Extra Credit: Community Volunteerism
I have wanted to take a more active role in my community for a long time, however I have moved so often I have never considered myself a member of any community. Seeing such efforts as the World Wide Action for Climate Change I realized I was defining community all wrong. I had been defining community in terms of where I lived, location, instead of understanding that community mindedness was much more encompassing than the physicality of location. I realized that I had to start thinking of community in terms of how can I contribute. Under these terms I can connect to a community mindedness no matter where I live. I wanted to really help develop an understanding of community as being tied to active participation and not just location for my children. So far we have volunteered our time together to clean up Old Airport Beach, we have picked up trash a Pebble Beach and we just finished our orientation at the Humane Society. Last month my children volunteered their time handing out sponges and drinks for the Iron Man athletes. I think we are developing an understanding that it is how we contribute that creates our connection to community. Whether it be our community here in Kona or as members of the global community we are making the effort to connect and having fun while doing it!
Thursday, October 29, 2009
Sustainability and Education
Sustainability and Education
I have a special interest in the area of sustainability and education. In fact my project for this class is about just that, so I am very glad to get some additional resources offered through this assignment. The quote by Stephen Sterling; "The challenge of sustainability may be viewed as a major threat/opportunity to existing cultural systems" accurately describes our present cultural paradigm. We are at the crux of a cultural shift that has developed out of necessity. The very real environmental damage and economic dependence upon a diminishing fuel supply means that the culture that thrived upon depletion and consumerism must reprioritize in order to survive. What this means is that it is imperative and obvious that a change in cultural/societal consumer dependence must be shifted/transformed into a culture based upon sustainable synergistic solutions. Of course the shift or change in paradigm is a threat to the many people who not only rely on consumerism but have incorporated a consumerist philosophy as being tied to cognitions of self purpose and worth. For the many who view sustainability as an opportunity they can see the real capabilities of functioning in a different 'healthy', inclusive way, and are participants in the movement to shift cultural dynamics. So how do you shift for the many an internal cognition based upon consumer dependence Stephen Sterling describes that through education, through a purposeful effort in adopting an ecological view our contexts of culture and how and why we contribute to culture at large can make what is deemed as the threat of sustainability for some into realizing the opportunity of sustainability. Again, he emphasizes education as a key to this context shift/change "an ecological view implies putting relationship back into education and learning – seeking synergy between all aspects of education: ethos, curriculum, pedagogy, management, procurement and resource use, architecture and community links – with emphasis on such values as respect, trust, participation, ownership, democracy, openness, and environment. Envisioning this change – and realizable, practicable steps in our own working contexts – is key."
At the urban options site the three systems described as intersecting to contribute to sustainability are a flourishing environment, an equitable economy, and a vibrant community. What really stuck out about these systems was the concept of a vibrant community. This is used to describe an education philosophy that focuses on the community potential rather than individual achievement. I think this is such an interesting concept because in our current understanding of community we often think in terms of flat realities, my community is where I live, my community is where my children or I go to school, or possibly where I work. With education the present dynamic is one focused upon the individual where individualistic achievement does not readily incorporate a collective learning dynamic. The concept of vibrant community in relation to education presents a dynamic between the individual and the larger macrosystem, a dynamic of healthy dependence where individual contributions equate to dynamic rather than flat cognitions of what community is. In this sense individual potential is not isolated but rather a working part of community potential. In this sense a vibrant community describes the individual as 'alive' active, full of energy, thriving and healthy in an atmosphere that encourages and sustains. "On the most fundamental level, the idea of living 'sustainably' refers to the notion that one's everyday actions and practices create a lifestyle that in turn produces a more healthy, habitable and equitable world for all beings."
I chose to look at the area of active citizenship and ethics in education. Often these topics go ignored or only addressed on the surface. The site describes educational goals that instill a cognition of not only active citizenship but of empowered community minded members. For many of us our schooling has encouraged a somewhat selfish mindset where we are concerned with our individual progress. In a community minded mentality education promotes an understanding of whole health, whole progress. It only makes sense that active participation is instilled to promote whole community health. Students look into human rights issues and have an understanding that they are not removed from the situation but rather a part of the solution. "Let's help our students see themselves as contributing and active citizens instead of cynical armchair pontificators. We need to share stories with them of people who have made a positive difference for society."
The organization Action Network (www.actionnetwork.org) offers a way to collectively voice concerns and actions to prevent human rights injustices. The Sierra Club (www.sierraclub.org) offers a collective voice and commitment to action for environmental issues. It is imperative to adopt this community minded education philosophy, to meet the challenges and obligations to tackle not only community based but global environmental issues. A curriculum based in cultural awareness and understanding to foster a global minded way of thinking is key to sustainability. Hopefully children raised with community mindedness will be more empowered to act as social entrepreneurs to tackle environmental and societal problems around the world. What is fostered by community mindedness is an awareness and understanding of the similarities that link us as a global community.
There are more and more new charter schools opening that offer an education that centers on the Hawaiian language and culture. What is unique about organizations such as Kanu o' ka 'Aina Learning Ohana and Hawaiian culture centered schools such as Punana Leo and Kua O Ka La is that the Hawaiian culture is a fundamental part of education. There is a distinct difference between Hawaiian cultural values of collectivism and environmental reverence and westernized individualistic societal values. These differences are evident in a westernized school system that centers around individualism. Often Hawaiian children struggle in a system that is not inclusive of the Hawaiian value system. A knowledge of how to live off the land, of how to fish, to communicate in Hawaiian, a knowledge of understanding things by hands on learning, learning as a group, is no less important than the individualism that is promoted by westernized educational system. If a native Hawaiian child struggles in school the message that is sent is that the child is not living up to school standards instead of the reality that the school system is not meeting the standards of the child. In her research on traditional Hawaiian learning styles (Learning-Teaching Interactions Among Polynesian-Hawaiian Children in a School Context: Rationale, Method, and Preliminary Results. Technical Report #67.) Cathie Tharp found that "Hawaiian people may employ sets of learning and teaching behaviors which differ widely from those usually used in public schools. Comparison of videotaped mother and child interactions of both Hawaiians and Midwesterners showed that Hawaiian mothers used fewer verbal directions than did Midwestern mothers, although interaction rates were the same in both groups...Observation of Hawaiian child-child classroom interactions has resulted in the identification of information-seeking, help-seeking, and teaching patterns. Interaction of Hawaiian children is built on mutual involvement in the accomplishment of specific tasks. The rule-statement and verbal directions pervasively used by teachers in public schools are notably absent from Hawaiian child-child interactions..." What this means for many native Hawaiian children is that they are stuck in a school system that not only ignores a difference in learning styles and values but also deems the child's potential reaction to the instruction environment as disruptive. Programs that understand the importance of fostering a different but no less valuable educational style encourage not only a broader sense of learning but also perpetuate a culture of environmental reverence.
I have a special interest in the area of sustainability and education. In fact my project for this class is about just that, so I am very glad to get some additional resources offered through this assignment. The quote by Stephen Sterling; "The challenge of sustainability may be viewed as a major threat/opportunity to existing cultural systems" accurately describes our present cultural paradigm. We are at the crux of a cultural shift that has developed out of necessity. The very real environmental damage and economic dependence upon a diminishing fuel supply means that the culture that thrived upon depletion and consumerism must reprioritize in order to survive. What this means is that it is imperative and obvious that a change in cultural/societal consumer dependence must be shifted/transformed into a culture based upon sustainable synergistic solutions. Of course the shift or change in paradigm is a threat to the many people who not only rely on consumerism but have incorporated a consumerist philosophy as being tied to cognitions of self purpose and worth. For the many who view sustainability as an opportunity they can see the real capabilities of functioning in a different 'healthy', inclusive way, and are participants in the movement to shift cultural dynamics. So how do you shift for the many an internal cognition based upon consumer dependence Stephen Sterling describes that through education, through a purposeful effort in adopting an ecological view our contexts of culture and how and why we contribute to culture at large can make what is deemed as the threat of sustainability for some into realizing the opportunity of sustainability. Again, he emphasizes education as a key to this context shift/change "an ecological view implies putting relationship back into education and learning – seeking synergy between all aspects of education: ethos, curriculum, pedagogy, management, procurement and resource use, architecture and community links – with emphasis on such values as respect, trust, participation, ownership, democracy, openness, and environment. Envisioning this change – and realizable, practicable steps in our own working contexts – is key."
At the urban options site the three systems described as intersecting to contribute to sustainability are a flourishing environment, an equitable economy, and a vibrant community. What really stuck out about these systems was the concept of a vibrant community. This is used to describe an education philosophy that focuses on the community potential rather than individual achievement. I think this is such an interesting concept because in our current understanding of community we often think in terms of flat realities, my community is where I live, my community is where my children or I go to school, or possibly where I work. With education the present dynamic is one focused upon the individual where individualistic achievement does not readily incorporate a collective learning dynamic. The concept of vibrant community in relation to education presents a dynamic between the individual and the larger macrosystem, a dynamic of healthy dependence where individual contributions equate to dynamic rather than flat cognitions of what community is. In this sense individual potential is not isolated but rather a working part of community potential. In this sense a vibrant community describes the individual as 'alive' active, full of energy, thriving and healthy in an atmosphere that encourages and sustains. "On the most fundamental level, the idea of living 'sustainably' refers to the notion that one's everyday actions and practices create a lifestyle that in turn produces a more healthy, habitable and equitable world for all beings."
I chose to look at the area of active citizenship and ethics in education. Often these topics go ignored or only addressed on the surface. The site describes educational goals that instill a cognition of not only active citizenship but of empowered community minded members. For many of us our schooling has encouraged a somewhat selfish mindset where we are concerned with our individual progress. In a community minded mentality education promotes an understanding of whole health, whole progress. It only makes sense that active participation is instilled to promote whole community health. Students look into human rights issues and have an understanding that they are not removed from the situation but rather a part of the solution. "Let's help our students see themselves as contributing and active citizens instead of cynical armchair pontificators. We need to share stories with them of people who have made a positive difference for society."
The organization Action Network (www.actionnetwork.org) offers a way to collectively voice concerns and actions to prevent human rights injustices. The Sierra Club (www.sierraclub.org) offers a collective voice and commitment to action for environmental issues. It is imperative to adopt this community minded education philosophy, to meet the challenges and obligations to tackle not only community based but global environmental issues. A curriculum based in cultural awareness and understanding to foster a global minded way of thinking is key to sustainability. Hopefully children raised with community mindedness will be more empowered to act as social entrepreneurs to tackle environmental and societal problems around the world. What is fostered by community mindedness is an awareness and understanding of the similarities that link us as a global community.
There are more and more new charter schools opening that offer an education that centers on the Hawaiian language and culture. What is unique about organizations such as Kanu o' ka 'Aina Learning Ohana and Hawaiian culture centered schools such as Punana Leo and Kua O Ka La is that the Hawaiian culture is a fundamental part of education. There is a distinct difference between Hawaiian cultural values of collectivism and environmental reverence and westernized individualistic societal values. These differences are evident in a westernized school system that centers around individualism. Often Hawaiian children struggle in a system that is not inclusive of the Hawaiian value system. A knowledge of how to live off the land, of how to fish, to communicate in Hawaiian, a knowledge of understanding things by hands on learning, learning as a group, is no less important than the individualism that is promoted by westernized educational system. If a native Hawaiian child struggles in school the message that is sent is that the child is not living up to school standards instead of the reality that the school system is not meeting the standards of the child. In her research on traditional Hawaiian learning styles (Learning-Teaching Interactions Among Polynesian-Hawaiian Children in a School Context: Rationale, Method, and Preliminary Results. Technical Report #67.) Cathie Tharp found that "Hawaiian people may employ sets of learning and teaching behaviors which differ widely from those usually used in public schools. Comparison of videotaped mother and child interactions of both Hawaiians and Midwesterners showed that Hawaiian mothers used fewer verbal directions than did Midwestern mothers, although interaction rates were the same in both groups...Observation of Hawaiian child-child classroom interactions has resulted in the identification of information-seeking, help-seeking, and teaching patterns. Interaction of Hawaiian children is built on mutual involvement in the accomplishment of specific tasks. The rule-statement and verbal directions pervasively used by teachers in public schools are notably absent from Hawaiian child-child interactions..." What this means for many native Hawaiian children is that they are stuck in a school system that not only ignores a difference in learning styles and values but also deems the child's potential reaction to the instruction environment as disruptive. Programs that understand the importance of fostering a different but no less valuable educational style encourage not only a broader sense of learning but also perpetuate a culture of environmental reverence.
Wednesday, October 28, 2009
Sustainability and Diversity
Sustainability and Diversity
The videos required for this assignment were very powerful and providing alot of hope. To start with the video of Paul Hawkins who gave an inspiring discussion on the magnitude of the movement. He describes this movement as having “no center ideology..this movement is the most diverse movement the world has ever seen it is global, classless and tireless...” What Paul Hawkins is describing is that only through diversity can global mindedness begin/continue. This concept of social inclusiveness is integral to address global issues. We can not begin to tackle global problems unless we integrate the knowledge that the solution lies in diversity. The multi level meaning of diversity is one that is inclusive, an inclusive minded motivation for change. On another level diversity is integrating different solutions, different perspectives to common environmental goals. Diversity on the level of social inclusiveness means that part of the change, part of the “movement” is to acknowledge and address a defunct system that as it stands is not inclusive is not open to the positive change that can be brought about through diversity. One of the most profound statements that Paul Hawkins made was “salvation is found in diversity. This movement is humanities immune response to resist and heal political disease, economic infection, and ecological corruption caused by ideologies.” Through diversity “we are building the capacity to respond”.
Van Jones also discussed this central component of change, diversity. “Only through the diversity of this generation can we meet the true moral challenge of creating a green economy that has a place for everyone...Green for all”. Van Jones really puts the message of social inclusion as being part of the movement for change. He mentions that just changing one aspect of a faulty system (like replacing detrimental energy systems for clean energy) does not mean that the movement is over and the solution is complete. Diversity must be acknowledges and incorporated in change as social inclusiveness is an integral part to eliminate a faulty system and create a truly inclusive system that provides for everyone.
This assignment was very informative for me. Prior to this assignment I did not fully think about the necessity of social inclusion. I was focused on environmental changes and overlooked this key element that can bring about positive changes. I also had a hard time seeing how to create inclusion in a world filled with such ideology, and class differences. Van Jones allowed me to visualize a changing society that can “lift people out of poverty...green pathways out of poverty and into prosperity”. He describes the addition of millions of new ‘green’ jobs that could be created for the “people who need the work being connected to work that needs to be done”. A really important thing that I learned is that the scope of the movement is huge, and fueled by diversity. I often feel overwhelmed when faced with the statistics/facts of the environmental damage we have created and continue to create. These discussions gave me hope that change is occurring, and fortunately already picking up momentum as a large movement is already in the works. It gives me hope that there is redemption for us as Paul Hawkins puts it “humankind knows what to do”.
The videos required for this assignment were very powerful and providing alot of hope. To start with the video of Paul Hawkins who gave an inspiring discussion on the magnitude of the movement. He describes this movement as having “no center ideology..this movement is the most diverse movement the world has ever seen it is global, classless and tireless...” What Paul Hawkins is describing is that only through diversity can global mindedness begin/continue. This concept of social inclusiveness is integral to address global issues. We can not begin to tackle global problems unless we integrate the knowledge that the solution lies in diversity. The multi level meaning of diversity is one that is inclusive, an inclusive minded motivation for change. On another level diversity is integrating different solutions, different perspectives to common environmental goals. Diversity on the level of social inclusiveness means that part of the change, part of the “movement” is to acknowledge and address a defunct system that as it stands is not inclusive is not open to the positive change that can be brought about through diversity. One of the most profound statements that Paul Hawkins made was “salvation is found in diversity. This movement is humanities immune response to resist and heal political disease, economic infection, and ecological corruption caused by ideologies.” Through diversity “we are building the capacity to respond”.
Van Jones also discussed this central component of change, diversity. “Only through the diversity of this generation can we meet the true moral challenge of creating a green economy that has a place for everyone...Green for all”. Van Jones really puts the message of social inclusion as being part of the movement for change. He mentions that just changing one aspect of a faulty system (like replacing detrimental energy systems for clean energy) does not mean that the movement is over and the solution is complete. Diversity must be acknowledges and incorporated in change as social inclusiveness is an integral part to eliminate a faulty system and create a truly inclusive system that provides for everyone.
This assignment was very informative for me. Prior to this assignment I did not fully think about the necessity of social inclusion. I was focused on environmental changes and overlooked this key element that can bring about positive changes. I also had a hard time seeing how to create inclusion in a world filled with such ideology, and class differences. Van Jones allowed me to visualize a changing society that can “lift people out of poverty...green pathways out of poverty and into prosperity”. He describes the addition of millions of new ‘green’ jobs that could be created for the “people who need the work being connected to work that needs to be done”. A really important thing that I learned is that the scope of the movement is huge, and fueled by diversity. I often feel overwhelmed when faced with the statistics/facts of the environmental damage we have created and continue to create. These discussions gave me hope that change is occurring, and fortunately already picking up momentum as a large movement is already in the works. It gives me hope that there is redemption for us as Paul Hawkins puts it “humankind knows what to do”.
Social and Environmental Justice in Hawaii
Social and Environmental Justice in Hawaii
The land in Hawaii is intricately tied to the culture. In chants natural elements are personified and people can be described through natural elements. O ke au I kahuli wela ka honua, O ke au I kahuli lole ka lani, O ke au I kuka’iaka ka la, E ho’omalamalama I ka malama, O ke au o Makali’I ka po, … O Papa-huli-honua, O Papa-huli-lani, O Papa-nui-hanau-moku, O Papa I hoho ia Wakea, …Kanu ia Haloa ulu hahaloa, O ka lau o Haloa I ka ao la, Pu--ka--
At the time when the earth became hot, At the time when the heavens turned about, At the time when the sun was darkened, To cause the moon to shine, The time of the rise of the Pleiades…Papa-seeking-earth, Papa-seeking heaven, Great Papa giving birth to the islands, Papa lived with Wakea…Haloa was buried a long taro stalk grew, The offspring of Haloa born into the day, Came forth.
These are excerpts from the Kumulipo (ancient Hawaiian creation chant) that describe the interconnected relationship between the land and the people of Hawaii. The chant describes how the land is the sacred ancestor of the people of Hawaii who are descendants of Haloa (kalo/taro) born to Papahanumoku (earth mother) and Wakea (sky father). ‘Aina in Hawaiian means the land/ earth but it also has meanings of “to rule reign or enjoy the privileges and exercise the responsibilities of rule” (‘Olelo No’eau(1983) Bishop Museum). The ‘Aina is intricately tied to Hawaiian culture as a traditional Hawaiian core value. Dr William C. Rezentes describes the Hawaiian cultural value of ‘Aina as having ‘physical, psychological, and spiritual dimensions’(p22.Ka Lama Kukui (1996) A’ali’I Books ). The physical ‘Aina (land) is the provider of life, provider of everything needed for survival. The psychological ‘Aina is the self identity, emotions, thoughts, feelings, tied to the physical ‘Aina. The spiritual ‘Aina is the connectedness to the ancestors and gods through the land. This deep connective- ness can not easily be translatable to people not tied to the Hawaiian culture, but it is vital to incorporate the concept of land reverence before further destruction is done. Through chants and hula the interconnectedness and spiritual connection is exemplified as humans and nature have interchangeable elements and are both intertwined spiritually. Through hula this is done as the body mimics nature and flows rhythmically with nature. What this connection to the land means in terms of sustainability communication and culture is simple. The land the ‘Aina is the basis of the culture, it creates and provides a means of cultural communication and knowledge this knowledge for the Hawaiians translates to an understanding of sustainable living. As evidenced in The Other Hawaii when land is stolen the culture becomes unstable as demands of an occupying society take precedence over a native knowledge of positive sustainable living. Many Hawaiians experience a tremendous sense of loss, this is not a history of injustice from a hundred years ago, this is a present day tragedy. In the video what was mentioned was that many Hawaiians use “self sufficiency principle and practice of living traditionally as a form of constructive resistance”. The larger society forces a value of disconnect from the land, in this form of resistance traditional knowledge is relied upon to go against the larger societal values of destruction.
The ever present military on the islands is something I don’t think I will ever get used to. I don’t think we should ever get used to the military presence here. The strategic location of the islands creates a value of the land based upon military needs. These needs are communicated to us as a means of public ‘protection’ however the active training sites that still exist and damage the land exemplify a communication that is far from protective, and in actuality is destructive.
I moved from Waikoloa about 6 months ago. Waikoloa is down wind from the Pohakaloa Training Area. There is known levels of depleted uranium in the area around Pohakaloa however the military insists that the levels are so minute they pose no danger. The same assurance came to the people of Bikini Atoll. When my son played baseball in Waikoloa as part of registering he received a bag and water bottle all posted with instructions on what to do if a child finds unexploded ordinance in the area. My son was with his friends one day and they were building a clubhouse when apparently they discovered a large possibly unexploded ordinance. Being kids they thought it was cool and wanted to pick it up for their clubhouse, fortunately one of the boys remembered the proper procedure and ran and told his parents who inturn notified the police. I was so shook up when I found out I felt like in my wonderful ‘safe’ neighborhood there were elements of living in a war zone. What does this complete disregard for the environment communicate to our children? In the video The Other Hawaii one of the military representatives said “ The military is committed to protect the land because we want to use it” You only have to know about Kahoolawe to see this “commitment to protection”. Land becomes a commodity as traditional values and rights go ignored.
The land in Hawaii is intricately tied to the culture. In chants natural elements are personified and people can be described through natural elements. O ke au I kahuli wela ka honua, O ke au I kahuli lole ka lani, O ke au I kuka’iaka ka la, E ho’omalamalama I ka malama, O ke au o Makali’I ka po, … O Papa-huli-honua, O Papa-huli-lani, O Papa-nui-hanau-moku, O Papa I hoho ia Wakea, …Kanu ia Haloa ulu hahaloa, O ka lau o Haloa I ka ao la, Pu--ka--
At the time when the earth became hot, At the time when the heavens turned about, At the time when the sun was darkened, To cause the moon to shine, The time of the rise of the Pleiades…Papa-seeking-earth, Papa-seeking heaven, Great Papa giving birth to the islands, Papa lived with Wakea…Haloa was buried a long taro stalk grew, The offspring of Haloa born into the day, Came forth.
These are excerpts from the Kumulipo (ancient Hawaiian creation chant) that describe the interconnected relationship between the land and the people of Hawaii. The chant describes how the land is the sacred ancestor of the people of Hawaii who are descendants of Haloa (kalo/taro) born to Papahanumoku (earth mother) and Wakea (sky father). ‘Aina in Hawaiian means the land/ earth but it also has meanings of “to rule reign or enjoy the privileges and exercise the responsibilities of rule” (‘Olelo No’eau(1983) Bishop Museum). The ‘Aina is intricately tied to Hawaiian culture as a traditional Hawaiian core value. Dr William C. Rezentes describes the Hawaiian cultural value of ‘Aina as having ‘physical, psychological, and spiritual dimensions’(p22.Ka Lama Kukui (1996) A’ali’I Books ). The physical ‘Aina (land) is the provider of life, provider of everything needed for survival. The psychological ‘Aina is the self identity, emotions, thoughts, feelings, tied to the physical ‘Aina. The spiritual ‘Aina is the connectedness to the ancestors and gods through the land. This deep connective- ness can not easily be translatable to people not tied to the Hawaiian culture, but it is vital to incorporate the concept of land reverence before further destruction is done. Through chants and hula the interconnectedness and spiritual connection is exemplified as humans and nature have interchangeable elements and are both intertwined spiritually. Through hula this is done as the body mimics nature and flows rhythmically with nature. What this connection to the land means in terms of sustainability communication and culture is simple. The land the ‘Aina is the basis of the culture, it creates and provides a means of cultural communication and knowledge this knowledge for the Hawaiians translates to an understanding of sustainable living. As evidenced in The Other Hawaii when land is stolen the culture becomes unstable as demands of an occupying society take precedence over a native knowledge of positive sustainable living. Many Hawaiians experience a tremendous sense of loss, this is not a history of injustice from a hundred years ago, this is a present day tragedy. In the video what was mentioned was that many Hawaiians use “self sufficiency principle and practice of living traditionally as a form of constructive resistance”. The larger society forces a value of disconnect from the land, in this form of resistance traditional knowledge is relied upon to go against the larger societal values of destruction.
The ever present military on the islands is something I don’t think I will ever get used to. I don’t think we should ever get used to the military presence here. The strategic location of the islands creates a value of the land based upon military needs. These needs are communicated to us as a means of public ‘protection’ however the active training sites that still exist and damage the land exemplify a communication that is far from protective, and in actuality is destructive.
I moved from Waikoloa about 6 months ago. Waikoloa is down wind from the Pohakaloa Training Area. There is known levels of depleted uranium in the area around Pohakaloa however the military insists that the levels are so minute they pose no danger. The same assurance came to the people of Bikini Atoll. When my son played baseball in Waikoloa as part of registering he received a bag and water bottle all posted with instructions on what to do if a child finds unexploded ordinance in the area. My son was with his friends one day and they were building a clubhouse when apparently they discovered a large possibly unexploded ordinance. Being kids they thought it was cool and wanted to pick it up for their clubhouse, fortunately one of the boys remembered the proper procedure and ran and told his parents who inturn notified the police. I was so shook up when I found out I felt like in my wonderful ‘safe’ neighborhood there were elements of living in a war zone. What does this complete disregard for the environment communicate to our children? In the video The Other Hawaii one of the military representatives said “ The military is committed to protect the land because we want to use it” You only have to know about Kahoolawe to see this “commitment to protection”. Land becomes a commodity as traditional values and rights go ignored.
Tuesday, October 27, 2009
Sustainability Health and Healing
Sustainability, Health, and Healing
1. The reading from Gaia education was very insightful. Often when we think of health we think in individual terms (what ‘I’ have to do to be healthy). The reading presented health with in the terms of systems theory where yes health exists on the individual level, where the individual has ‘self responsibility” and is the ‘core to this approach of healthcare’ but health care also exists at the larger community level. At the individual level health care as seen in the terms of self responsibility offers “empowerment and freedom...Self-care is a positive and nurturing aspect that brings healthcare into daily life. To counteract the stresses of modern life we can choose to have”. The freedom comes with understanding that we have the choice and responsibility to decide what we eat, and how we choose to live. In the system theory health also depends upon others, community health. When viewing health in these terms the individual has a vested interest in the health of others as well as a keen understanding of how others support and contribute to individual well being. Health as a system described in the reading centers around healthy living in the community. For positive functional health other aspects must work within the system to support the central goal. The same ecovillage concept of community mindedness is used to approach health care. Everyone works together for sustainable health goals. What surrounds these goals is the same things that facilitate sustainable living within the ecovillage; food production, education, spiritual practice, care in the community, medical care, health care, work, governance, youth, ecology, economy, leisure. Essentially health depends upon the individual self responsibility to effectively contribute and support community health. Health on a larger global system can also work this way. In order to slow environmental devastation we must have a global community minded understanding and commitment to health. Where we all function to promote sustainability so that the planet can continue to provide a place for our civilization to continue. What was very insightful was the power and freedom we each have to contribute to health on individual-community-and global levels “In the ongoing process of change, health is not a static condition. There are many things we can do to enhance our present state of health. To bring positive change it is important to identify the small, manageable next steps we can realistically take to improve our health, be that a change in diet, activity levels or relationship patterns. The next step is to make a commitment to that change and establish a support and review structure that will allow it to become anchored in the daily routine. Community support is essential for this – not only the infrastructure that offers a broad range of opportunities but also the social support to sustain the change.”
2. Something that surprised me about the state of our healthcare system was a fact that was listed on the Sicko fact sheet, and that was the number of health care lobbyists there are. “There are four times as many health care lobbyists as there are members of Congress.. According to the Center for Responsive Politics....in 2005 there were 2,084 health care lobbyists registered with the federal government. With 535 members of Congress, that's 3.895 lobbyists per member.” I really believe the American government is corrupt. The fact that paid lobbyists can exert weight in political decisions that should represent the common good of the people is such a despicable tragedy. There are lobbyists for media conglomerates, tobacco companies, the NRA etc... it seems to contradict a free democracy if our government can be bought and bribed. It is a tragedy that as of yet we still do not have a universal health care system. Growing up in England health care was a right for every citizen. Here in the Unites States health care is a luxury for the wealthy or a working class that can barely afford it. I really hope that the American public sees the benefits of having a healthcare system that is just that, a system that provides health care for everyone and not what it is now, a profit based system for those who can afford it. Just the fact that insurance companies can pay lobbyists should be a huge wake up call to the American public that something is wrong lobbyist work to ensure profitability of the companies that support them. Profitability at the expense of the American public’s health is a tragedy and should be a crime.
3. At the World Healing Institute website three systems were mentioned that needed to be connected for world healing; environmental issues, children’s growth and healing, and cutting edge healing modalities. What I found very interesting was the concept of children’s growth and healing. In our studies so far this was the first time that this was mentioned as an integral factor of world healing. It makes such obvious sense; our children will inherit the planet we leave them. We can either continue to teach them and lead them on a path of destruction or we can teach and provide healing. Through this healing comes growth and positive progress. This is an essential aspect of looking foreword with the intent of creating positive solutions. We can change the consumer culture for our children, we have to. The aim of the Institute as mentioned on their webpage “is to develop an Ecology of Wellness—to steadfastly help individuals to participate in ongoing transformation. We address solutions for healing the emotional, mental, physical and spiritual dimensions of our lives, and our children’s lives. Above all, we want to harness the courage to change—to move beyond our limiting fears, and to make changes which will bring us greater fulfillment, peace of mind, and enhanced self-esteem both individually and collectively.” What a terrific and necessary aim, we should all travel in this direction!
4. There were several terrific sites that were provided in this assignment. I have had personal experience with the North Hawaii Community Hospital which was one of the sites listed. My youngest son was born at this hospital in 2007. As a mother of three my birthing experience at this hospital was truly supportive. Throughout my pregnancy I saw wonderfully supportive midwives. The labor rooms are private quiet and relaxing catering to not only the mother but additional family or support persons. There were water tubs to ease labor pain. The doctor really was open and supportive of my birthing plan, and my son stayed in the room with me the whole time. It was the next best thing to a home delivery. While at the hospital I received a basket from another site that was listed for this assignment; Five Mountains Hawaii. Part of what this organization does is to deliver newborn baskets to hospitals throughout the island. These baskets provide information on drug prevention. In Hawaii drugs are a very big problem any effort to bring awareness and avenues of support are necessary for our community to be healthy. By giving the baskets to all women who deliver a baby the organization tries to reach as many families as possible. The baskets for a new mother whose life may be impacted by drugs receives information about support organizations that can provide help. A baby carrier and parenting information is also provided for all mothers. Several of the other sites provide information and access to traditional Hawaiian healing practices. As I have experienced alternative holistic health care is an important factor in overall health. Traditional healing practices can increase health by promoting the use of spirituality in the healing process. What is critical for the success of community (island) wide health and drug prevention programs is garnering the cooperation of the entire community. Often people look at drugs as someone else’s problem when in fact it is all of our problem because it exhibits a community that is not well. A community that is not well in any area affects the overall health of the entire island wide community. Health promotion through alternative methods encourages individual choice, freedom, and directive in health care needs. Often society does not value alternative therapies and only promotes pharmacological measures. Fortunately here in Hawaii many of us can see the use and effectiveness of traditional healing methods. Several of the sites that offered such services provide a special outreach to patients who may be fearful of mainstream health services. Again these sites have a common goal of supporting the island community. Full support of the entire community is necessary to eliminate preventable community health problems and to provide support and access to anyone that is in need of health care services.
1. The reading from Gaia education was very insightful. Often when we think of health we think in individual terms (what ‘I’ have to do to be healthy). The reading presented health with in the terms of systems theory where yes health exists on the individual level, where the individual has ‘self responsibility” and is the ‘core to this approach of healthcare’ but health care also exists at the larger community level. At the individual level health care as seen in the terms of self responsibility offers “empowerment and freedom...Self-care is a positive and nurturing aspect that brings healthcare into daily life. To counteract the stresses of modern life we can choose to have”. The freedom comes with understanding that we have the choice and responsibility to decide what we eat, and how we choose to live. In the system theory health also depends upon others, community health. When viewing health in these terms the individual has a vested interest in the health of others as well as a keen understanding of how others support and contribute to individual well being. Health as a system described in the reading centers around healthy living in the community. For positive functional health other aspects must work within the system to support the central goal. The same ecovillage concept of community mindedness is used to approach health care. Everyone works together for sustainable health goals. What surrounds these goals is the same things that facilitate sustainable living within the ecovillage; food production, education, spiritual practice, care in the community, medical care, health care, work, governance, youth, ecology, economy, leisure. Essentially health depends upon the individual self responsibility to effectively contribute and support community health. Health on a larger global system can also work this way. In order to slow environmental devastation we must have a global community minded understanding and commitment to health. Where we all function to promote sustainability so that the planet can continue to provide a place for our civilization to continue. What was very insightful was the power and freedom we each have to contribute to health on individual-community-and global levels “In the ongoing process of change, health is not a static condition. There are many things we can do to enhance our present state of health. To bring positive change it is important to identify the small, manageable next steps we can realistically take to improve our health, be that a change in diet, activity levels or relationship patterns. The next step is to make a commitment to that change and establish a support and review structure that will allow it to become anchored in the daily routine. Community support is essential for this – not only the infrastructure that offers a broad range of opportunities but also the social support to sustain the change.”
2. Something that surprised me about the state of our healthcare system was a fact that was listed on the Sicko fact sheet, and that was the number of health care lobbyists there are. “There are four times as many health care lobbyists as there are members of Congress.. According to the Center for Responsive Politics....in 2005 there were 2,084 health care lobbyists registered with the federal government. With 535 members of Congress, that's 3.895 lobbyists per member.” I really believe the American government is corrupt. The fact that paid lobbyists can exert weight in political decisions that should represent the common good of the people is such a despicable tragedy. There are lobbyists for media conglomerates, tobacco companies, the NRA etc... it seems to contradict a free democracy if our government can be bought and bribed. It is a tragedy that as of yet we still do not have a universal health care system. Growing up in England health care was a right for every citizen. Here in the Unites States health care is a luxury for the wealthy or a working class that can barely afford it. I really hope that the American public sees the benefits of having a healthcare system that is just that, a system that provides health care for everyone and not what it is now, a profit based system for those who can afford it. Just the fact that insurance companies can pay lobbyists should be a huge wake up call to the American public that something is wrong lobbyist work to ensure profitability of the companies that support them. Profitability at the expense of the American public’s health is a tragedy and should be a crime.
3. At the World Healing Institute website three systems were mentioned that needed to be connected for world healing; environmental issues, children’s growth and healing, and cutting edge healing modalities. What I found very interesting was the concept of children’s growth and healing. In our studies so far this was the first time that this was mentioned as an integral factor of world healing. It makes such obvious sense; our children will inherit the planet we leave them. We can either continue to teach them and lead them on a path of destruction or we can teach and provide healing. Through this healing comes growth and positive progress. This is an essential aspect of looking foreword with the intent of creating positive solutions. We can change the consumer culture for our children, we have to. The aim of the Institute as mentioned on their webpage “is to develop an Ecology of Wellness—to steadfastly help individuals to participate in ongoing transformation. We address solutions for healing the emotional, mental, physical and spiritual dimensions of our lives, and our children’s lives. Above all, we want to harness the courage to change—to move beyond our limiting fears, and to make changes which will bring us greater fulfillment, peace of mind, and enhanced self-esteem both individually and collectively.” What a terrific and necessary aim, we should all travel in this direction!
4. There were several terrific sites that were provided in this assignment. I have had personal experience with the North Hawaii Community Hospital which was one of the sites listed. My youngest son was born at this hospital in 2007. As a mother of three my birthing experience at this hospital was truly supportive. Throughout my pregnancy I saw wonderfully supportive midwives. The labor rooms are private quiet and relaxing catering to not only the mother but additional family or support persons. There were water tubs to ease labor pain. The doctor really was open and supportive of my birthing plan, and my son stayed in the room with me the whole time. It was the next best thing to a home delivery. While at the hospital I received a basket from another site that was listed for this assignment; Five Mountains Hawaii. Part of what this organization does is to deliver newborn baskets to hospitals throughout the island. These baskets provide information on drug prevention. In Hawaii drugs are a very big problem any effort to bring awareness and avenues of support are necessary for our community to be healthy. By giving the baskets to all women who deliver a baby the organization tries to reach as many families as possible. The baskets for a new mother whose life may be impacted by drugs receives information about support organizations that can provide help. A baby carrier and parenting information is also provided for all mothers. Several of the other sites provide information and access to traditional Hawaiian healing practices. As I have experienced alternative holistic health care is an important factor in overall health. Traditional healing practices can increase health by promoting the use of spirituality in the healing process. What is critical for the success of community (island) wide health and drug prevention programs is garnering the cooperation of the entire community. Often people look at drugs as someone else’s problem when in fact it is all of our problem because it exhibits a community that is not well. A community that is not well in any area affects the overall health of the entire island wide community. Health promotion through alternative methods encourages individual choice, freedom, and directive in health care needs. Often society does not value alternative therapies and only promotes pharmacological measures. Fortunately here in Hawaii many of us can see the use and effectiveness of traditional healing methods. Several of the sites that offered such services provide a special outreach to patients who may be fearful of mainstream health services. Again these sites have a common goal of supporting the island community. Full support of the entire community is necessary to eliminate preventable community health problems and to provide support and access to anyone that is in need of health care services.
Personal Story
Personal Story
I am very appreciative to get to know more about Dr. Becker’s life as well as the personal story posted by PMF. I found several connections to Dr. Becker’s post. First of all I am a parent as well. As a parent you seem to always be in a state of questioning if what you are doing is in the best interest of your children. I have always been dissatisfied with many aspects of the public school system in Hawaii. I have always wanted an alternative form of education for my children but unfortunately the Waldorf experience that I would have liked to provide for my children is way out of reach for me financially. After home schooling for awhile I enrolled my older children in West Hawaii Explorations Academy in Kona. This school is a charter school and a great alternative for my children. The school is a laboratory school that emphasizes science and marine education with an entirely hands on approach to learning. My son has designed and planted a garden with the rest of his class, and they go on weekly fieldtrips. My son and daughter are receiving a good education on environmental issues. Last week both my son and daughter visited a sustainable farm right outside Kona. I am really happy that my children are receiving an education that provides an awareness of environmental issues beyond just purely textbook learning. In Dr. Becker’s post there was a link to the charter school New Roots which is dedicated to sustainability and social justice. A school that focuses on social justice provides such empathetic and community minded learning, not possible in a traditional school setting. I wish that these types of alternative educational methods were the norm. The hope that high schools such as this offer is that these teens will grow into adults who have a deep understanding and care for global issues. These environments foster social entrepreneurs who have a solution based mindset and want for positive change. These alternative education systems so differ from the norm which still unfortunately focuses on individual progress measured by defunct tests.
I truly love the concept of ecovillages. I have spent many an hour exploring information about Living Routes which Dr. Becker presented in her post. I think these communities provide not just a means of connection but also a change in cognition where self mindedness comes second place to community mindedness. Prior to this class I had not heard of this positive type of community living and it was a wonderful surprise to see these communities are not just thriving at Ithaca but there are ecovillages around the world. I have never really experienced community living. I have a limiting disability that often prevents such connections. I read beyond our assigned Gaia readings one day to read about the special support women receive in these communities when they are pregnant. What was mentioned was that the pregnant women were surrounded by a community of support. From mothers who had already gone through childbirth to women offering a foot massage. For my first two pregnancies I was young and involved in a very physically abusive relationship with no support. When my last son was born in 2007 for the first time I experienced support especially from the midwives that I saw throughout my pregnancy. I can only imagine the wonderful experience this time would have been in a community like Ithaca. Like Dr. Becker I find this type of community so important for children. There is so much of a disconnect in society that an idea of a functioning, sustainable community seems so far from the norm. I think it would be wonderful to raise children in an environment, a community where everyone supports and cares for each other in order for the community to function. What a great way for a child to grow up!
I am very appreciative to get to know more about Dr. Becker’s life as well as the personal story posted by PMF. I found several connections to Dr. Becker’s post. First of all I am a parent as well. As a parent you seem to always be in a state of questioning if what you are doing is in the best interest of your children. I have always been dissatisfied with many aspects of the public school system in Hawaii. I have always wanted an alternative form of education for my children but unfortunately the Waldorf experience that I would have liked to provide for my children is way out of reach for me financially. After home schooling for awhile I enrolled my older children in West Hawaii Explorations Academy in Kona. This school is a charter school and a great alternative for my children. The school is a laboratory school that emphasizes science and marine education with an entirely hands on approach to learning. My son has designed and planted a garden with the rest of his class, and they go on weekly fieldtrips. My son and daughter are receiving a good education on environmental issues. Last week both my son and daughter visited a sustainable farm right outside Kona. I am really happy that my children are receiving an education that provides an awareness of environmental issues beyond just purely textbook learning. In Dr. Becker’s post there was a link to the charter school New Roots which is dedicated to sustainability and social justice. A school that focuses on social justice provides such empathetic and community minded learning, not possible in a traditional school setting. I wish that these types of alternative educational methods were the norm. The hope that high schools such as this offer is that these teens will grow into adults who have a deep understanding and care for global issues. These environments foster social entrepreneurs who have a solution based mindset and want for positive change. These alternative education systems so differ from the norm which still unfortunately focuses on individual progress measured by defunct tests.
I truly love the concept of ecovillages. I have spent many an hour exploring information about Living Routes which Dr. Becker presented in her post. I think these communities provide not just a means of connection but also a change in cognition where self mindedness comes second place to community mindedness. Prior to this class I had not heard of this positive type of community living and it was a wonderful surprise to see these communities are not just thriving at Ithaca but there are ecovillages around the world. I have never really experienced community living. I have a limiting disability that often prevents such connections. I read beyond our assigned Gaia readings one day to read about the special support women receive in these communities when they are pregnant. What was mentioned was that the pregnant women were surrounded by a community of support. From mothers who had already gone through childbirth to women offering a foot massage. For my first two pregnancies I was young and involved in a very physically abusive relationship with no support. When my last son was born in 2007 for the first time I experienced support especially from the midwives that I saw throughout my pregnancy. I can only imagine the wonderful experience this time would have been in a community like Ithaca. Like Dr. Becker I find this type of community so important for children. There is so much of a disconnect in society that an idea of a functioning, sustainable community seems so far from the norm. I think it would be wonderful to raise children in an environment, a community where everyone supports and cares for each other in order for the community to function. What a great way for a child to grow up!
Systems Theory
Systems Theory
1. The Story of Stuff and how this relates to culture
Christmas is getting closer and already my children have put in requests for what they would like to receive. I am in this mode as well browsing sales and trying to think up the perfect gifts for the many names upon my list. The whole concept of the holidays should be focused upon spending time with your loved ones, but somehow our expression of love has become intricately tied to buying 'stuff', wanting 'stuff' we are active players in the culture of consumerism. The Story of Stuff describes exactly that, our culture of consumerism. In the system 'stuff' moves through a system of extraction-production-distribution-consumption-disposal. All together this system is called the Materials Economy. What Annie Leonard discusses from the film is that this system is a "linear system and can't run indefinitely on a finite planet". Annie also mentions that there are many components of the system that often fail to be recognized by the individual consumer. The exploitation of natural resources, communities of people including indigenous cultures, and environmental devastation and waste are all part of the system. We as individuals in a consumer society incorporate into our self identity the culture of consumerism. We define value for ourselves in the things we buy and have. What this means is that there is always an underlying unhappiness because the only way the system can run is if we constantly buy, and want more and more. So media is constantly telling us that we need more and we as the consumer are in an endless cycle of "working to buy more stuff-leisure time becomes watching TV. where we are told we need more stuff-we shop for more stuff- then we have to go to work to afford more stuff". Tied into this process is our self worth where we view and judge ourselves and others by the displays of consumerism, by showing that we are active players in the consumer culture. The film describes the concept of perceived obsolescence where our perception of our value lies in displaying our consumerism. The film discusses that our current culture of consumerism was created shortly after WWII in an effort to ramp up the economy and was designed so that we directly measure worth by our displays of loyalty to the consumer culture. Victor Lebow the 20th century economist contributed to the design of incorporating consumerism in to the American psyche, "Our enormously productive economy demands that we make consumption our way of life, that we convert the buying and use of goods into rituals, that we seek our spiritual satisfactions, our ego satisfactions, in consumption. The measure of social status, of social acceptance, of prestige, is now to be found in our consumptive patterns. The very meaning and significance of our lives today expressed in consumptive terms. The greater the pressures upon the individual to conform to safe and accepted social standards, the more does he tend to express his aspirations and his individuality in terms of what he wears, drives, eats- his home, his car, his pattern of food serving, his hobbies." At the end of the film Annie offers hope by stating that we can change our mind sets. If we could incorporate the detrimental consumerist culture we abide by today there is certainly hope that we can readjust our values, and as Annie mentioned "lets create something new".
2. Three systems Cornell's sustainability site connects to sustainability
The three systems that the Cornell sustainability site connects to sustainability are Energy, Environment, and Economic Development. In the Linking Thinking reading what was discussed was thinking on "a larger context" and "seeing the world more wholly" (pg.23). What was also discussed was thinking in a way that finds solutions and not a way that creates or adds to problems, "Some solutions just produce more problems. Instead, we need
to develop ‘solutions that generate further solutions’ (sometimes called ‘positive synergies’)" (p23).
The systems that the Cornell site connects to sustainability exemplify the thinking suggested in the Linking Thinking reading. The site shows several methods of new sustainable energy production methods. With the environment Cornell addresses problems through education and offers a number of educational programs that focus on everything from sustainable agriculture to conservative genetics. A change in thinking that encourages synergies to environmental problems is imperative to change our destructive course on this planet. In the system of economic development the Cornell site discusses that "Much of this work fosters cross-disciplinary and cross-border learning essential to help guide public and private decision-makers at local, state, national and international levels as they strive to help struggling families enjoy sustainable improvements in standards of living. In its Economic Development Programs, (Cornell) strives to continue this tradition of rigorous scholarship that is deeply engaged with and highly relevant to the practical challenge of expanding spheres of prosperity in a socially and environmentally sustainable manner." By linking educational goals to goals of environmental necessity the systems connected to sustainability that the site mentions facilitate a synergistic system of problem solving. "Problems related to Energy, the Environment and Economic Development are interdependent and interconnected, transcending individual disciplines; that is, this is a "system problem" and a broad approach is demanded. The science and engineering needed to develop clean technologies cannot be separated from the ecological study of Earth's integrated human and natural systems or from the social science of human behavior and well-being."
3. Watch Environmental Justice clip and discuss it in terms of sustainability, communication and culture.
This was a very interesting presentation of what environmental justice is as well as environmental hazards that impact billions and billions of people around the world. In terms of sustainability and communication the message was put across in a very simple way that something needs to be done to prevent further environmental problems. The focus was on the environmental problems that impact human health "40% of world deaths attributed to environmental factors." This clip was a unique way to communicate the message of sustainability and how imperative the incorporation of sustainable thinking is for everyone. In our current culture media tools can be a means of positive communication as was evidenced by this clip. If we can reshift communication to show the importance of sustainable practices as well as to show the realities of our current environmental situation we could create positive change. This clip shows an example of using communication to promote a change in cognition. "Environmental Justice means the fair treatment and meaningful involvement of all people regardless of race national origin or income when developing, implementing and enforcing environmental laws regulations and policies". A key component in this definition presented in the clip is "meaningful involvement" the facts that the clip presented showed environmental hazards to people all over the world. Meaningful involvement comes when we think in terms of connection when we can communicate a connection than we have the empathy the drive and ability to find solutions to global community problems. Like the Linking Thinking reading suggests we begin to think "wholly".
1. The Story of Stuff and how this relates to culture
Christmas is getting closer and already my children have put in requests for what they would like to receive. I am in this mode as well browsing sales and trying to think up the perfect gifts for the many names upon my list. The whole concept of the holidays should be focused upon spending time with your loved ones, but somehow our expression of love has become intricately tied to buying 'stuff', wanting 'stuff' we are active players in the culture of consumerism. The Story of Stuff describes exactly that, our culture of consumerism. In the system 'stuff' moves through a system of extraction-production-distribution-consumption-disposal. All together this system is called the Materials Economy. What Annie Leonard discusses from the film is that this system is a "linear system and can't run indefinitely on a finite planet". Annie also mentions that there are many components of the system that often fail to be recognized by the individual consumer. The exploitation of natural resources, communities of people including indigenous cultures, and environmental devastation and waste are all part of the system. We as individuals in a consumer society incorporate into our self identity the culture of consumerism. We define value for ourselves in the things we buy and have. What this means is that there is always an underlying unhappiness because the only way the system can run is if we constantly buy, and want more and more. So media is constantly telling us that we need more and we as the consumer are in an endless cycle of "working to buy more stuff-leisure time becomes watching TV. where we are told we need more stuff-we shop for more stuff- then we have to go to work to afford more stuff". Tied into this process is our self worth where we view and judge ourselves and others by the displays of consumerism, by showing that we are active players in the consumer culture. The film describes the concept of perceived obsolescence where our perception of our value lies in displaying our consumerism. The film discusses that our current culture of consumerism was created shortly after WWII in an effort to ramp up the economy and was designed so that we directly measure worth by our displays of loyalty to the consumer culture. Victor Lebow the 20th century economist contributed to the design of incorporating consumerism in to the American psyche, "Our enormously productive economy demands that we make consumption our way of life, that we convert the buying and use of goods into rituals, that we seek our spiritual satisfactions, our ego satisfactions, in consumption. The measure of social status, of social acceptance, of prestige, is now to be found in our consumptive patterns. The very meaning and significance of our lives today expressed in consumptive terms. The greater the pressures upon the individual to conform to safe and accepted social standards, the more does he tend to express his aspirations and his individuality in terms of what he wears, drives, eats- his home, his car, his pattern of food serving, his hobbies." At the end of the film Annie offers hope by stating that we can change our mind sets. If we could incorporate the detrimental consumerist culture we abide by today there is certainly hope that we can readjust our values, and as Annie mentioned "lets create something new".
2. Three systems Cornell's sustainability site connects to sustainability
The three systems that the Cornell sustainability site connects to sustainability are Energy, Environment, and Economic Development. In the Linking Thinking reading what was discussed was thinking on "a larger context" and "seeing the world more wholly" (pg.23). What was also discussed was thinking in a way that finds solutions and not a way that creates or adds to problems, "Some solutions just produce more problems. Instead, we need
to develop ‘solutions that generate further solutions’ (sometimes called ‘positive synergies’)" (p23).
The systems that the Cornell site connects to sustainability exemplify the thinking suggested in the Linking Thinking reading. The site shows several methods of new sustainable energy production methods. With the environment Cornell addresses problems through education and offers a number of educational programs that focus on everything from sustainable agriculture to conservative genetics. A change in thinking that encourages synergies to environmental problems is imperative to change our destructive course on this planet. In the system of economic development the Cornell site discusses that "Much of this work fosters cross-disciplinary and cross-border learning essential to help guide public and private decision-makers at local, state, national and international levels as they strive to help struggling families enjoy sustainable improvements in standards of living. In its Economic Development Programs, (Cornell) strives to continue this tradition of rigorous scholarship that is deeply engaged with and highly relevant to the practical challenge of expanding spheres of prosperity in a socially and environmentally sustainable manner." By linking educational goals to goals of environmental necessity the systems connected to sustainability that the site mentions facilitate a synergistic system of problem solving. "Problems related to Energy, the Environment and Economic Development are interdependent and interconnected, transcending individual disciplines; that is, this is a "system problem" and a broad approach is demanded. The science and engineering needed to develop clean technologies cannot be separated from the ecological study of Earth's integrated human and natural systems or from the social science of human behavior and well-being."
3. Watch Environmental Justice clip and discuss it in terms of sustainability, communication and culture.
This was a very interesting presentation of what environmental justice is as well as environmental hazards that impact billions and billions of people around the world. In terms of sustainability and communication the message was put across in a very simple way that something needs to be done to prevent further environmental problems. The focus was on the environmental problems that impact human health "40% of world deaths attributed to environmental factors." This clip was a unique way to communicate the message of sustainability and how imperative the incorporation of sustainable thinking is for everyone. In our current culture media tools can be a means of positive communication as was evidenced by this clip. If we can reshift communication to show the importance of sustainable practices as well as to show the realities of our current environmental situation we could create positive change. This clip shows an example of using communication to promote a change in cognition. "Environmental Justice means the fair treatment and meaningful involvement of all people regardless of race national origin or income when developing, implementing and enforcing environmental laws regulations and policies". A key component in this definition presented in the clip is "meaningful involvement" the facts that the clip presented showed environmental hazards to people all over the world. Meaningful involvement comes when we think in terms of connection when we can communicate a connection than we have the empathy the drive and ability to find solutions to global community problems. Like the Linking Thinking reading suggests we begin to think "wholly".
Wednesday, October 14, 2009
Extra Credit "Carolyn Baker Interview"
This interview with Carolyn Baker was extremely insightful. Carolyn adds both real world and spiritual guidance about how to address the issue of the demise of the industrial civilization. I am often left in a state of shock and depression when thinking about the enormous scope of our economic and environmental problems. In this interview Carolyn Baker shares another side of the situation one of hope "demise brings about tremendous opportunity...reclaiming things and finding ways that work...indigenous knowledge that we can apply." Carolyn discusses our dire economic state which she likened to the chicken and egg scenario; we can't recover our economy without tapping into more energy but to tap into more energy takes money that we do not have because of our failing economy. Carolyn discusses our energy predicament being caused by oil production being past its peak meaning that oil is no longer easy to access or cheap to consume. This contributes to our economic collapse because our whole economy, our whole way of life has been based upon "the premise of affordable and cheap energy." Carolyn describes the demise as being a bumpy ride down hill with the unraveling of economic and ultimately societal institutions. One of the main points that she addresses and one that propagates the system is our ingrained notions of America and what it means to be American. In America and the industrialized world the concept of unlimited growth of "empire" has created for us several myths. These myths are that growth is the only way of success, and an American myth of resiliency and indestructibility, that even in dire economic times we will bounce back and be able to continue on the path of growth. This assumption that growth is good is what Carolyn describes as an "illusion... the fact is growth is unsustainable the planet can't carry this growth." Carolyn discussed the ingrained incorporation of these myths in the westernized psyche as having roots in formalized Christianity where connection with an earth based spirituality was lost and replaced with notions of a God that promoted concepts of conquering the earth, fear of the earth, separateness from the earth. The spirituality that Carolyn discusses is connecting with others, connecting with the understanding of reinvestment a connection that is spiritual beyond the human ego. The underlying component in our ability to survive these times is "fostering meaningful community and human connection, no one can navigate the collapse by themselves." This is a difficult task for many of us who have ingrained notions of individualism these notions are at the heart of the American philosophy. I really found what Carolyn stated about the raising of our children as being an essential component to reinvesting and building functional communities. She suggested we start immediately to talk with our children to take responsibility for the situation we have handed them and to teach them “re-teach” them how to live free from the destructive myths of growth that have been ingrained in all of us. Carolyn also talked about home-schooling as a necessary way to really teach and prepare our children. I home schooled my children for a short time and I found it to be a wonderful time of learning for us all. I think that home schooling or schooling that is centered around community minded thought is key to a functional healthy future for our children. Carolyn discussed transition towns as being examples of sustainable communities. These communities should be a model for everyone a model of what we can achieve. I found this interview to be a reality check for me. I am aware of the dire predicament we are in but I often feel hopeless about our predicament. This hopelessness I think I share with many other people who are not able to envision another way to live. I think Carolyn forces you to not only face the problems but she also offers a hope that there are alternatives, opportunities. It is our responsibility to seek and build upon the opportunities not only for us to change the predicament that we are in, but to also reconnect with a spiritual past so many of us have long forgotten.
Module 3 Assignment 4 "Part B Conflict"
Internal Conflict
She as I, have ridden upon wave after wave immersed in a turbulent sea
She however has had to dive far to deep far to deep on to many occasions.
I can not ask her of her needs,
because she as I have grown far to complex.
We have gathered created and propagated our categorization
My needs as hers do not have a voice in such constricting compartments.
Here is the conflict she has as I have enabled self categorization,
I have swallowed whole this burden,
as mother, wife, sister, daughter, Asian, Caucasian, student, worker, heterosexual, bisexual, irrational, introspective, victim.
Here is the conflict I as she can not comprehend the complexities, intricacies, affections, desires, rejections of working within compartments.
Wave upon wave battered brow and blind resiliency
I have swallowed whole this burden.
Here is the conflict she has as I have endured black eyes, broken bones, rape, neglect and horror.
I as she can not will not comprehend love as we have grown accustom to our victimization.
We have swallowed whole this burden.
Here is the scene, humid rain teased Wednesday
I have as she has once again succumbed to rage, a thousand angry grievances, a thousand reckless thoughts.
I have wished for death, and life, and money and gain
and self reveled in my burden.
Here is the scene I as she am mother of three
I have somehow forgotten to breathe.
I breathe through them far too shallowly
and am reliant upon their successes.
I have given this burden to swallow.
Here are the participants,
It is her she is me in Jung envisioned synchronicity I hold my breath she dives
In effortless synchronicity I lift my head she will rise
We scan a tired turbulent sea and try to drown our burden.
Here is our attempt to manage conflict
I shall take the concepts
non-violent communication
I shall proceed to give voice to needs below beneath
that were silenced by my burdens.
Here is the attempt to manage conflict
strip away ideology, harbored myths of sin and shame
strip away the categories, justification of greed driven needs and blame
and talk without the burden.
Here is the conversation to manage conflict
I shall listen with empathy
I shall respond with empathy
non violent communication
I have as she has promised to listen to needs buried beneath a language
Here is the conversation to manage all conflict
We are one in the same
How have we forgotten
How basic our needs
which have been tainted through time
through language and unjustified conflict
Here is the conversation to manage our conflict
We shall listen with empathy
We shall speak with empathy
naked communication
vocal to need
What is left is deep breathing
a quieting sea
Perhaps I will hold her hand today
I am open to be loved.
She as I, have ridden upon wave after wave immersed in a turbulent sea
She however has had to dive far to deep far to deep on to many occasions.
I can not ask her of her needs,
because she as I have grown far to complex.
We have gathered created and propagated our categorization
My needs as hers do not have a voice in such constricting compartments.
Here is the conflict she has as I have enabled self categorization,
I have swallowed whole this burden,
as mother, wife, sister, daughter, Asian, Caucasian, student, worker, heterosexual, bisexual, irrational, introspective, victim.
Here is the conflict I as she can not comprehend the complexities, intricacies, affections, desires, rejections of working within compartments.
Wave upon wave battered brow and blind resiliency
I have swallowed whole this burden.
Here is the conflict she has as I have endured black eyes, broken bones, rape, neglect and horror.
I as she can not will not comprehend love as we have grown accustom to our victimization.
We have swallowed whole this burden.
Here is the scene, humid rain teased Wednesday
I have as she has once again succumbed to rage, a thousand angry grievances, a thousand reckless thoughts.
I have wished for death, and life, and money and gain
and self reveled in my burden.
Here is the scene I as she am mother of three
I have somehow forgotten to breathe.
I breathe through them far too shallowly
and am reliant upon their successes.
I have given this burden to swallow.
Here are the participants,
It is her she is me in Jung envisioned synchronicity I hold my breath she dives
In effortless synchronicity I lift my head she will rise
We scan a tired turbulent sea and try to drown our burden.
Here is our attempt to manage conflict
I shall take the concepts
non-violent communication
I shall proceed to give voice to needs below beneath
that were silenced by my burdens.
Here is the attempt to manage conflict
strip away ideology, harbored myths of sin and shame
strip away the categories, justification of greed driven needs and blame
and talk without the burden.
Here is the conversation to manage conflict
I shall listen with empathy
I shall respond with empathy
non violent communication
I have as she has promised to listen to needs buried beneath a language
Here is the conversation to manage all conflict
We are one in the same
How have we forgotten
How basic our needs
which have been tainted through time
through language and unjustified conflict
Here is the conversation to manage our conflict
We shall listen with empathy
We shall speak with empathy
naked communication
vocal to need
What is left is deep breathing
a quieting sea
Perhaps I will hold her hand today
I am open to be loved.
Module 3 Assignment 4 "Part A Conflict"
The interview with Marshall Rosenburg was fascinating. Essentially I would describe this technique of nonviolent communication as naked communication. Stripping away layers of judgment, and justification of judgment that have enabled the categorization of people into ‘good and bad’ and have driven human conflict. Communication without these layers is a naked form of communication contingent upon vocalizing basic human needs as well as an empathy level to address and hear those needs being vocalized. This way of communicating is at the core of not just issues related to sustainability but all human and international conflicts. What gets in the way of everyone’s basic needs is a barrier on the individual level this barrier is ingrained in our thinking that there is always an enemy out there. Whether the enemy is a differing political party or religion, or terrorists and terrorism, there is always the potential and necessity for separation and categorization. Marshall states that behind the separation is a state where needs are not being met. The unmet needs have spiraled into the categorization and then further spiraled into the justification of thinking that ‘they’ are wrong ‘we’ are right. Once communication is stripped down to the bare need conflict is eliminated. A large conflict relating to sustainability is how do we get government to recognize and radically act to address the urgency of an ailing planet. What we need to understand is that government in the industrialized world is run like a business it is contingent upon profit. In the interview with Carolyn Baker she describes our predicament as an industrialized civilization in demise. That every institution we have come to accept and rely upon to create our functional role in society is changing, is crumbling, is collapsing. What this means is that there is a shift taking place. The giant needs of capitalism that propagate our planet’s destruction are in danger, are dying. The conflict between those who see the needs of sustainability and a government unwilling to act quickly and powerfully enough mean that the needs of this capitalistic giant are still being justified. As a society we are still out there over consuming fossil fuels, over consuming everything and justifying the needs of a failing system. Unfortunately those communities that live sustainably are the exception and not the norm. Even in this class everything sounds so wonderful about living in sustainable communities but the actuality is that we read about truly sustainable living, we take baby steps in the direction of sustainable living, but our needs are still being met by a crumbling consumer based society. What has to happen is a clear communication as suggested by Marshell Rosenburg a communication that not only can identify our need to live sustainably but to display this change in needs by opting for things that only support a sustainable effort and not giving a voice to the needs that give life to a system in demise. The question is not whether or not government will listen and take action on our needs of sustainable living, rather, it is when will we vocalize the need clear enough to force government to listen. When will we truly take it upon ourselves to stop feeding the giant and start being able to sustainably feed ourselves.
Module 3 "FSNP"
All groups are dynamic entities that exists out of a commonality to achieve a goal. Within every group is a collection of individuals trying to integrate personalities, ideas, and efforts to hopefully enact a common goal. The cohesiveness of the group, the power distribution, and the shared common goal are all affected by and reliant upon the ability of group members to act as a unit. Effectiveness of the group depends upon the willingness of group members to forgo an aspect of ingrained individualism to work for a common goal. My personal experiences in working with varied groups throughout my life is that often personality diversity gets in the way of creating and or connecting on a common goal. A recent group that I was involved with was so tainted with individual fights for leadership that there could be no hope for an equal voice as to the goals of the group. I was also in a group recently where there was not an equal work distribution, which ultimately taints the outcome of the group goal with resentment and or lack of commitment. In my prior work with in the classroom with special needs children I saw that the effectiveness of the group was reliant upon clear goals that not only outlined what the goals were but also how everyone could be on board and share in the responsibility to achieve those goals. Some of the children I taught were Autistic, some had mental disabilities, and others had learning disabilities therefore there was a tremendous range in their capabilities for participation. The focus for a functioning group was then the ultimate goal and the outcome desired and how each child could work towards the goal while maintaining the freedom to have their individual needs met. Whether our class was creating an art project or cooking a meal the goal was only ever achieved if everyone was on board and had not only the responsibility but the choice as to how they could participate. Often what this meant was that to achieve our group’s goal we had to take care of each other and have an understanding of the limitations as well as the capabilities of each member. For this to happen there had to be an active and ongoing process of assessing not only how the goal of the group was coming along but also assessing for possible frustration or challenges that would arise. Active assessment was crucial because it meant that group needs could be addressed and taken care of before frustration got in the way of a positive outcome.
When reading the Seeds for Change webpage I found the concept of consensus and how it relates to group effectiveness so informative. “Consensus is a decision-making process that works creatively to include all persons making the decision. Instead of simply voting for an item, and having the majority of the group getting their way, the group is committed to finding solutions that everyone can live with. This ensures that everyone's opinions, ideas and reservations are taken into account.” When I mentioned my experiences with an earlier ineffective group whose individual personalities shadowed the effectiveness of the group I thought about this concept of consensus. I thought about my part in the group effort. Instead of voicing my unhappiness I allowed the dysfunction to continue. This concept of consensus means that every and all voices are heard. As working in the classroom setting it is crucial that all voices are heard because ignoring even just one voice means that the group is lacking a vital aspect to ensure its complete effectiveness. The basic procedure for maintaining an effective group as outlined in Seeds for Change is a plan that I will definitely incorporate for all my future group work. The procedures are as follows:
1.The problem, or decision needing to be made, is defined and named. It helps to do this in a way that separates the problems/questions from personalities.
2.Brainstorm possible solutions. Write them all down, even the crazy ones. Keep the energy up for quick, top-of-the head suggestions.
3.Create space for questions or clarification on the situation.
4.Discuss the options written down. Modify some, eliminate others, and develop a short list. Which are the favorites?
5.State the proposal or choice of proposals so that everybody is clear.
6.Discuss the pros and cons of each proposal - make sure everybody has a chance to contribute.
7.If there is a major objection, return to step 6 (this is the time-consuming bit). Sometimes you may need to return to step 4.
8.If there are no major objections, state the decisions and test for agreement.
9.Acknowledge minor objections and incorporate friendly amendments.
10.Discuss.
11.Check for consensus.
What is clearly evident here is the active assessment and reassessment to ensure that the consensus is maintained and that everyone continues to have an active voice. This as I found was essential to my group work with special needs children. This outline makes it so easy to see and apply the concept of consensus to all groups.
I also found what Diana Leafe Christian discussed in Gaia Education very informative, “The group can, if it wishes, evaluate the process at the end, but only the process, not anyone’s content.” In this concept of group cohesiveness the focus is on the group as a whole entity not the individual parts. This means that the completion of the groups work is looked at and not a focus on individual contributions. This also means that if upon completion the goal is somewhat dissatisfactory it is not a fault at the individual level rather it is a fault at the process level where perhaps aspects such as maintaining a consensus were overlooked.
At the website www.casagordita.com/tools.htm there were links to many many effective tools for creating and maintaining a purposeful group. I think the concept found in the link How to Make Meetings Work in a Culturally Diverse Group are essential to all groups. The concept of cultural awareness again is in line with keeping and maintaining a consensus. Everyone is heard and has an equal voice, and everyone’s needs are met and constantly assessed throughout the process.
“Get the group to talk about what they want from each other in meetings, and what each person feels able to give. Encourage them to give each other feedback and to confirm that they're really understanding what someone is saying, and why. If people have different styles or ways of seeing the same behavior, encourage them to talk it through and try to understand the other's point of view. See what accommodations and compromises people can make for each other. Just exploring unspoken assumptions and learning what's behind another person's attitudes and behavior can clear up many misunderstandings.”
Another key point that I will definitely incorporate in future group work is the concept mentioned in this reading about creating a comfortable tone.
“No matter how good a relationship you have with your members, the communication dynamics change in a more formal setting. Meetings intimidate some people; no one wants to look foolish in front of their peers. Cultural programming just complicates the matter. Setting a nonthreatening, comfortable tone should be first on your agenda.
You can reduce anxiety and increase participation by starting with a warm-up activity that breaks the ice and gets everyone participating right away.”
I think that this is an essential first step. Often when a group is initiated there may be a vie for a leader. This can be offsetting and possibly threatening to other group members. I think that this concept of providing a nonthreatening and comfortable tone enables active and voluntary participation. The reading also suggests using “a simple numerical evaluation such as On a scale of 1 to 5, rate the effectiveness of this new procedure.” I think that this is such an easy, quick, and effective way of making sure there is a consensus. This way there is a clear form of assessment for all participants. Anyone who expresses a low rating can have their needs or suggestions addressed.
In conclusion I think the concept of a working consensus is a vital necessity to ensure effective group outcomes as well as cohesive goal execution. A heard voice for everyone ensures a healthy and effective group dynamic.
When reading the Seeds for Change webpage I found the concept of consensus and how it relates to group effectiveness so informative. “Consensus is a decision-making process that works creatively to include all persons making the decision. Instead of simply voting for an item, and having the majority of the group getting their way, the group is committed to finding solutions that everyone can live with. This ensures that everyone's opinions, ideas and reservations are taken into account.” When I mentioned my experiences with an earlier ineffective group whose individual personalities shadowed the effectiveness of the group I thought about this concept of consensus. I thought about my part in the group effort. Instead of voicing my unhappiness I allowed the dysfunction to continue. This concept of consensus means that every and all voices are heard. As working in the classroom setting it is crucial that all voices are heard because ignoring even just one voice means that the group is lacking a vital aspect to ensure its complete effectiveness. The basic procedure for maintaining an effective group as outlined in Seeds for Change is a plan that I will definitely incorporate for all my future group work. The procedures are as follows:
1.The problem, or decision needing to be made, is defined and named. It helps to do this in a way that separates the problems/questions from personalities.
2.Brainstorm possible solutions. Write them all down, even the crazy ones. Keep the energy up for quick, top-of-the head suggestions.
3.Create space for questions or clarification on the situation.
4.Discuss the options written down. Modify some, eliminate others, and develop a short list. Which are the favorites?
5.State the proposal or choice of proposals so that everybody is clear.
6.Discuss the pros and cons of each proposal - make sure everybody has a chance to contribute.
7.If there is a major objection, return to step 6 (this is the time-consuming bit). Sometimes you may need to return to step 4.
8.If there are no major objections, state the decisions and test for agreement.
9.Acknowledge minor objections and incorporate friendly amendments.
10.Discuss.
11.Check for consensus.
What is clearly evident here is the active assessment and reassessment to ensure that the consensus is maintained and that everyone continues to have an active voice. This as I found was essential to my group work with special needs children. This outline makes it so easy to see and apply the concept of consensus to all groups.
I also found what Diana Leafe Christian discussed in Gaia Education very informative, “The group can, if it wishes, evaluate the process at the end, but only the process, not anyone’s content.” In this concept of group cohesiveness the focus is on the group as a whole entity not the individual parts. This means that the completion of the groups work is looked at and not a focus on individual contributions. This also means that if upon completion the goal is somewhat dissatisfactory it is not a fault at the individual level rather it is a fault at the process level where perhaps aspects such as maintaining a consensus were overlooked.
At the website www.casagordita.com/tools.htm there were links to many many effective tools for creating and maintaining a purposeful group. I think the concept found in the link How to Make Meetings Work in a Culturally Diverse Group are essential to all groups. The concept of cultural awareness again is in line with keeping and maintaining a consensus. Everyone is heard and has an equal voice, and everyone’s needs are met and constantly assessed throughout the process.
“Get the group to talk about what they want from each other in meetings, and what each person feels able to give. Encourage them to give each other feedback and to confirm that they're really understanding what someone is saying, and why. If people have different styles or ways of seeing the same behavior, encourage them to talk it through and try to understand the other's point of view. See what accommodations and compromises people can make for each other. Just exploring unspoken assumptions and learning what's behind another person's attitudes and behavior can clear up many misunderstandings.”
Another key point that I will definitely incorporate in future group work is the concept mentioned in this reading about creating a comfortable tone.
“No matter how good a relationship you have with your members, the communication dynamics change in a more formal setting. Meetings intimidate some people; no one wants to look foolish in front of their peers. Cultural programming just complicates the matter. Setting a nonthreatening, comfortable tone should be first on your agenda.
You can reduce anxiety and increase participation by starting with a warm-up activity that breaks the ice and gets everyone participating right away.”
I think that this is an essential first step. Often when a group is initiated there may be a vie for a leader. This can be offsetting and possibly threatening to other group members. I think that this concept of providing a nonthreatening and comfortable tone enables active and voluntary participation. The reading also suggests using “a simple numerical evaluation such as On a scale of 1 to 5, rate the effectiveness of this new procedure.” I think that this is such an easy, quick, and effective way of making sure there is a consensus. This way there is a clear form of assessment for all participants. Anyone who expresses a low rating can have their needs or suggestions addressed.
In conclusion I think the concept of a working consensus is a vital necessity to ensure effective group outcomes as well as cohesive goal execution. A heard voice for everyone ensures a healthy and effective group dynamic.
Tuesday, October 13, 2009
My Project Contract
As I have mentioned in a few of my posts I am taking on the class project solo. So for this assignment instead of writing a group contract I will write a contract for myself which will outline the goals that I want to achieve for my project. I am an avid procrastinator, in fact I think I may have an award for this somewhere but I will pick it up later after I watch Biggest Loser. So the number one goal that I have to commit to is to not procrastinate and make and take the time several hours a week to work on my project. I am working by myself so I do not have to work around anyone’s schedule just to communicate however working by myself means that I must not only research, write, and complete my project it must also mean that I must get on top of a computer knowledge so that I can publish my project. This is difficult for me because my computer literacy does not extend far beyond buying tchotchkies on Ebay and choosing my next NetFlix pick. In this contract I will commit to take the time to learn about the most effective way to get my project out there whether it be a blog, webpage or some other way to publish it. This means that I must take the time for several hours a week to immerse myself in a “For Dummies” book on internet publishing. Basically I commit to devoting the time to complete my project calmly well in advance of the deadline. I commit to this so that I can eliminate ’the usual’ procrastinated effort to do something which consists of a Red Bull and panic fueled overnight attempt to complete something all the while cursing Biggest Loser and those damn Fat Cats on YouTube for being so distracting.
Module 3 Extra Credit "Recycle"
I looked up the website and it looks great. However there is a local charity that accepts and recycles used electronic items and cell phones to fund a no kill animal shelter in Waimea. Of course you don't get any money back but the item is recycled and proceeds go to help fund a great cause. Donations can be left at the Waimea transfer station. The shelter also accepts can and bottle donations. Although my wallet is starving for some extra cash I found it easier to recycle my old cell phone for a good local cause.
Monday, October 12, 2009
Module 3 Assignment 2 "Leadership & Group Meeting"
As I have mentioned in a previous post 'Project Ideas' I am doing this project solo. So as for minutes I can accurately say that I spend alot of time thinking about my project as well as working as a group. In fact I find it very easy to get all my group not only in the same place (which can be awkward when my group is in the shower) but also on the same page and it is unanimous in my group that we love swimming, hummus, and looking at pictures of fat cats. I think this has something to do with my awesome leadership skills (hehehe). As I stated in 'Project Ideas' post I am interested in developing a curriculum geared at middle school children to incorporate and encourage a community minded way of thinking which I believe is imperative to adopt to meet the challenges and obligations to tackle not only community based but global environmental issues. I wish to develop a curriculum based in cultural awareness and understanding to foster a global minded way of thinking. This way of thinking will be different than what is encouraged in western teaching/learning philosophy which is centered on individualism. Hopefully children raised with community mindedness will be more empowered to act as social entrepreneurs to tackle environmental and societal problems around the world. I plan on developing a curriculum guide that also has direct lesson plans and learning materials for not just teachers but for parents or anyone else interested. I will develop cultural awareness through stories that focus on different cultural values that we may have in common this will foster an understanding of cultural awareness but at the same time an understanding of similarities that link us as a global community. I am as yet undecided how I will share my curriculum, to blog, to publish, or create a web page. I have to think more about this and my decision is actually based upon what I want to incorporate in my project and how easily accessible I can make it. My project is basically a paper but there are aspects like learning materials and teaching guides that may not work in strict paper format. I still need to think this out. To answer the final question I will know my project is a success if it is enjoyable and easy to follow. My children will of course be the guinea pigs on this one if they like it and it opens their eyes to a new way of seeing the world then it is a success. If they hate it and it is torture to implement then they are grounded for a week for not helping mommy (just kidding).
Module 3 Assignment 1 "Leadership"
Leadership
I was so inspired by watching the interview with William Kamkwamba. At 14 Willaim had to drop out of school because his parents could no longer afford to send him. He then used his resourcefulness (and pictures from a book at the library) to build a windmill that provided electricity. He was up against material difficulties and resources. The windmill worked and now at age 22 William attends the African Leadership Academy has written a book, has plans on making a documentary, and is planning to go to University. What inspired me about this story was that William sought to make a positive change even though he was faced with poverty and the lack of many options. William created an option. There is resiliency, self motivation, ingenuity, and a solution centered mindedness behind his thoughts and actions. I began to think about this type of thinking and how rare it is in our society and how needed this type of thinking is for the next generation who will be faced with the global problems caused by every preceding generation. I began to think how can we encourage this type of thinking. I am like any other parent concerned about my children's education. I think the applied concept of education in westernized philosophy is very individualistic. There is competition with fellow classmates, effort is placed on achieving a high grade rather than the value behind the work. Even in higher education the individualized concept of 'learning' is evident. A key element that I think is missing from many school curriculums is the teaching of community, learning that is not individualized that incorporates relying and communicating with others for a common goal. Although William did not have much support in his first attempt at building the windmill I think his way of thinking was fostered by living in a functioning community. He built the windmill to help the people around him. I think we can definitely teach this type of thinking. A goal that I have would be to promote a curriculum that would teach the value of group effort, it would provide awareness of global social problems such as poverty, and famine, and highlight responsibility and action by showing examples of what people have and are doing to envision and construct solutions. For example watching the interview with Jacqueline Novogratz who highlights the need for action beyond monetary aid. She was able to implement programs that enabled a way out of poverty for many people. I think if an education curriculum incorporated (even if just for a few hours a week) a concept of community learning and action then as an outcome we would have a generation with many social entrepreneurs who not only have the understanding of social problems but also have the drive to be thinkers/doers/seekers of solutions. I think that I would face tremendous difficulty with the school system as it is in trying to incorporate such a program. However on the community level I think the concept can be applied. For instance creating a group for children. In the light of furlough Fridays I think that this would be a wonderful option to educate and hopefully instill qualities as described by the African Leadership Academy; "At African Leadership Academy, six core values form the foundation of our program. Our faculty, guest speakers, and mentors will embody these values. Students will be expected to uphold these values throughout their time at the Academy and long after they have left our campus. These values are Integrity (We are people of our word, with the courage to do what is right) Curiosity (We challenge the status quo and take the initiative to pursue new ideas) Humility (We are thankful for our opportunities and are aware of our limitations) Compassion(We empathize with and care for those around us)Diversity(We respect all people and believe that difference should be celebrated)Excellence (We set high standards for our own achievement and celebrate the achievements of others). As a group we could work within the community to address community needs and at the same time I would like to get the help of community members that could volunteer their time to teach, building projects that would be relevant in effective sustainable projects as well as perhaps inspiring future social entrepreneur endeavors. Potential barriers to get this group going will #1 be the lack of faith in myself to be an effective leader. Manitonquat an elder of the Assonet Band of the Wampanoag Nation in the Gaia education reading stated that
"So now what gets in your way? A lot of people say ‘I’m just not cut out to be a leader’. That’s buying the notion that some people are born leaders and some aren’t. The fact is, we were all born leaders, only something happened to us, and we lost it. What happened is that we got hurt as children when we received messages that we were inadequate in one way or another. Then we saw a lot of people becoming leaders for the wrong reasons: to get love, attention, to escape, to get admiration and appreciation. Some of us were told our thinking and ideas were stupid and wrong. Some of us were told we were lazy or selfish or greedy. Even when those voices were gone we carried them with us, believing them, believing we were inadequate, not smart enough, not good enough. We are afraid of responsibility because we might make a mistake and get blamed and humiliated the way we did when we were young.
If you have such ideas about yourself still, you need to understand they are all wrong, and they are holding you back. It’s not easy to throw off a lifetime habit of self-doubt in an instant, but if you understand how wrong those self-doubting thoughts are, you are on the way. You can commit yourself to stepping boldly forth as a leader. All your old terror will come up, but step forth anyway, shaking and laughing and telling everyone you are scared to death but you are taking charge. You will find many to support you, and your scorned fear will begin to loosen its hold on you. You already have all the resources you need to be a good human leader."
Manitonquat's statements are really inspirational. They inspire the quality of leadership that I and so many people are scared to embrace. To commit to my goal I would have to embrace leadership qualities to get the group going as well as incorporating and inspiring outside teachers to share their knowledge with us. I could see some definite positives by being able to provide a service for the furlough Fridays maybe parents will encourage their children to join and the community will lend their support by offering a place to meet and projects we could get started on. Brian Bacon said “It's important for each of us to ask ourselves what time is calling us to do at this time in our life." Taking the advice of Manitonquat and Brain Bacon and the inspiration of William Kamkwamba and Jacqueline Novogratz maybe I could put my plan into action.
I was so inspired by watching the interview with William Kamkwamba. At 14 Willaim had to drop out of school because his parents could no longer afford to send him. He then used his resourcefulness (and pictures from a book at the library) to build a windmill that provided electricity. He was up against material difficulties and resources. The windmill worked and now at age 22 William attends the African Leadership Academy has written a book, has plans on making a documentary, and is planning to go to University. What inspired me about this story was that William sought to make a positive change even though he was faced with poverty and the lack of many options. William created an option. There is resiliency, self motivation, ingenuity, and a solution centered mindedness behind his thoughts and actions. I began to think about this type of thinking and how rare it is in our society and how needed this type of thinking is for the next generation who will be faced with the global problems caused by every preceding generation. I began to think how can we encourage this type of thinking. I am like any other parent concerned about my children's education. I think the applied concept of education in westernized philosophy is very individualistic. There is competition with fellow classmates, effort is placed on achieving a high grade rather than the value behind the work. Even in higher education the individualized concept of 'learning' is evident. A key element that I think is missing from many school curriculums is the teaching of community, learning that is not individualized that incorporates relying and communicating with others for a common goal. Although William did not have much support in his first attempt at building the windmill I think his way of thinking was fostered by living in a functioning community. He built the windmill to help the people around him. I think we can definitely teach this type of thinking. A goal that I have would be to promote a curriculum that would teach the value of group effort, it would provide awareness of global social problems such as poverty, and famine, and highlight responsibility and action by showing examples of what people have and are doing to envision and construct solutions. For example watching the interview with Jacqueline Novogratz who highlights the need for action beyond monetary aid. She was able to implement programs that enabled a way out of poverty for many people. I think if an education curriculum incorporated (even if just for a few hours a week) a concept of community learning and action then as an outcome we would have a generation with many social entrepreneurs who not only have the understanding of social problems but also have the drive to be thinkers/doers/seekers of solutions. I think that I would face tremendous difficulty with the school system as it is in trying to incorporate such a program. However on the community level I think the concept can be applied. For instance creating a group for children. In the light of furlough Fridays I think that this would be a wonderful option to educate and hopefully instill qualities as described by the African Leadership Academy; "At African Leadership Academy, six core values form the foundation of our program. Our faculty, guest speakers, and mentors will embody these values. Students will be expected to uphold these values throughout their time at the Academy and long after they have left our campus. These values are Integrity (We are people of our word, with the courage to do what is right) Curiosity (We challenge the status quo and take the initiative to pursue new ideas) Humility (We are thankful for our opportunities and are aware of our limitations) Compassion(We empathize with and care for those around us)Diversity(We respect all people and believe that difference should be celebrated)Excellence (We set high standards for our own achievement and celebrate the achievements of others). As a group we could work within the community to address community needs and at the same time I would like to get the help of community members that could volunteer their time to teach, building projects that would be relevant in effective sustainable projects as well as perhaps inspiring future social entrepreneur endeavors. Potential barriers to get this group going will #1 be the lack of faith in myself to be an effective leader. Manitonquat an elder of the Assonet Band of the Wampanoag Nation in the Gaia education reading stated that
"So now what gets in your way? A lot of people say ‘I’m just not cut out to be a leader’. That’s buying the notion that some people are born leaders and some aren’t. The fact is, we were all born leaders, only something happened to us, and we lost it. What happened is that we got hurt as children when we received messages that we were inadequate in one way or another. Then we saw a lot of people becoming leaders for the wrong reasons: to get love, attention, to escape, to get admiration and appreciation. Some of us were told our thinking and ideas were stupid and wrong. Some of us were told we were lazy or selfish or greedy. Even when those voices were gone we carried them with us, believing them, believing we were inadequate, not smart enough, not good enough. We are afraid of responsibility because we might make a mistake and get blamed and humiliated the way we did when we were young.
If you have such ideas about yourself still, you need to understand they are all wrong, and they are holding you back. It’s not easy to throw off a lifetime habit of self-doubt in an instant, but if you understand how wrong those self-doubting thoughts are, you are on the way. You can commit yourself to stepping boldly forth as a leader. All your old terror will come up, but step forth anyway, shaking and laughing and telling everyone you are scared to death but you are taking charge. You will find many to support you, and your scorned fear will begin to loosen its hold on you. You already have all the resources you need to be a good human leader."
Manitonquat's statements are really inspirational. They inspire the quality of leadership that I and so many people are scared to embrace. To commit to my goal I would have to embrace leadership qualities to get the group going as well as incorporating and inspiring outside teachers to share their knowledge with us. I could see some definite positives by being able to provide a service for the furlough Fridays maybe parents will encourage their children to join and the community will lend their support by offering a place to meet and projects we could get started on. Brian Bacon said “It's important for each of us to ask ourselves what time is calling us to do at this time in our life." Taking the advice of Manitonquat and Brain Bacon and the inspiration of William Kamkwamba and Jacqueline Novogratz maybe I could put my plan into action.
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