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.

Critical thinking

Critical thinking has been described as "purposeful reflective judgment concerning what to believe or what to do."1 While it is called critical, it does not have to be negative - it can be deep enquiry and questioning, or be respectful exploration. Having said that, it can also be paradigm shifting and part of an active process to challange the status quo.

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).

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).