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One takeaway from this unit on Environmental Justice is...
Question #5
If you want to make the biggest environmental impact-- become a vegetarian. Why not?
Question #4
"Food like that is a toy for rich people. It is not an environmental solution." (Owen, p. 78)
Question #3
There is no difference between natural food and unnatural food-- it is all just food.
Question #2
It would be important for Earlham to work toward a goal of providing more of its food from local sources
Question #1
Labelling food organic food is a waste of time
How It Works
Folks on outside listen and consider what questions and or comments you would make to what is being said
Folks on inside discuss question posed-- be sure to speak up!
8 folks inside, the rest outside
Introduce Demonstration of Learning Assignment
Reflections on Environmental Justice
Fishbowl!
Questions on Vocation-By-Design?
Local Food and Its Discontents
Last class in our Env Justice Unit!
Why Can't We All Just Sit Down and Eat Nicely Together?
Mythbusting 101: Organic Farming
Let Them Eat Kale?
Discussion: what are the ethics of food? If you could limit human suffering by your food choices would you do it? If you could limit animal suffering would you do it? If you could limit ecosystem suffering...?
Report back from each of the expert groups (1-6)
Can we eat our lamb chops in peace?
Expert Group 6
How might systems thinking help address current agricultural problems? What specific examples of systems thinking does Levins use?
Expert Group 5
How does he implicate a particular form of "science" in our current agricultural system? pgs. 437-439
Expert Group 4
What problems does Levins have with the word "modern" pgs. 434-437
Expert Group 3
Is there a way to eat ethically according to Manning? How do we create a "just" food system?
Expert Group 2
What is the "Green Revolution" and how did it affect our agricultural system according to Manning? pgs. 430-433
Expert Group 1
What is the history of our agricultural system according to Manning? Pgs. 426-430
Select Expert Groups: count off (6) within home group
Opening Query: Can you eat your lamb chops in peace? Why or why not?
Expert Group
Home group
Lesson
Final reflections
Levins: Seven Developmentalist Myths
Manning: The Oil We Eat
Jigsaw!
Opening Parable
Work on Vocation-By-Design assignment!
Read Manning and Levins
Re-Thinking The Foodshed: Industrial Agriculture and Its Discontents
Vidal writes, “the new age of localism and globalism is here to stay. Where environmentalists position themselves is another matter.” After these two classes, where do you position yourself? How do you see living into this new age of localism and globalism? What makes you optimistic? What makes you fearful? What questions do you continue to have?
John Vidal
What does he mean when he says “environmentalism wants it both ways, needing, as much as loathing, globalization”?
How does he define localism and globalism? How do proponents of each view the other?
Paul Hawken
What the heck was the whole skeleton woman thing about?
How does Hawken provide a direct critique and response to Friedman’s call for speed and greed in regards to globalization? What other chronologies does he speak about?
Vandana Shiva
“The global, free market economy has become a threat to sustainability. The very survival of the poor and other species is at stake not just as a side effect or an exception but in a systemic way through a restructuring of our worldview at a most fundamental level.” Agree?
How does she argue that globalization disproportionately affects women in the developing world?
What does Shiva mean by monoculture of the mind?
Free-Write
Discussion of each text
Quiz #4
Introduce vocational by design project
First, using available resources (Web, Career Services, and/or the Environmental Studies website), find a job in the environmental field that you would be interested in that you might reasonably qualify for in 3-5 years after graduating from Earlham. Be sure to note what qualifications and experience requirements they are looking for. Write a cover letter and resume for that job noting your current experience and qualifications and a fictional (but reasonable) 3-5 years worth of additional experience that then sets you up for that job.
Quiz #4!
From Env Justice Unit thus far
Discuss the more detrminetal aspects of globalization
What do we do with globalization?
In what ways do you disagree?
In what ways do you agree with the characterizations of globalization as essentially a positive force?
Ted Talk
Friedman: "...the only way to run as fast as the herd is by riding the herd itself and trying to redirect it. We need to demonstrate to the herd that being green, being global, and being greedy can go hand in hand. If you want to save the Amazon, go to business school and learn how to do a deal..." (254)
"You may have your own views about whether the freedom to choose between 30 different types of breakfast cereal is a valuable freedom. That is a matter of opinion. What is not a matter of opinion but rather a matter of bitter experience is that the extension of state power required to eliminate the cross-border choice offered by globalization is damaging and deeply undemocratic" (Martins, p. 13)
What do Friedman and Martin think about globalization? In what ways do their arguments connect to environmental issues?
Environmental Globalization
Transnational Problems
Resource depletion
Fisheries
Water
Food
Health
Global Pandemics
Diseases (Malaria)
Species loss and deforestation
Climate change
Population: A Bomb or a Boom?
Is it population increase, resource consumption, or poverty that is the real issue?
Environmental Kuznet's Curve
Population rates: The first billion took from the dawn of humanity until 1830. The second billion took only 100 years -- from 1830 to 1930. Three billion more arrived in the next 60 years. The next billion will take only 13 years. 11 new NYC/year Now: 6.9 billion. By 2050: 9 billion
7 Billion People...
'Globesity"
Disproportionate impacts
Multinational power
Cultural "invasives"
Ecological invasives
U.S citizen's lifetsyle neccesitates 5 planets
Earthrise (1968)
Introduction
Brief History
“More and more, politics in the flat world will consist of asking which values, frictions, and fats are worth preserving-- which should, in Marx’s language, be kept solid-- and which must be melted away into the air.” (p. 222)
“Creation of a global, web-enabled playing field that allows multiple forms of collaboration-- the sharing of knowledge and work-- in real time without regard to geography, distance, or… even language” (p. 176).
Flattening Forces... Fall of Berlin Wall Beyond communism. New world order. Netscape goes public Development of a web browser Off-Shoring Moving operations to where cheap labor is Open-sourcing Intellectual commons (wiki’s, google, apps., etc.)
Globalization 1.0 1492-1800, New World, Trade Routes Globalization 2.0 1800-2000, rise of multi-nat. corps. Globalization 3.0 2000-?, global, fiber-optic network and rise of a flattened world
Thomas Friedman, The World is Flat
Definitions
Economic integration of transnational corporations and ideological dominance of free-market systems.
"The free movement of products, reosurces, plants, animals, and in some cases people around the world" (Adelson, p. 248)
a contested concept
Avalanche!
Query: is the process of globalization giving us the results we want? Why or why not?
Is it possible to opt out of globalization?
Who was responsible?
Why did it result in the opposite of what you wanted?
2 Readings
Meet in LBC Computer Lab
Deb Jackson Visit
Mid-Term Feedback
Adjustments
Students "multi-tasking" with computers (checking email, etc). Distracting to others.
All students should more consistently do the reading
Provide more concrete examples
Put Powerpoints up on Moodle
Provide more guidance ahead of time with readings
Large group discussions (low energy sometimes and low participation). Make more directive, more depth, more prompts. More students need to get involved.
Positives
Overall course design
Quizzes keep us on track
Experiential and hands-on activities
Small group discussions
Readings (amt, type, etc)
Mixing things up (movement, music, etc)
Ownership, globalization, and the commons: how does globalization, privatization and commons "enclosure" benefit and/or disenfranchise historically marginalized communities?
Example: Shrimp industry-- wild caught vs farm raised
Who decides? How do decision-making structures at local, national, and transnational levels either give voice to or disempower the historically marginalized?
Example: Migrant workers and working conditions in the U.S. Living wage, pesticide exposure, access to health care, etc.
Where do people live? What are the interesections between health, economics, and policy?
Example: "Cancer Alley" in LA. Home of 125 companies that produce 25% of petrochemicals manufactured in U.S. 85 mile stretch is predominantly A-A.
Who is defining the problems and potential solutions? Who benefits from such definitions? Who pays?
Example: Climate Change and Developing World. Average U.S. citizen takes approx. 4 planets in terms of resource footprint. So why are problems framed as an issue of the "dirty" countries such as China, India, etc?
Popular Examples
Hurricane Katrina
Erin Brokovich, Hinkley, CA
Rachel Carson, Silent Spring
Like the Civil Rights Movement, much of this work has happened through the court system and through legislation
Clinton Executive Order in 1994
Environmental Justice Act of 1992
Internationally- more focus on indigenous rights and issues of intellectual property rights and cultural self-determination
Environmental groups such as Sierra Club, Greenpeace began to pay more attention to disproportionate environmental impacts on communities of color and economic disadvantage
1990 University of Michigan convened conference on race and incidence of environmental hazards launched an academic focus on "environmental racism"
1982 Warren County, NC PCB hazardous waste site: 69% non-white and 20% below poverty line
Issues of Identity and Marginalization: race, class, gender, and inter-nationalism (between) and intra-nationalism (within)
Power and Hegemony: an indirect from of rule or dominance. Can be established historically (colonialism/imperialism) or socio-culturally (policy/education/media/socialization)
Examples
Maori system of property ownership
Red-Lining
Issues of equity: whose fundamental needs are met now? Whose needs are not? Why?
The right to access and acquire certain fundamental needs: health, education, civil liberties, economic opportunity, etc.
"Until you talk about me having food, shelter, and clothes, I'm not listening to any appeals from environmentalists," a Black woman shouted out in one of the Workshops at the 1976 UAW Conference at Black Lake, Michigan.
Linking Social Justice with Environmental Concerns
Three Stations
Station #3 Cynthia Hamilton
Station #2 Alice Walker
Station #1 Rachel Carson
Three Groups
Environmental Elitism
Ideological: Environmental "concerns" are only those that disproportionately benefit middle and upper class white's in developed world at the expense of marginalized Others.
Imapcts: NIMBY (Not in My Back Yard) and LULU's (Locally Undesireable Land Uses)
Compositional: mostly middle and upper-class white's in developed world
Environmentalism=Preservation of Pristine Areas and Wildlife Preservation (Save the Rainforest, Save the Whale)
Course evaluations
Final course reflections
CAP exhibitions
Gallery style. 15 minutes for each "gallery" with class mingling.
Come ready to present your CAP in some way
Does it represent a core, essential way of knowing for those interested in environmental problems and problem solving? Why or why not?
How does one (can one?) think this way? Does it come naturally or does one need to learn it?
What does Systems Thinking mean to you now, as we approach the end of the class and semester?
Expand the Boundary of Caring-- our world is inextricably connected. "It will nto be possible for your heart to succeed if your lungs fail, or for your company to succeed if your workers fail..." (184).
Be TRULY interdisciplinary. Learn from, but don't be limited by, multiple disciplinary lenses. Recognize the value of the disciplines and also the distortions that can come from narrow points of view. Work on real problems.
In times of change, the learners will inherit the earth... (180)
Just because it is hard to measure, or quantify, does not mean it does not exist. "No one can define of measure justice, democracy, security, freedom, truth, or love" (177). Beware the Biospheric Number.
Langauge creates reality. How we speak about the world creates the world. "We don't talk about what we see, we see only what we can talk about"
Question: why do you think Meadows sees the Freedom of Information Act as one of the most important laws in the nation from a systems point of view? (173)
Be transparent in your thinking, admit your mistakes, and be mentally flexible- everything you know is only still a model.
This helps reveal misconceptions and "over-realizing" the problems (leaping to solutions after quick problem definitions). 171-172
Learn a system by watching it work and studying its history. Permaculture-- watch your land for a full year before planting.
It requires the BEST of the Liberal Arts... "our rationality, our ability to sort out truth from falsehood, our intuition, our vision, and our morality" (170)
What to do? "...stay wide awake, pay close attention, participate flat out, and respond to feedback" (170)
This messyness means we have to be comfortable with uncertainty, unpredictability, and a lack of control
Systems, once lived out in the social world, are messy
Preparations for CAP presentations for TH
Systems Thinking Reflection
Meadows: Living in a World of Systems
Final Quiz!
Vocation-By-Design project due
Read: Thich Nhat Hahn and Francis Moore Lappe
How do we work positively toward change given the realities of the world?
Avoiding "activist burnout"
What might an education for the future (in terms of EfS) look like?
Are we trying to "meet the future" with what we have done in the past?"
Do you all agree with Ken Robinson that we have a "factory" model of education?
Everyone
What is your reaction to this call? Should we look to the epistemology, ontology, and ethics of school as a key driver for both environmental probelms and possible solutions?
Number Three's
Find evidence of the same in the piece by Wilcove and Eisner
Number Two's
Find evidence of the same in David Orr's text.
Number One's
Find evidence in Aldo Leopold's text of these key questions. Be prepared to cite at least one passage.
Three Key Questions
Ethics
How should education prepare you for the Good Life? What is a moral education?
Teaching about sustainability vs teaching FOR sustainability?
Ontology
What is the purpose of schooling?
What is education for? Should all education be environmental education?
Epistemology
What knowledge is of the most worth?
How do we come to "know" nature and what role does formal and informal curriculum play?
Some Environment-Related Curriculum Projects
Eco-Schools movement
STEM
Eco-Literacy
Outdoor Education
Environmental Education
Place-Based Education
Education for Sustainability (EfS)
Some Key Terms
Method and Content
But... what if how you teach influences what you teach?
How you teach it
What you teach
Formal v Informal Curriculum
Informal curriculum of the everyday
Hidden curriculum
Formal curriculum
Education vs Schooling
A process of BOTH individuation and socialization
Schooling= social institution of cultural transmission (both reprecutive and productive)
Educare= Leading Out
Education is an APPLIED field
Environment/Sustainability?
Diversity and Race Relations: Brown v Board, Affirmative Action
Economic Competitiveness: Sputnik, Flat World
National Identity and Civichood: "Becoming Americanized"
Fulcrum Point of Social Change
Aims to examine (and solve) specific problems
Education is a MULTIDISCIPLINARY field
Psychology
Politics/Policy
History
Philosophy
SoAn
Reflections
Sir Ken Robinson
Discussion of Leopold, Orr, and Wilcove/Eisner
Intro to Education for Sustainability
Outer Work
What am I supposed to do with what I know?
What kinds of movements and activism are most effective?
How do I build solidarity with others?
How do I make a difference?
Inner Work
What am I personally committed to?
Where do I find hope?
Where is my moral center?
What do I believe?
