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.