a Jay Roberts 11 éve
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Place-Based learning
Problem/Project-based learning
Community-Based Research
Learning laboratories
Service learning and civic engagement
Experiential learning
Integrated, thematic curriculum
Transformative Learning
Social, collaborative knowledge co-generation
Pragmatic "action" research
Systems Thinking
"A sustainable society is one that is far-seeing enough, flexible enough, and wise enough not to undermine either its physical or its social systems of support.”- Donella Meadows
Interdisciplinarity
Education ABOUT sustainability-> Education FOR sustainability->Education THROUGH sustainability
"Education for Sustainability (EfS) is defined as a transformative learning process that equips students, teachers, and school systems with the new knowledge and ways of thinking we need to achieve economic prosperity and responsible citizenship while restoring the health of the living systems upon which our lives depend." (Cloud Institute) From: http://cloudinstitute.org/brief-history/
Sustainability
Defined
Sustainability as an "infinite game" (James Carse)
"Infinite games, on the other hand, do not have a knowable beginning or ending. They are played with the goal of continuing play and a purpose of bringing more players into the game. An infinite game continues play, for sake of play." from: http://en.wikipedia.org/wiki/Finite_and_Infinite_Games
The three-legged stool
Brundtland Report
"Sustainable development is development that meets the needs of the present without compromising the ability of future generations to meet their own needs". (1987)
Schooling as a fulcrum point of social change
What role can schooling play in encouraging positive, life-giving attitudes, values, and behaviors about the natural world?
What role does schooling play? What role should it play?
What role does culture play in normalizing destructive attitudes, behaviors, and values about the natural world?
How do we come to a relationship with the natural world?
"My point is simply that education is no guarantee of decency, prudence, or wisdom. More of the same kind of education will only compound our problems. This is not an argument for ignorance but rather a statement that the worth of education must now be measured against the standards of decency and human survival-- the issues now looming so large before us in the 21st century. It is not education, but education of a certain kind, that will save us." (Orr, p. 8)
AASHE
"AASHE envisions a prosperous, equitable, and ecologically healthy world. In such a world, higher education plays a vital role in ensuring that people have an understanding of the interdependencies between environmental, social, and economic forces and the skills and abilities to meet sustainability challenges." http://www.aashe.org/about/aashe-mission-vision-goals
Environmental Charter High School "Environmental Charter High School (ECHS) is an award winning, free, public high school in South Los Angeles that prepares students for 4-year colleges using the environment as a lens for real-life learning. Our schools place an emphasis on experiential, project-based learning that engages students as it prepares them to become leaders in their communities." http://echslawndale.org/
Eco-Literacy Requirements (MD)
"The goal of environmental education is to develop a world population that is aware of, and concerned about, the environment and its associated problems, and which has the knowledge, skills, attitudes, motivations, and commitment to work individually and collectively toward solutions of current problems and the prevention of new ones. The Tbilisi Declaration followed the Belgrade Charter and established these objectives for environmental education: To foster clear awareness of, and concern about, economic, social, political, and ecological interdependence in urban and rural areas; To provide every person with opportunities to acquire the knowledge, values, attitudes, commitment and skills needed to protect and improve the environment; To create new patterns of behavior of individuals, groups and society as a whole towards the environment." From: http://www.marylandpublicschools.org/MSDE/programs/environment/
"Forest and Eco-Schools"
"Imagine a world with communities thriving by revitalising the ecosystems they are part of - producing healthy water, clean energy, rich biodiversity, nurturing buildings and healthy food. Where schools and community are one, with young people gaining skills, knowledge and experiences to design and create their schools, neighbourhoods and country. 877 schools, kura and early childhood centres have already begun!" http://www.enviroschools.org.nz/
What did you come up with?
You can focus on a particular grade-level if that helps
Remember: your entire focus is a comprehensive curriculum to this planetary emergency. You should think BIG! We can't afford half-measures...
Deliberate on your curriculum response
Read the case
Declining recess time in US elementary schools: 26 minutes http://opinionator.blogs.nytimes.com/2011/04/04/hard-times-for-recess/
Children, ages 8 to 18, spend more time (44.5 hours per week) in front of computer, television, and game screens than any other activity in their lives except sleeping (Kaiser Family Foundation, 2005).
6% of 9-13 yr olds play outside in a typical week
Source: World Bank Development Indicator 2008
3.2 planets
How many planets would we need if everyone on the planet lived like an American?
Geo-engineering
Plastics: The Pacific Ocean Garbage Patch
Genetically modified (and privately owned) species
The next billion will take only 13 years.
Three billion more arrived in the next 60 years.
The second billion took only 100 years -- from 1830 to 1930.
The first billion took from the dawn of humanity until 1830.
Lose 36 football fields of forest/minute Extinctions 1000 times the background rate (pre-industrialization) 30-70% loss of amphibians since 1970
From http://www.worldwildlife.org/what/globalmarkets/forests/item3577.html Henson (2008) Rough Guide to Climate Change http://www.globalissues.org/article/171/loss-of-biodiversity-and-extinctions#DecliningOceanBiodiversity http://www.whole-systems.org/extinctions.html
"... We need Nobel-caliber breakthroughs." Stephen Chu, Energy Secretary
"We Can't Get Here From There" "[The] numbers show the enormous challenge we face. The world used 14 trillion watts (14 terawatts) of power in 2006. Assuming minimal population growth (to 9 billion people), slow economic growth (1.6 percent a year, practically recession level) and—this is key—unprecedented energy efficiency (improvements of 500 percent relative to current U.S. levels, worldwide), it will use 28 terawatts in 2050. (In a business-as-usual scenario, we would need 45 terawatts.) Simple physics shows that in order to keep CO2 to 450 ppm, 26.5 of those terawatts must be zero-carbon. That's a lot of solar, wind, hydro, biofuels and nuclear, especially since renewables kicked in a measly 0.2 terawatts in 2006 and nuclear provided 0.9 terawatts. Are you a fan of nuclear? To get 10 terawatts, less than half of what we'll need in 2050, Lewis calculates, we'd have to build 10,000 reactors, or one every other day starting now. Do you like wind? If you use every single breeze that blows on land, you'll get 10 or 15 terawatts. Since it's impossible to capture all the wind, a more realistic number is 3 terawatts, or 1 million state-of-the art turbines, and even that requires storing the energy—something we don't know how to do—for when the wind doesn't blow. Solar? To get 10 terawatts by 2050 ... we'd need to cover 1 million roofs with panels every day from now until then." - Sharon Begley http://www.thedailybeast.com/newsweek/2009/03/13/we-can-t-get-there-from-here.html
But the global population and energy demand continues to grow... To keep atmospheric concentration of CO2 near 350-400ppm we will need to drop to 80% of today's levels by 2050
Reduce global carbon emissions by 20% of today’s levels by 2020* (no problem, right?)
To keep atmospheric CO2 levels at or near 350-400ppm we will need to...
Global Warming Weirding
Costs: Hurricane Sandy= $65 Billion. Midwest Drought= $35 Billion (http://www.usatoday.com/story/weather/2013/01/24/global-disaster-report-sandy-drought/1862201/)
Droughts, flooding, heat waves, unusual freezes will be more and more common
Weather patterns more severe and unpredictable
Negative Impacts
Loss of artic sea ice (in 2007, 39% below summer average from 1979-2000)- an area roughly the size of 5 United Kingdoms
Rise in mosquito populations and resultant expansion of malaria and dengue fever
Permafrost in arctic regions could shift from sink to source
Loss of glaciers that millions depend on for water
Melting of Greenland ice cap and sea level rise which would threaten cities and island nations including London and New York City
Oceans will rise by as much as 1 foot in next century. 634 million live in low level coastal areas- 1/10th the world's population. (http://www.npr.org/templates/story/story.php?storyId=9162438)
Above 350 ppm? A "grand experiment" on a planetary scale (we are already at 392 and growing by 2ppm/year)
350 ppm in atmosphere is a tipping point- keeps us around 2 degrees centigrade warmer (global average) which most scientists believe is manageable.
Predicting a rise of 1.1-6.4 celsius by 2080-2099
2007 “Human-induced warming of the climate system is widespread”
2001 “there is new and stronger evidence that most of the warming observed over the last 50 years is attributed to human activities”
1995 “the balance of evidence suggests a discernible human influence on global climate
