EDUCATION FOR EDUCATION FOR SUSTAINABLE DEVELOPMENT SUSTAINABLE DEVELOPMENT To Practise what we Preach.. To Practise what we Preach.. Martin Haigh, Martin Haigh, Oxford Brookes University, Oxford, UK Oxford Brookes University, Oxford, UK Current HE is geared more to preparing learners Current HE is geared more to preparing learners for employment than for sustainable living. If ESD is for employment than for sustainable living. If ESD is to develop effectively, a new approach is required to to develop effectively, a new approach is required to enable learners to connect themselves with their enable learners to connect themselves with their role & responsibilities in the world environment. role & responsibilities in the world environment. This paper evaluates the role of on-campus student This paper evaluates the role of on-campus student projects. projects.
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EDUCATION FOR SUSTAINABLE EDUCATION FOR SUSTAINABLE DEVELOPMENTDEVELOPMENTTo Practise what we Preach..To Practise what we Preach.. Martin Haigh, Martin Haigh, Oxford Brookes University, Oxford, UKOxford Brookes University, Oxford, UK
Current HE is geared more to preparing learners for Current HE is geared more to preparing learners for employment than for sustainable living. If ESD is to develop employment than for sustainable living. If ESD is to develop effectively, a new approach is required to enable learners to effectively, a new approach is required to enable learners to connect themselves with their role & responsibilities in the connect themselves with their role & responsibilities in the world environment. This paper evaluates the role of on-campus world environment. This paper evaluates the role of on-campus student projects.student projects.
‘United Nations Decade of ‘Education for Sustainable Development’ (ESD) 2005-2014
UNESCO - ESD involves: “learning how to make decisions that consider the long-term future of the economy, ecology & equity of all communities”
“Education at all levels, especially university education for the training of decision-makers & teachers, should be oriented towards sustainable development & foster environmentally aware attitudes...” (COPERNICUS Campus Charter, 1993, p1).
“Every individual... has an obligation & an interest in changing outlooks through education & by example, thereby helping to end thoughtless or deliberate waste & destruction”. UN Secretary General - Kofi Annan (2004, p1)
““Our biggest challenge in this new century is to take an Our biggest challenge in this new century is to take an idea that sounds abstract – sustainable development – & idea that sounds abstract – sustainable development – & turn it into reality”turn it into reality” Kofi Annan (2001, p 1). Kofi Annan (2001, p 1).
““Our problem is not one of education but a problem in Our problem is not one of education but a problem in education” education” says David Orr. says David Orr.
Today, even most environmental education is conducted Today, even most environmental education is conducted within the shell of the university classroom, promoted within the shell of the university classroom, promoted through a haze of textbooks, papers & flickering images on through a haze of textbooks, papers & flickering images on the VDU monitor or PowerPoint projector.the VDU monitor or PowerPoint projector.
Its subject becomes an object of study, something external Its subject becomes an object of study, something external to be examined dispassionately from a high plateau of to be examined dispassionately from a high plateau of intellectual discourse. intellectual discourse.
A Better Way?A Better Way?
George Sessions (1985, p145): ‘engage in practical work, George Sessions (1985, p145): ‘engage in practical work, in the local community & within the ‘bioregion’.in the local community & within the ‘bioregion’.
Thich Nhat Hanh (2001) - ‘mindfulness’ – make a Thich Nhat Hanh (2001) - ‘mindfulness’ – make a conscious effort to look at a world that is otherwise conscious effort to look at a world that is otherwise ignored by rushed & distracted minds. ignored by rushed & distracted minds.
Capra (1996): ‘deliver a scientific education based in a Capra (1996): ‘deliver a scientific education based in a process ecology of energy flows, cycles, evolution, process ecology of energy flows, cycles, evolution, emergence, dynamic balance’, with instruction focused emergence, dynamic balance’, with instruction focused by practical, problem-solving, environmental project by practical, problem-solving, environmental project workwork
Harnessing student energies:Harnessing student energies: MSc in Environmental Technology & ManagementMSc in Environmental Technology & Management
Dr Anne MillerDr Anne Miller (School of Biological & Molecular Sciences)(School of Biological & Molecular Sciences)
““MSc students carry out MSc students carry out environmental reviews on different environmental reviews on different parts of the university:parts of the university:
Major project for 30-45 bright & Major project for 30-45 bright & enthusiastic postgrads. enthusiastic postgrads.
Many of whom have worked or go Many of whom have worked or go on to work in industry or on to work in industry or commerce, implementing commerce, implementing environmental management environmental management systems”.systems”.
Example 1. Environmental Review of Waste Example 1. Environmental Review of Waste Management at Brookes UniversityManagement at Brookes UniversityTim Johns, Manon Klein Hesseling, Rebecca Mills & Fabiola AusedesTim Johns, Manon Klein Hesseling, Rebecca Mills & Fabiola Ausedes
Aim 1 -“Reduce the Volumes of Waste & recycle as much as Aim 1 -“Reduce the Volumes of Waste & recycle as much as possible”possible”
Aim 2 - “To assess the env. impact of all purchases in terms of Aim 2 - “To assess the env. impact of all purchases in terms of their raw materials, manufacture, distribution, use & disposal”their raw materials, manufacture, distribution, use & disposal”
Built a conceptual model for waste managementBuilt a conceptual model for waste management Methods: Interviews, Literature review, Questionnaires: Staff, Methods: Interviews, Literature review, Questionnaires: Staff,
StudentsStudents OBU spends ca. £0.8K/yr on recycling & $50K on other disposal.OBU spends ca. £0.8K/yr on recycling & $50K on other disposal. SWOT analysis - Conclusions SWOT analysis - Conclusions Positive attitude (potential for collective responsibility) but Positive attitude (potential for collective responsibility) but
small fraction of waste recycled due to lack of awareness, small fraction of waste recycled due to lack of awareness, limited facilities, poor implementation of policylimited facilities, poor implementation of policy
Recommendations: improve information distribution, set Recommendations: improve information distribution, set targets, improve broad awareness, increase number of facilities, targets, improve broad awareness, increase number of facilities, create integrated management plan and set environmental create integrated management plan and set environmental priority within contractspriority within contracts..
Scope: Purchasing “From thought to hand.”Scope: Purchasing “From thought to hand.” Elements of purchasingElements of purchasing Methods used to select suppliers: Methods used to select suppliers:
Cost/Quality or Best Value, Cost/Quality or Best Value, Convenience, Convenience, Green credentials.Green credentials. Procedures of purchasing:Procedures of purchasing:
Methods –Interviews – observation of processesMethods –Interviews – observation of processes SWOT AnalysisSWOT Analysis
Solution: The Green FlasherSolution: The Green FlasherScreen to appear ahead of any on-line stationery Screen to appear ahead of any on-line stationery purchasepurchase
Have you considered MANILLA ENVELOPES?
Enter product code: 182 242
How Brookes became 1st Fair Trade University
Student project: “Development Practices” course, School of Built Environment
lead by Louisa Lyne, H. Chown et al. Students linked to People & Planet, Oxford-based UK
student network campaigning to: alleviate world poverty;defend human rights; protect the environment. P&P has groups at > 45 UK HEIs.
“Throughout the campaign, we have found that almost everyone we have approached, whether students or staff, has supported the idea of a Fairtrade University & has gone out of their way to help us. The caterers were very keen to introduce more Fairtrade products, which was due in no small part to the demand.”
Result
Brookes became 1st HEI in the world to win Fairtrade status from the Fairtrade Foundation
– Followed by Univ. Birmingham, Edinburgh & 7 more. Universities had to demonstrate commitment to
raising awareness of international trade issues amongst students, staff & the wider public,
By ensuring that:– Fairtrade foods are available in all
University’s shops & cafes– Fairtrade tea & coffee is served as an option
at all meetings– Commitment to campaign for increased
Fairtrade consumption.
““Connecting with Hope” ExerciseConnecting with Hope” Exercise
Constructivist ideas -science education – Gandhi - ‘bread labour’. Constructivist ideas -science education – Gandhi - ‘bread labour’. Target: students on the Gaia Module at Brookes U. Target: students on the Gaia Module at Brookes U.
Gaia is a new theory of the Earth that conceives the environment system as Gaia is a new theory of the Earth that conceives the environment system as something regulated & controlled by its biological components acting together. something regulated & controlled by its biological components acting together. Exercise undertaken on the trailing edge of the formal curriculum.Exercise undertaken on the trailing edge of the formal curriculum.
Involved planting 250 trees on unused land on campus.Involved planting 250 trees on unused land on campus. Official explanation is that it supports the Gaia module’s claim to be Official explanation is that it supports the Gaia module’s claim to be
Brookes’ university’s only ‘carbon neutral’ module, an important ethical Brookes’ university’s only ‘carbon neutral’ module, an important ethical stance given the subject matter. stance given the subject matter.
Class Project: ‘Planting Hope’.
Collect THREE tree labels & then spend 5 minutes to think. What is your most deeply held hope for the future & the world? Write this in a single sentence– try to use 18 words or better less. Now write your message across the 3 labels so that the full message is visible
only when the 3 are seen together. Number your 3 labels?...... Now, lets plant some trees... Attach each of your labels to 3 different trees that you have planted
yourself – silver birch or oak – as most appropriate. ! Only do this exercise if you believe in what you have written. If you are merely
humouring the teacher for example, write your answer & do nothing. If you do believe & want to ‘send’ your message, place your message on trees in
the most appropriate location. If you can, after your 18 words, please try & explain what you think we are
doing & why?
Hopes for the FutureHopes for the Future
1. That there will be a future, that our generation will not destroy our 1. That there will be a future, that our generation will not destroy our world, & humanity becomes more considerate of its impacts. world, & humanity becomes more considerate of its impacts.
2. For greater empathy & respect for fellow humans2. For greater empathy & respect for fellow humans. . 19 participants: 19 participants: 1/3rd show ecocentric leanings, 1/2f anthropocentric & a few personal priorities: 1/3rd show ecocentric leanings, 1/2f anthropocentric & a few personal priorities:
Quotes follow:Quotes follow: To have hope, a future and a world (LO-04)To have hope, a future and a world (LO-04) People live peacefully and in harmony with their natural environment (EP-04)People live peacefully and in harmony with their natural environment (EP-04) My grand children may see the world as I have seen it ((TG-04)My grand children may see the world as I have seen it ((TG-04) Humans realise what we are doing to the Earth (JL-04)Humans realise what we are doing to the Earth (JL-04) More thinking about our actions & their effect on the world & other people (CW-04)More thinking about our actions & their effect on the world & other people (CW-04) AAn end to intolerance and ignorance (FI -04)n end to intolerance and ignorance (FI -04) For the world to have an open mind (RL-04)For the world to have an open mind (RL-04) For money and property to become less important to our culture (RU-04)For money and property to become less important to our culture (RU-04) Technology is a battle for the ego, not the planet (RS-04)Technology is a battle for the ego, not the planet (RS-04) Many people take from Gaia, more should give back (PF-04)Many people take from Gaia, more should give back (PF-04)
Several connected the task with Gaia & the welfare of the Several connected the task with Gaia & the welfare of the planet. planet.
Several thought that through their actions they could Several thought that through their actions they could make a difference to the future - a ‘responsibility to act’, make a difference to the future - a ‘responsibility to act’, eg. repaying their dues to Nature. eg. repaying their dues to Nature.
Many know the task aims to engage their thinking. Many know the task aims to engage their thinking. Quotes:Quotes:1.1. Maybe to get us to Maybe to get us to think about our global responsibilitythink about our global responsibility (FI-04). (FI-04).2.2. To To increase the depth of our thinkingincrease the depth of our thinking about the planet (CW-04) about the planet (CW-04)3.3. To To make you feel you are working in coop with Gaiamake you feel you are working in coop with Gaia (EP-04) (EP-04)4.4. Teaches the importance of protecting the environment (RA-04)Teaches the importance of protecting the environment (RA-04)5.5. This is one way of repaying a debtThis is one way of repaying a debt. (PF-04). (PF-04)6.6. Replace trees that were chopped down to make paper (EP-04)Replace trees that were chopped down to make paper (EP-04)7.7. Put a hope on a tree & it may get recycled ... & come true (RL-04)Put a hope on a tree & it may get recycled ... & come true (RL-04)8.8. We can start We can start accepting responsibility for our actionsaccepting responsibility for our actions (RR-04) (RR-04)9.9. Putting our thoughts into practicePutting our thoughts into practice (CW-04) (CW-04)10.10. Leaving a messageLeaving a message for the people of the future (JL-04) for the people of the future (JL-04)
Discussion: Planting with MindfulnessDiscussion: Planting with Mindfulness
Campus link: Social Sculpture Research. For Joseph Campus link: Social Sculpture Research. For Joseph Beuys, sculpture is about the way we shape the world, Beuys, sculpture is about the way we shape the world, an evolutionary process in which everyone is a sculptor.an evolutionary process in which everyone is a sculptor.
Beuys (1991) argued Beuys (1991) argued ““ I think the tree is an element of I think the tree is an element of regeneration which in itself is a concept of time. It has regeneration which in itself is a concept of time. It has always been a form of sculpture, a symbol for this always been a form of sculpture, a symbol for this planet..planet.. “. “.
Himalaya: Flag Hill, Landour - Buddhist Tibetan refugees Himalaya: Flag Hill, Landour - Buddhist Tibetan refugees hang their prayer flags until they fade. hang their prayer flags until they fade.
Gandhian Sarvodaya activists of the Chipko Andolan,Gandhian Sarvodaya activists of the Chipko Andolan,
Gandhi & Naess – Deep EcologyGandhi & Naess – Deep Ecology
Gandhi - learning should involve practical action,, and that Gandhi - learning should involve practical action,, and that teaching should involve the whole body rather than merely teaching should involve the whole body rather than merely the fingers that hold the pen – the fingers that hold the pen –
Symbolic bread–labour to oppose the elitist attitude that Symbolic bread–labour to oppose the elitist attitude that educated folk should never get their hands dirtied by educated folk should never get their hands dirtied by practical work.practical work.
Gandhian thought inspired Arne Naess’ Deep Ecology.Gandhian thought inspired Arne Naess’ Deep Ecology. Deep Ecology’s goal is Deep Ecology’s goal is “ecological Self-realisation”, where “ecological Self-realisation”, where
the self is redefined in terms of a role & place within the the self is redefined in terms of a role & place within the entirety of the living world, the community of all life.entirety of the living world, the community of all life.
Education for sustainable development:Education for sustainable development:Thinking Globally and Acting LocallyThinking Globally and Acting Locally
Help learners see the big picture & connect with the realities of the global Help learners see the big picture & connect with the realities of the global environment. environment.
Perhaps, in some small way, planting hopes, planting trees with hopes Perhaps, in some small way, planting hopes, planting trees with hopes attached, contributes?attached, contributes?
The participants’ planted hopes divide between aspirations for humanity, for The participants’ planted hopes divide between aspirations for humanity, for the environment & they display consciousness of the needs of the future. the environment & they display consciousness of the needs of the future.
The underlying message is that their own actions matter and that their The underlying message is that their own actions matter and that their personal decisions make a difference in the environment.personal decisions make a difference in the environment.
A Place for Gaia?A Place for Gaia?
Student project failed to persuade Student project failed to persuade the University to set aside a space the University to set aside a space for nature on campus – but it for nature on campus – but it sowed the seed of an idea.sowed the seed of an idea.
Brookes Staff-Student Brookes Staff-Student Environmental Forum did manage Environmental Forum did manage to obtain permission for a wild-to obtain permission for a wild-flower garden.flower garden.
Environmental Attitudes of 1st Year Geography Students, Survey.
Questionnaire of new students in Geography at Oxford Brookes University.
Total respondents: 165 (49: 2004; 63: 2003; 53: 2002). 43% - male. 79% - under 21 years. ca. 30% each from urban, suburban & rural backgrounds.
First Year University Students: Anthropocentric or Biocentric?First Year University Students: Anthropocentric or Biocentric? Please read the question and tick the most relevant boxPlease read the question and tick the most relevant box
Boxes: Strongly agree/ Agree Neutral / Disagree / Strongly DisagreeBoxes: Strongly agree/ Agree Neutral / Disagree / Strongly Disagree 1. Most environmental problems can be solved by advances in 1. Most environmental problems can be solved by advances in technology.technology. 2. Most environmental problems can be solved through the production of wealth 2. Most environmental problems can be solved through the production of wealth
in a in a free marketfree market. . 3. Most environmental problems can be solved by a 3. Most environmental problems can be solved by a better redistributionbetter redistribution of of
wealthwealth 4. Most environmental problems can be solved by 4. Most environmental problems can be solved by changes in our life stylechanges in our life style.. 5. Human beings have the 5. Human beings have the right to exploit Natureright to exploit Nature for their own profit. for their own profit. 6. Human beings have a 6. Human beings have a duty to preserve the environment for future generationsduty to preserve the environment for future generations.. 7. 7. Environmental sustainability is the most important concernEnvironmental sustainability is the most important concern for human society. for human society. 8. 8. Human welfare is the most important concern Human welfare is the most important concern for human society. for human society. 9. The rights of 9. The rights of other living organisms are subordinateother living organisms are subordinate to those of human beings, to those of human beings, 10. It is 10. It is OK to sacrifice environmental qualityOK to sacrifice environmental quality if this benefits human society as a if this benefits human society as a
whole. whole. 11. Human beings are the 11. Human beings are the “crown of all creation”.“crown of all creation”. 12. Human beings are the 12. Human beings are the “cancer of the Earth”.“cancer of the Earth”. 13. Human beings are merely a “13. Human beings are merely a “cog in the machinerycog in the machinery of Nature”. of Nature”. 14. ‘14. ‘Human beings and Nature are OneHuman beings and Nature are One’ a single living wholeness. ’ a single living wholeness.
Survey ResultsSurvey Results
From 14 statements, students most strongly agreed with the From 14 statements, students most strongly agreed with the two most closely allied to the aims of ESD. two most closely allied to the aims of ESD.
Table 1a. Results of Survey of Student Attitudes In Rank OrderTable 1a. Results of Survey of Student Attitudes In Rank Order (n=47)(n=47)
1. Human beings have a duty to preserve the environment for 1. Human beings have a duty to preserve the environment for future generations.future generations.
4.334.33 0.80.8
2. Most environmental problems can be solved by changes in our 2. Most environmental problems can be solved by changes in our life style.life style.
4.194.19 0.60.6
3. Environmental sustainability is the most important concern for 3. Environmental sustainability is the most important concern for human society.human society.
3.653.65 0.70.7
4. Human welfare is the most important concern for human 4. Human welfare is the most important concern for human society. society.
3.653.65 0.70.7
Survey Results Survey Results
From 14 statementsFrom 14 statements most students disagreed most students disagreed that it is a human right to exploit nature for profitthat it is a human right to exploit nature for profit that environmental quality should be sacrificed to human needs, that environmental quality should be sacrificed to human needs, they doubt the ability of the free market to solve environmental they doubt the ability of the free market to solve environmental
problems.problems.
Table 1b. Results of Survey of Student Attitudes in rank order:Table 1b. Results of Survey of Student Attitudes in rank order: (n=47)(n=47)
12. Most environmental problems can be solved through the 12. Most environmental problems can be solved through the production of wealth in a free market. production of wealth in a free market.
2.742.74 0.90.9
13. It is OK to sacrifice environmental quality if this benefits 13. It is OK to sacrifice environmental quality if this benefits human societyhuman society
2.532.53 1.11.1
14. Human beings have the right to exploit Nature for their own 14. Human beings have the right to exploit Nature for their own profit.profit.
