The Cloud Institute for Sustainability Education © 2012. Do not distribute without express permission of the author.
Inspiring young people to think about the world, their relationship to it, and their ability to
influence it in an entirely new way.
Jaimie P. Cloud, Presidentwww.cloudinstitute.org
The Cloud Institute for Sustainability Education © 2012. Do not distribute without express permission of the author.
Workshop OutcomesParticipants will:
1) Develop a shared understanding and vocabulary of Sustainability and Education for Sustainability (EfS)
2) Become inspired and hopeful about contributing to the shift toward a sustainable future through education
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What is a simulation?
The Cloud Institute for Sustainability Education © 2012. Do not distribute without express permission of the author.
Fish Game GuideWe are going to run a swordfish fishing industry! Each person in the group will be fishing for swordfish in the same ocean. Assign the envelope of fish to a banker (“nature”) in the group of players. The banker will put 20 fish in the middle of the table. Twenty fish is this ocean’s carrying capacity for swordfish.
In each round, each person can fish for a certain number of swordfish. Traditionally, people fish for swordfish in the three following ways:
1) Harpoon fishing: take one fish
2) Long-line fishing: take two fish
3) Free-for-all long-line fishing: take three fish
Each turn, each person can take up to three fish, depending on the instructions for that game.
The Cloud Institute for Sustainability Education © 2012. Do not distribute without express permission of the author.
Fish Instructions (cont’d)After each round when all players have taken their fish, the banker (“nature”) will count the number of swordfish left and add 25% to the pot, up to, but not exceeding, 20 fish (round up if you need to).
Example: If there are 12 fish left, 3 fish (25% of 12) will be added to the pot, bringing the total up to 15. (In real life, swordfish produce far fewer than 25% new offspring each year—they are like humans in that they have few children over the course of their lifetimes.)
The added fish represent the number of baby swordfish made by the swordfish that were left after everyone has taken their fish (the ones thatwere left in the ocean to reproduce).
The object of each game: To have as many fish as possible after playing all 10 rounds.
The Cloud Institute for Sustainability Education © 2012. Do not distribute without express permission of the author.
Game InstructionsWe will play the game four times, each a different way:
Game 1: Everyone chooses a fishing technique at the beginning of the game and sticks with it until the end of the game
Game 2: Everyone chooses a fishing technique, but can change technique each turn during the game
The Cloud Institute for Sustainability Education © 2012. Do not distribute without express permission of the author.
Fish GameGame Recorder
RoundConsumption
(# Fish You Took This Round)
Accumulation (Total # Fish You Have)
Fish Stock (# Fish in the Ocean
After Restocking)
1
2
3
4
5
6
789
10
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What can be learned from playing the Fish Game?
De-Briefing the Experience
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What were you thinking?
Thinking Drives Behaviorand
Behavior Causes Results
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How Many of You
Made it through all 10 rounds in every game you played?
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What happened?
If your group ran out of fish before you were able to play 10 rounds, then the number of
Fisher folk fishing the way you did resulted in more fish taken from the ocean faster than
the ocean was able to replenish them.
We call that unsustainable.
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We wouldn’t need Education for Sustainability if
there was no such thing as un-sustainable
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What were you thinking?
Now that you know that something you did
or didn’t do contributed to “crashing the system,”
Why did you do it?
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The Ladder of Inference
I take ACTIONS based on my beliefs
I adopt BELIEFS about the world
I draw CONCLUSIONS
I make ASSUMPTIONS based on the
meaning I added
I add MEANINGS (cultural & personal)
I select “DATA” from what I observe
OBSERVABLE “DATA” and EXPERIENCES
(as a video camera might capture it)
“THE BOX”SchemaHabit of MindMental ModelMindsetMental MapHardwiringFrameParadigm
“Our prior experiences
with the world inform what we can
perceive”-Lisa Feldman
Source: The Fifth Discipline(Peter Senge)
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The Cloud Institute for Sustainability Education © 2012. Do not distribute without express permission of the author.
How Do Mental Models Affect Us and the World Around Us?
“Everything that happens is reported to the brain as absolute fact.”
(Langer)
“Most people make sense to themselves.” (Jones)
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The Results of These Classic Mental Models
• We often operate without the information we need• We ignore/can’t see the feedback (believing is seeing)
“If we cannot hear or see feedback, we cannot perceive relevant data for our brains to filter” - Ochsner
• We exhibit characteristics of insanity
• Our “fixes” backfire on us or we shift the burden
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Fix that Backfires Archetype
Unintended Consequence…Level Fish Stock Depleted
Gap
FIX/Action…Number of Fish I Catch
Current State…Number of Fish I Have
Desired State….To have as many fish as possible by the end of
10 rounds
Delay
0
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Behavior Over Time40
0 10
Tota
l # o
f F
ish
Time (Rounds)
Indiv Accumulation Fish Stock Group Accumulation
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Behavior Over Time
Individual Accumulation Fish Stock Group Accumulation
0 1 2 3 4 5 6 7 8 9 10Time (Rounds)
Total # Fish 36
32
28
24
20
16
12
8
4
0
0 1 2 3 4 5 6 7 8 9 10Time (Rounds)
Total # Fish 36
32
28
24
20
16
12
8
4
0
Unsustainable Example Sustainable Example
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www.footprintnetwork.org/download.php?id=7654
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“All systems are perfectly designed
to get the results they get.”(Richmond)
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“It is worth noting that this is not the work
of ignorant people.” (Orr)
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It all begins with a change in thinking
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Closing the Gap
Brainstorm ActivityIn small groups, brainstorm the mental models,
behaviors, and strategies required to make the shift toward sustainability.
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Mental Modelsfor a Sustainable Future
Practical Idealist
A healthy and sustainable future is possible.
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We Are All In This Together
We are all interdependent on each other and on the natural systems upon which all life depends.
Mental Modelsfor a Sustainable Future
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Mental Modelsfor a Sustainable Future
Live by the Natural Laws
We must operate within natural “laws” and principles rather than attempt to overcome them.
It’s non-negotiable.
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Mental Modelsfor a Sustainable Future
Healthy Systems Have Limits
Tap the power of limits
Note: Please do not confuse the mental model of scarcity with the reality of limits.
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Mental Modelsfor a Sustainable Future
Reciprocity Rules
In the context of interdependence, self interests are best served through mutually beneficial relationships.
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Mental Modelsfor a Sustainable Future
We Are All Responsible
Everything we do, and everything we don’t do, makes a difference.
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Shifting Mental Models • Mental models shift with experience,
by asking different questions, through story telling, with the creative process, and more...
• Some mental models are easier to shift than others. (Ask Copernicus.)
• The mental models of children and young people change over time with new knowledge and applied insight.
• Do the mental models of adults change over time with new knowledge and applied insight?
The Cloud Institute for Sustainability Education © 2012. Do not distribute without express permission of the author.
Sustainability
“The possibility that human and other life will flourish on the planet forever”
John R. Ehrenfeld
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Sustainability
"A sustainable society is one that is far-seeing enough,
flexible enough, and wise enough not to undermine either its physical
or its social systems of support.” Donella Meadows
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Enduring Understandings
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Education for Sustainability (EfS) The Cloud Institute’s Framework
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Why Educate for Sustainability?
We have to learn how to live well in our places without undermining their ability to sustain us over time.
The foundations of our knowledge, skills, and habits of mind are cultivated in our schools.
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Leveraging Systemic Change Events
Trends/Patterns
Structures/ Behaviors
Mental Models/Worldview
React
Respond
Design
Transform
Source: The Fifth Discipline(Peter Senge)
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Questions to Consider
1. What are we already doing?
2. What might we want to change?
3. What do we need to stop doing?
4. What do we need to start doing?
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The Learning Self
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The Learning Self
Core Attitudes
Motivation Sense of Self
Ethics
Potential
&
Purpose
Brain & Mind
Personal Story Learning
Styles
Multiple Intelligences
Empathy
CompassionMindfulness
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The Learning SelfCore Processes and Skills
Deep Learning & Deep Thinking
Engaging Diversity
Participation & Leadership
Applied Systems Thinking
Visioning, Lateral Thinking & Creativity
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The Learning SelfCore Knowledge
Cultural Preservation and TransformationResponsible Local/
Global Citizenship
Dynamics of Systems and Change
Natural Laws and Ecological Principles
Sustainable Economics Inventing and
Affecting the Future
Multiple Perspectives
Strong Sense of Place
Healthy Commons
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Authentic Instruction & Assessment
Learner-Centered
Place-Based
Standards Based
Project-Based Interdisciplinary
Applied Learning
Assessment-Driven
Cooperative Learning
Constructivist Approach to Teaching
Service Learning
Understanding by Design
Differentiated
Reflective Practice
Inquiry-based
Writing Process
The Learning Classroom
Technology Integration
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In schools that learn, everyone is encouraged to keep thinking, innovating, collaborating, talking
candidly, improving their capabilities, self-correcting, and making personal commitments
to a shared future…
Schools that Learn for EfS
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Green buildings, regenerative designs, green rooftops, no waste, energy efficiency, use of regional materials, healthiness, cost
savings, recycled materials, social and environmental responsibility…
Physical Plant, Procurement, and Investments for EfS
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The U Theory of Learning and ChangeTap Prior
Knowledge
Learn Something
New
Re-Appraise/Re-Frame
Reflect and Gain Insight
Read the Feedback, Revise &
Continuously Improve
Immediately Apply New Learning to Make it “Stick”
(Otto Scharmer)
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Innovation Adoption Curve
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