "fundamental changes required to the way people view and evaluate their lives" (ARIES 2005) and that critical thinking can be one of those skills.
Capacity building is achieved through participatory processes which develop skills, confidence or knowledge. In GSE827 (2010), it was noted that the term capacity building could comprise: participation, partnerships, collaboration, stakeholder involvement, active learning, decision making, envisioning, knowledge transfer and human resource development, but not critical thinking.
However, I believe that in a broader sense critical thinking is a capacity that can be built through critical thinking exercises and training (whether that be through the process of formal education or through in and non-formal EfSD programmes). I think that critical thinking skills are the most important element of sustainability and thus of EfSD. While the technical term capacity building does not comprise critical thinking, I think that is is largely about developing skills and building competencies such as this which help us recognise and bring about the "fundamental changes required to the way people view and evaluate their lives" (ARIES 2005) and that critical thinking can be one of those skills.
Partnerships
Because of the size and complex nature of sustainability actions, partnerships between multiple organisations/group/communities can be a good way to effectively access skills, expertise and resources (create synergy). Agenda 21 identifies partnerships as one the critical ways in which its goals can be implemented on a global scale, and Tilbury and Wortman (2004) note that partnerships which "share learning experiences can accelerate the process of change towards sustainable development."
Partnerships can range in intensity from outcome based, distant and formal (like government to government) to fully participatory, equal partnerships in which a shared goal is developed and actioned. Partnerships recognise that the whole is greater than the sum of its parts, and can build collective capacity through knowledge and skills sharing and synergising (Tilbury & Wortman 2004).
I've come to the conclusion that partnerships are vital given the scope and multi-faceted nature of many sustainability problems. I believe that by harnessing specialist skills and knowledge of stakeholders and their issues, partners can cover alot of ground with limited resources (Tilbury & Wortman 2004) and help challenge each others assumptions about the best way to solve a particular problem.
Partnerships can range in intensity from outcome based, distant and formal (like government to government) to fully participatory, equal partnerships in which a shared goal is developed and actioned. Partnerships recognise that the whole is greater than the sum of its parts, and can build collective capacity through knowledge and skills sharing and synergising (Tilbury & Wortman 2004).
I've come to the conclusion that partnerships are vital given the scope and multi-faceted nature of many sustainability problems. I believe that by harnessing specialist skills and knowledge of stakeholders and their issues, partners can cover alot of ground with limited resources (Tilbury & Wortman 2004) and help challenge each others assumptions about the best way to solve a particular problem.
Tuesday, September 28, 2010
Framework for Education for Sustainable Development
As part of our reflection surrounding Education for Sustainable Development (EfSD), we were required to design a framework for planning and evaluating EfSD programmes. The framework I have developed is set out below. It is the result of the conclusions I have come to regarding EfSD while doing the GSE827 course and keeping this journal.
I have kept this framework fairly high level as I wish it to be situationally flexible and to incorporate a large number of different types of programs. This is because I've learnt through our classwork that EfSD can cover a large range of types of engagement processes, from simple information that enables change (e.g.workshops, leaflets, media) to participatory projects (e.g. action research, partnerships, futuresearch conferences) (ARIES 2005).
EfSD should also be largely about giving people skills to bring about sustainability, rather than providing a rigid set of outcomes or goals that people need to learn (ARIES 2005, ARIES 2009, Ferdig 2007). It is for that reason that I have also approached this framework as more of an engagement framework that comprises education, participation and partnerships, rather than a pure education framework (although for ease of classification, I will continue referring to it as an EfSD framework) (ARIES 2005).
I have kept this framework fairly high level as I wish it to be situationally flexible and to incorporate a large number of different types of programs. This is because I've learnt through our classwork that EfSD can cover a large range of types of engagement processes, from simple information that enables change (e.g.workshops, leaflets, media) to participatory projects (e.g. action research, partnerships, futuresearch conferences) (ARIES 2005).
EfSD should also be largely about giving people skills to bring about sustainability, rather than providing a rigid set of outcomes or goals that people need to learn (ARIES 2005, ARIES 2009, Ferdig 2007). It is for that reason that I have also approached this framework as more of an engagement framework that comprises education, participation and partnerships, rather than a pure education framework (although for ease of classification, I will continue referring to it as an EfSD framework) (ARIES 2005).
Monday, September 27, 2010
Sustainablity as a learning process
The ARIES 2005 National Review of Environmental Education and its Contribution to Sustainability (ARIES 2005) notes that sustainable development is hard to define as a concept, notwithstanding the generally common acceptance of the Brundtland Definition ("Sustainable development is development that meets the needs of the present without compromising the ability of future generations to meet their own needs").
Sunday, September 26, 2010
Take it bird by bird
An interesting way of approaching problem solving - I'm considering getting this tattooed on my arm! I think this is a really quote to inspire people to clump down problems and approach them as solveable issues:
Thirty years ago my older brother, who was ten years old at the time, was trying to get a report on birds written that he’d had three months to write. It was due the next day... he was at the kitchen table close to tears, surrounded by binder paper and pencils and unopened books on birds, immobilized by the hugeness of the task ahead. Then my father sat down beside him, put his arm around my brother’s shoulder, and said, “Bird by bird, buddy. Just take it bird by bird.” - Anne Lamott
Thirty years ago my older brother, who was ten years old at the time, was trying to get a report on birds written that he’d had three months to write. It was due the next day... he was at the kitchen table close to tears, surrounded by binder paper and pencils and unopened books on birds, immobilized by the hugeness of the task ahead. Then my father sat down beside him, put his arm around my brother’s shoulder, and said, “Bird by bird, buddy. Just take it bird by bird.” - Anne Lamott
Saturday, September 25, 2010
Evalution of engagement project or EfSD
One of the most important things I learnt in my previous job was the importance of building evaluation into a program from its development, especially in terms of clear and obtainable indicators. This helps with later reporting and with seeing if you've met your objectives along the way. Clear reporting against indicators also helps securing future funding for continuing the project, as it means you can set out clearly why your project/program works and its outcomes and impacts.
Friday, September 24, 2010
Coal and energy generation
ABC Radio's This World Today (listen here) had a program yesterday on California's push to have one third of their energy generated by renewables in the next decade, as part of their legislation-backed attempt to cut their emissions to 1990 levels by 2020.
Its interesting that in the US, especially the seaboard states, and Europe pretty much no governments are approving new coal power stations but in Australia this debate is not really even happening - old style coal power plants are still being approved. The article notes that this might be as electricity in Australia has traditionally been largely coal fired (80+ %) that its much harder to get the debate started here,, and much harder to put in place aggressive state backed measures.
If we had a government that actually backed climate action, its fun to speculate how they would engage citizens in this debate. I'm presuming citizens assemblys wouldn't be part of it!
Its interesting that in the US, especially the seaboard states, and Europe pretty much no governments are approving new coal power stations but in Australia this debate is not really even happening - old style coal power plants are still being approved. The article notes that this might be as electricity in Australia has traditionally been largely coal fired (80+ %) that its much harder to get the debate started here,, and much harder to put in place aggressive state backed measures.
If we had a government that actually backed climate action, its fun to speculate how they would engage citizens in this debate. I'm presuming citizens assemblys wouldn't be part of it!
Climate change and the 2010 Australian election
Given the large role that climate change played in the 2007 election, and February's Newspoll that showed 73% of Australians believe climate change is a problem, it was interesting to see the way it largely had disappeared from the public debates surrounding the 2010 election.
John Hepburn discusses the role that climate change played in the election results, especially the strong showing of the Greens, in an August post to the Rooted environment blog. He makes the point that both the Greens and the independants (with the exception of Katter) are all pro-action of climate change, and he argues that their sucess is in part to do with the mainstream electorates disatisfaction with the major parties stance on climate change. I think this may be partially the case, especially in the lower house Greens result, but its important to remember that this election was also fought largely in the marginals, and on very local issues, so climate change was pushed out of the media, and that the move to a third party may have reflected a more general disatisfaction with the majors.
However it does seem that the sustainability dialogue has been somewhat sidelined in Australia.
John Hepburn discusses the role that climate change played in the election results, especially the strong showing of the Greens, in an August post to the Rooted environment blog. He makes the point that both the Greens and the independants (with the exception of Katter) are all pro-action of climate change, and he argues that their sucess is in part to do with the mainstream electorates disatisfaction with the major parties stance on climate change. I think this may be partially the case, especially in the lower house Greens result, but its important to remember that this election was also fought largely in the marginals, and on very local issues, so climate change was pushed out of the media, and that the move to a third party may have reflected a more general disatisfaction with the majors.
However it does seem that the sustainability dialogue has been somewhat sidelined in Australia.
ABC Catalyst report: What role has science in combating climate change?
Catalyst did a good report on the role of science in the climate change debate. It could be used as a good discussion point for a critical thinking exercise on public perceptions of science and authority in the climate change debate:
http://www.abc.net.au/catalyst/stories/3013512.htm
http://www.abc.net.au/catalyst/stories/3013512.htm
Sucessful engagement: Brown and Issacs "6 Cs"
Brown and Issacs (1994) have developed the "6 Cs" model for guide the development of a successful community engagement process:
(Reproduced from the Effective engagement toolkit, Victorian Government Department of Sustainability)
- Capability - the members are capable of dialogue
- Commitment - mutual benefit beyond self interest is created or demonstrated
- Contribution - members volunteer and there is an environment that encourages participation
- Continuity - members share or rotate roles and, as members move on, there is a transition process that sustains and maintains the community corporate memory
- Collaboration - reliable interdependence, members have a clear vision and an environment of sharing and trust
- Conscience - embody or invoke guiding principles/ethics of service, trust and respect that are expressed in the actions of the community
(Reproduced from the Effective engagement toolkit, Victorian Government Department of Sustainability)
Systems thinking exercise
In class we did an exercise where we traced the path of a cup of coffee from its manufacture to our drinking it during the afternoon break. In groups we had to trace its journey and map any inputs or externalities that had gone into getting the cup there. Our group's diagram got very involved very quickly, as we mapped energy inputs (in the form of fossil fuels and the sun), water, labour, transport etc.
Different groups mapped different types of coffee (one near us did fair trade coffee) and we then compared our diagrams.
Different groups mapped different types of coffee (one near us did fair trade coffee) and we then compared our diagrams.
Workshop reflections
In doing this task, we split it up into three parts: I did the day outline, facilitation notes and feedback questionnaire, U did the rationale and S designed our 20 min workshop for the day. We then would pass a draft to each other and workshop it together to produce a final product.
I think the workshop went really quite smoothly on the day. Before we started, I got people up and energised with some yoga, and explained where we were coming from and the point of the day, which seemed to go down really well (the yoga in particular - I need to remember that one for next time!).
I think the workshop went really quite smoothly on the day. Before we started, I got people up and energised with some yoga, and explained where we were coming from and the point of the day, which seemed to go down really well (the yoga in particular - I need to remember that one for next time!).
Sunday, September 12, 2010
Workshop update
Our group - S, U and I - have settled on a topic: planned and perceived obsolescence. We settled on this one as its an issue with great impact on pollution, especially with regards to e-waste. We have decided to settle on computers as our focus mostly because of this e-waste issue.
We're going to aim the workshop at designers - particularly, the design heads of computer firms. We focused on them because they can have influence over the sort of design environment they run, but they still also have the challenge of influencing the other areas of their business towards a more sustainable model.
We've split the task up into three: I'll do the plan of the day (the overall workshop plan) and the feedback questionnaire for in class, U will do the rationale and S will do the plan of the workshop we'll present in class. We'll then work on them together to try and belt out a finished product.
We're going to aim the workshop at designers - particularly, the design heads of computer firms. We focused on them because they can have influence over the sort of design environment they run, but they still also have the challenge of influencing the other areas of their business towards a more sustainable model.
We've split the task up into three: I'll do the plan of the day (the overall workshop plan) and the feedback questionnaire for in class, U will do the rationale and S will do the plan of the workshop we'll present in class. We'll then work on them together to try and belt out a finished product.
Future search: tool
Future Search is a type of group planning meeting that goes for 2-3 days. It can encorporate groups from 20 up to several hundred, and aims to achieve four main outputs from one meeting: shared values, a plan for the future, concrete goals to achieve that plan, and an implementation strategy to get to those goals.
The method has been employed in many Australian and international communities, Governments, organisations, corporations and NGO’s.
The method has been employed in many Australian and international communities, Governments, organisations, corporations and NGO’s.
Change Management: notes
- Make sure to map out areas or people of influence who can bring about the change required.
- You can then strategise where best to target activity or resources, especially when you are resource limited.
- You have to provide people with the capacity to bring about and handle change before it can happen (ARIES 2009)
- Critical thinking is key: use it to identify "the various elements of a change situation... reflecting of why things do and don't work and then using this deeper knowledge to build a path to your vision" (ARIES 2009)
- Need to not expect a linear path to change - have to think about change as more than a Gantt chart process.
- Change towards sustainabilty "needs to be more iteratice and reflective" and the process should be flexible and "potentially more opportunistic" (ARIES 2009)
- Fit the tools to your situation or organisation, don't try and shoe horn in techniques (Hughes 2010)
Monday, September 6, 2010
International Association for Public Participation (IAP2) framework for participation
The International Association for Public Participation (IAP2) framework outlines possible types of engagement with stakeholders and communities. It also outlines varying levels of stakeholder impact from the participation process:
- inform - providing information to stakeholders
- consult - to gain stakeholder feedback on decisions, information, analysis etc
- involve - working with stakeholders to ensure concerns are understood and addressed
- collaborate - partnering with stakeholders in decision making, including the identification of alternative solutions
- empower - giving decison-making powers to stakeholders.
Critical thinking resources: ads
Some ads to use in critical thinking exercises (especially related to greenwashing)
Resource: Victorian Department of Sustainability, Effective Engagement toolkit
The Effective Engagement toolkit was developed by the Victorian Government Department of Sustainability and the Coastal Co-operative Research Centre. The toolkit outlines a wide selection of engagement tools.
Each tool listing includes a detailed description of the objectives, resources required, a discussion of their strengths and weakness, as well as references for further exploration.
The Department's website also includes a tool - Choosing the Right Tool - that is design to help you select the most appropriate tool(s) for your needs.
The selection criteria for selecting engagement tools include:
This is a useful and fairly comprehensive collection of tools, and most of the tools could be effectively adapted to multiple situations as necessary. The Choosing the right tool checklist, based on the International Association for Public Participation (IAP2) participation framework, also offers a quick and easy checklist for choosing a participation tool based on your projects requirements.
Each tool listing includes a detailed description of the objectives, resources required, a discussion of their strengths and weakness, as well as references for further exploration.
The Department's website also includes a tool - Choosing the Right Tool - that is design to help you select the most appropriate tool(s) for your needs.
The selection criteria for selecting engagement tools include:
- Project context (i.e. project goals, objectives and anticipated outcomes)
- Community context within which your project sits (i.e. your community profile and the social and political context)
- Project parameters (including the project size, budget, timeline and resources allocated)
- Project teams (i.e. skills of team and availability of the members).
__________________________________________
This is a useful and fairly comprehensive collection of tools, and most of the tools could be effectively adapted to multiple situations as necessary. The Choosing the right tool checklist, based on the International Association for Public Participation (IAP2) participation framework, also offers a quick and easy checklist for choosing a participation tool based on your projects requirements.
Saturday, September 4, 2010
Monday, August 30, 2010
Waste and Marie Antionette
This is a cute little video that could be used as a base for a critical thinking exercise around consumption and fashion.
Sunday, August 29, 2010
Framework for EfSD - issues to consider & notes on the run
Here I'll collect all the random thoughts and issues to consider in compiling my framework for designing and evaluating EfSD programs - hopefully I can pull it altogether into something coherant later on!
Critical thinking
Critical thinking challenges "one size fits all" thinking, and helps challenge bias and dominant versions of what is important based on incomplete understanding of the issues involved. It encourages examination of personal and professional contribution to change, and helps lead to self determination and autonomy for the learner. It can also provide an encouraging basis for future participation, and the capacity to take a stand (GSE827 2010).
Education for sustainable development
What is education?
Education can be formal (schools, universities, training courses and colleges); informal (friends, museums, zoos, family, councils, media, advertising etc); or non-formal (on-the-job training, apprenticeships, internships etc).
Education encompasses life-long learning. Environmental education used to be focused on individuals and their behaviours, but now encompasses empowering individuals to envision systems/structural changes and gives them the skills to effect these. EfSD is more about expanding perspectives, and building critical skills, rather than providing information on specifics (ARIES 2006, ARIES 2009,GSE827 2010).
"Education for sustainable development is an emerging but dynamic concept that encompasses a new vision of education that seeks to empower people of all ages to assume responsibility for creating a sustainable future" UNESCO 2002 From Rio to Johannesburg p5
What can education achieve?
Through our class, I've learnt that there are two types of education - one that supports the status-quo, and one that helps empower people to bring about the changes they seek in the world (GSE827 2010). I come from a family of academics, and have always believed in education as one of the both powerful and benign: as the great leveller, in fact. But these classes have taught me that education must be carefully planned so as to not be counterproductive and a tool of indoctrination.
Education can be formal (schools, universities, training courses and colleges); informal (friends, museums, zoos, family, councils, media, advertising etc); or non-formal (on-the-job training, apprenticeships, internships etc).
Education encompasses life-long learning. Environmental education used to be focused on individuals and their behaviours, but now encompasses empowering individuals to envision systems/structural changes and gives them the skills to effect these. EfSD is more about expanding perspectives, and building critical skills, rather than providing information on specifics (ARIES 2006, ARIES 2009,GSE827 2010).
"Education for sustainable development is an emerging but dynamic concept that encompasses a new vision of education that seeks to empower people of all ages to assume responsibility for creating a sustainable future" UNESCO 2002 From Rio to Johannesburg p5
What can education achieve?
Through our class, I've learnt that there are two types of education - one that supports the status-quo, and one that helps empower people to bring about the changes they seek in the world (GSE827 2010). I come from a family of academics, and have always believed in education as one of the both powerful and benign: as the great leveller, in fact. But these classes have taught me that education must be carefully planned so as to not be counterproductive and a tool of indoctrination.
The IUCN Engaging People in Sustainability report (Tilbury & Wortman, 2004) highlights that EfSD, given the ill-defined nature of sustainable development as a concept, "seeks a tranformative role for education, in which people are engaged in a new way of seeing, thinking, learning and working" - that is, that EfSD is more about empowering people with the capacity to critically explore their behaviours and their environment, rather than with providing them a new paradigm.
EfSD helps build "capacity in individuals and organisations for transformational change" by "emphasising creative, critical and innovative approaches" (ARIES 2009).
Envisioning: teaching tool
Normally, people are told what their goal is, and how to get there. It has been noted that creates a situation where people "don't take ownership of the change process and also feel extremely disempowered" (ARIES 2006).
Envisioning invites participants to create a shared vision around an issue, and take many forms. It involves the creation of a shared vision among the group, and gives people a positive goal to work towards together that they have created together (GSE827 2010, Tilbury & Wortman 2004).
I think it could be a useful tool to sidestep the hopelessness that can surround may seemingly overwhelming environmental problems. It helps people simultaneously hope for better outcomes, as well as take ownership of the problem and its solutions: while it is important to show people "hell" [the world if the problem is not fixed], you must also show them "heaven" - this also helps them contrast the positive vision world with the status-quo world (GSE827 2010).
Envisioning invites participants to create a shared vision around an issue, and take many forms. It involves the creation of a shared vision among the group, and gives people a positive goal to work towards together that they have created together (GSE827 2010, Tilbury & Wortman 2004).
I think it could be a useful tool to sidestep the hopelessness that can surround may seemingly overwhelming environmental problems. It helps people simultaneously hope for better outcomes, as well as take ownership of the problem and its solutions: while it is important to show people "hell" [the world if the problem is not fixed], you must also show them "heaven" - this also helps them contrast the positive vision world with the status-quo world (GSE827 2010).
Amazonian manatee rescue: case study
This could be a possible education program to evaluate: The ACOBIA and Dallas Zoo (ACOBIA-DWAzoo) Manatee rescue programin Iquitos, Peru.
ACOBIA-DWAzoo is a not-for-profit organisation that cares for injured and orphaned amazonian manatees, and rehabilitates them for rerelease back into the wild. As part of their conservation work, they have a donation-funded education program that works with local communities, especially targeting children, which aims to educate them about the problems facing the manatee and about what they can do to preserve the few remaining animals. Participants can visit the manatee rescue centre in Iquitos, and ACOBIA-DWAzoo visits with local villages to engage the children with educational materials, games and sometimes manatees they are trying to release into the wild, which helps further engage the children.
ACOBIA-DWAzoo is a not-for-profit organisation that cares for injured and orphaned amazonian manatees, and rehabilitates them for rerelease back into the wild. As part of their conservation work, they have a donation-funded education program that works with local communities, especially targeting children, which aims to educate them about the problems facing the manatee and about what they can do to preserve the few remaining animals. Participants can visit the manatee rescue centre in Iquitos, and ACOBIA-DWAzoo visits with local villages to engage the children with educational materials, games and sometimes manatees they are trying to release into the wild, which helps further engage the children.
Sunday, August 22, 2010
Systemic thinking
(Image reproduced from asiasociety.org)
Typologies of Participation
Participatory engagement often leads to community participants having ownership of a direction, course of action or decision, and its implementation, where previously power groups, such as governments or corporations may have had sole carriage and ownership. This can cause tensions between the groups seeking participation and the participatory decision makers, who may have significantly different interests or opinions to the former. In addition, the greater the degree of participation in the decision making process, the higher the level of perceived ownership of the decision.
Thursday, August 19, 2010
Participation
Participation is to take part, share and act together. In some forms it brings together multiple stakeholders and their views to a) help build consensus and b) help future decision making processes. It can:
- help build capacity, skills and motivation to contribute to sustainability
- empower communty groups, especially those with less power, to contribute to decision making
- recognise and involve indigenous groups and their knowledge.
Possible EfSD workshop activity idea
Possible idea for what to do in EfSD workshop:
"Problems and solutions" speed dating - divide into two groups and sit one in inner circle. Other sit in front of one at random (is possible?), and then for each turn outer circle have to move one to the right.
For first half number of turns, have 30 secs to workshop the "worst" from current world (environmental problem? impediments to sustainability? equity divide?) they can think of between two. Then for second half, have to come up with a vision word for how they want world to be, or qualities society/world should have eg peace, stability, participation.
Then get inner circle to put words up on board - negatives first, then positives, and seek out commonalities. Then seek ways from negative first to positive second - further workshops to second positive.
Probs: enough time in 20 min workshop? (number in class? will need an intro section) Also, our group is currently thinking of exploring animal rights-interspecies equity - is this a useful tool for exploring those issues? Maybe can put in our workshop overall, but not use in the 20 mins?
"Problems and solutions" speed dating - divide into two groups and sit one in inner circle. Other sit in front of one at random (is possible?), and then for each turn outer circle have to move one to the right.
For first half number of turns, have 30 secs to workshop the "worst" from current world (environmental problem? impediments to sustainability? equity divide?) they can think of between two. Then for second half, have to come up with a vision word for how they want world to be, or qualities society/world should have eg peace, stability, participation.
Then get inner circle to put words up on board - negatives first, then positives, and seek out commonalities. Then seek ways from negative first to positive second - further workshops to second positive.
Probs: enough time in 20 min workshop? (number in class? will need an intro section) Also, our group is currently thinking of exploring animal rights-interspecies equity - is this a useful tool for exploring those issues? Maybe can put in our workshop overall, but not use in the 20 mins?
Tuesday, August 10, 2010
Game: ElectroCity - online energy production game
The game ElectroCity is was developed as a public awareness tool teaching resources management and energy production. The site is suitable for upper secondary students and adults, with class discussion and critical thinking exercises.
It does have some issues, and is paid for by a major energy provider with interests in continuing the status quo and use of fossil fuels.
It does have some issues, and is paid for by a major energy provider with interests in continuing the status quo and use of fossil fuels.
learningforsustainability.net
learningforsustainability.net is an online sustainability resource which aims to provide a practical resource for proponents of multi-stakeholder learning processes.
It defines sustainability as a process, rather than an outcome or an external achievable goal. The site notes that in sustainable development everyone is a user and provider of information, and notes the need to change from old sector-centred ways of doing business to new approaches that involve cross-sectoral co-ordination and the integration of environmental and social concerns into all development processes.
It also provides links to a number of tools and teaching resources with a sustainability bent, including a number of excellent games such as My Sustainable House and Stop Disasters. Games are an excellent, structured way of learning for children especially, as they contain multiple levels of increasing complexity which increase knowledge as they go, and they offer a wide range of challanges that help combat boredom (Kirriemuir & McFarlane 2004).
It defines sustainability as a process, rather than an outcome or an external achievable goal. The site notes that in sustainable development everyone is a user and provider of information, and notes the need to change from old sector-centred ways of doing business to new approaches that involve cross-sectoral co-ordination and the integration of environmental and social concerns into all development processes.
It also provides links to a number of tools and teaching resources with a sustainability bent, including a number of excellent games such as My Sustainable House and Stop Disasters. Games are an excellent, structured way of learning for children especially, as they contain multiple levels of increasing complexity which increase knowledge as they go, and they offer a wide range of challanges that help combat boredom (Kirriemuir & McFarlane 2004).
Monday, August 9, 2010
Video: RSA Animate - The Empathic Civilisation
An interesting video on empathic functions in the brain, and the idea of spreading empathic understanding to not only other members of the human species, but also to other species and the environment as our "common community".
Video: The Story of Stuff
The film, The Story of Stuff, released in December 2007, is one of the most widely viewed environmental-themed short films of all time. It is an extremely well known example of advocacy journalism.
The film is mainly about the life-cycle of material goods. It outlines the cycle of consumerism and the hidden or secret costs of our consumer goods.
This is Annie Leonard on the Colbert Report (March 9, 2010) talking about the film, book and project:
The Story of Stuff Project was created by Annie Leonard to leverage the film’s impact. The site centres an on-line community of activists, and environmental and social justice organizations worldwide, and hosts a useful range of other films (including on cosmetics and bottled water), curricula and other content.
The film is mainly about the life-cycle of material goods. It outlines the cycle of consumerism and the hidden or secret costs of our consumer goods.
This is Annie Leonard on the Colbert Report (March 9, 2010) talking about the film, book and project:
| The Colbert Report | Mon - Thurs 11:30pm / 10:30c | |||
| Annie Leonard | ||||
| ||||
The Story of Stuff Project was created by Annie Leonard to leverage the film’s impact. The site centres an on-line community of activists, and environmental and social justice organizations worldwide, and hosts a useful range of other films (including on cosmetics and bottled water), curricula and other content.
Introduction!
Welcome to my personal learning and reflection journal for GSE827 Education for Sustainable Development at Macquarie University.
This journal will document my reflective thinking about Education for Sustainable Development (EfSD) and map my journey in developing a framework for designing and evaluating EfSD programs.
I will reflect on issues and questions at the core of EfSD, such as:
The reflections in this blog may seems disjointed, or jumbled up: I don't believe that any learning journey is linear or a smooth process, and I'll note ideas and resources as they arrive during this learning process. I'll try and make some sense out of them through master (such as this one) and conclusions posts and the labels to the right and at the bottom of every post, which will help clump together like thoughts and issues. For example, all posts containing teaching resources may be accessed by clicking the teaching resource tag in the labels section.
I have developed a framework for designing and evaluating EfSD which brings together my conceptions of what EfSD is and how a successful EfSD programme should be developed and implemented (it may be found here). References used in the development of this journal can be found here.
This journal will document my reflective thinking about Education for Sustainable Development (EfSD) and map my journey in developing a framework for designing and evaluating EfSD programs.
I will reflect on issues and questions at the core of EfSD, such as:
- interpretations of sustainability and sustainable development;
- different models of educational practice;
- conceptions and frameworks of EfSD;
- desired outcomes for EfSD.
The reflections in this blog may seems disjointed, or jumbled up: I don't believe that any learning journey is linear or a smooth process, and I'll note ideas and resources as they arrive during this learning process. I'll try and make some sense out of them through master (such as this one) and conclusions posts and the labels to the right and at the bottom of every post, which will help clump together like thoughts and issues. For example, all posts containing teaching resources may be accessed by clicking the teaching resource tag in the labels section.
I have developed a framework for designing and evaluating EfSD which brings together my conceptions of what EfSD is and how a successful EfSD programme should be developed and implemented (it may be found here). References used in the development of this journal can be found here.
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