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Core Module An Introduction to

Education for Sustainability

Workshop Facilitator:Ming Wei Koh

Cloud Institute for Sustainability Education

[email protected]

Introduction to Education

for Sustainability

The Cloud Institute for Sustainability Education, licensed under a Creative Commons Attribution‐Noncommercial‐Share Alike 3.0 United States License

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

Workshop OutcomesParticipants will:

1) Develop a shared understanding and vocabulary of Sustainability and Education for Sustainability (EfS)


y ( )

2) Generate a personal rationale for educating for sustainability

3) Become inspired and hopeful about contributing to the shift toward a sustainable future through education

What is a simulation?


1

The Cloud Institute for Sustainability Education

GAME GUIDE

HANDO

UTS

AN EXPLORATION OF PRIVATE PROFITS AND PUBLIC GOODS

We 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 to a banker (“nature”) in the group of players. The banker will put 20 fish in the middle of the table. The fish can be found in the envelope. 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. 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 that were left in the ocean to reproduce).

The object of each game: To have as many fish as possible after playing all 10 rounds.

2


FISH GAME RECORDER

Game 1: Everyone chooses a fishing technique at the beginning of the game and sticks with it until the end of the game.

Round Consumption (# of fish you took)

Accumulation (total # of fish you have)

Fish Stock (# of fish in ocean after restocking)

1

2

3

4

5

6

7

8

9

10

Game 2: Everyone chooses a fishing technique but can change technique each turn during the game.


Accumulation (total # of fish you

have)


1

2

3

4

5

6

7

8

9

10

3


FISH GAME RECORDER

Game 3: Everyone is a harpoon fisher, and can take no more than one fish each round.



have)


1

2

3

4

5

6

7

8

9

10

Game 4: Everyone can choose any fishing technique and can change that technique each turn. At the end of each round, add 10% instead of 25%. (You still can’t exceed the carrying capacity of 20 fish.)



have)


1

2

3

4

5

6

7

8

9

10

4


Total # of Fish

0 4

8 12

16

20

24

28

32

36

40

Total # of Fish

0 4

8 12

16

20

24

28

32

36

40

FISH GAME RECORDER

0 1 2 3 4 5 6 7 8 9 10

0 1 2 3 4 5 6 7 8 9 10

Time (Rounds) Time (Rounds)

Accumulation Fish Stock Group Accumulation

5


Total # of Fish

0 4

8 12

16

20

24

28

32

36

40

Total # of Fish

0 4

8 12

16

20

24

28

32

36

40

FISH GAME RECORDER

THE FISH GAME — BEHAVIOR OVER TIME

UNSUSTAINABLE EXAMPLE SUSTAINABLE (NON‐ZERO SUM GAME) EXAMPLE

(Maximizing self‐interest and producing the greatest benefit to society and to the natural systems)

0 1 2 3 4 5 6 7 8 9 10 0 1 2 3 4 5 6 7 8 9 10

Time (Rounds) Time (Rounds)

6

What can be learned from playing the Fish Game?

i fi h i


De‐Briefing the Experience

What were you thinking?

Thinking Drives Behaviord


andBehavior Causes Results

How Many of You

Made it through all 10 rounds i l d?


in every game you played?

7

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 inmore fish taken from the ocean faster than


more fish taken from the ocean faster than the ocean was able to replenish them.

We call that unsustainable.

We wouldn’t need Education for Sustainability if


there was no such thing as un‐sustainable

What were you thinking?

Now that you know that something you did

or didn’t do contributed to “crashing the system ”


contributed to “crashing the system,”

Why did you do it?

8

The Ladder ofInference

I take ACTIONSbased on my beliefs

I adopt BELIEFSabout the world

I draw CONCLUSIONS

I make ASSUMPTIONSbased on the

dd d

“THE BOX”SchemaHabit of MindMental ModelMindsetMental MapHardwiringFrameP di


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)

Paradigm“Our prior

experiences with the

world inform what we can

perceive”‐Lisa Feldman

Source: The Fifth Discipline(Peter Senge)

The TitanicA classic mental model

There isn’t enough to go around.


(Assumption of Scarcity)

We’re going down, so…

Things are the way theyare and there is nothing

The BummerA classic mental model


are and there is nothing I/we can do about it.

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Social TrapA classic mental model

If others do it, I may as well….


If no one else does it, why should I?

What is true if one person does itis not true if everyone does it.

The invisible hand leads all individuals, in pursuit of their own self‐interests, to

Maximizing Gains for SelfA classic mental model


produce the greatest benefit for society as a whole (and vice versa).

‐Idea presented by Adam Smith 1776

Theory of ConfidenceA Classic Mental Model


The market, technology, government, or someone/something else will take care of it.

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It’s Only a GameA Classic Mental Model

Let’s just play and see


and see what happens.

GreedA Classic Mental Model

I want a lot and I don’t care about the consequences


the consequences.

Zero Sum GameA Classic Mental Model

Zero Sum GameYou can either win or lose. I play to win!


p yVs

Non‐Zero Sum GameFor anyone to win everyone has to win

because the players are interdependent.

11

AnthropocentricA Classic Mental Model

I was thinking about what I


needed.

Nature wasn’t even on my mind.

Everything is SubstitutableA Classic Mental Model

Resources are unlimited and everything is substitutable


substitutable.(Something proven false by biologists & physicists.)

The Control FreakA Classic Mental Model

I am in control.


What I say goes.

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And some people weren’t hi ki ll


thinking at all…

Characteristics of Mental ModelsThey are cognitive frameworks that are:

• Incomplete and Constantly Changing


• Not accurate

• Uncertainty about their validity does notprevent them from being used, even if incorrect.

How Do Mental Models Affect Us and the World Around Us?

“Everything that happens is reported to the brain as absolute fact.”

(Langer)


“Everything is internally consistentwithin the frame we are operating.”

(Senge)

“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 t h f db k


“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

Turn and Talk

Where have you seen these mental models in your daily life?


y y

What are the consequences of these mental models in your experience?

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Fix that Backfires ArchetypeFIX/Action…

Number of Fish I CatchDelay


Unintended Consequence…Level Fish Stock Depleted

Gap

Current State…Number of Fish I Have

Desired State….To have as many fish as possible by the end of

10 rounds

0

Behavior Over Time40

of F

ish


0 10

Tota

l #

Time (Rounds)

Indiv Accumulation Fish Stock Group Accumulation

Behavior Over TimeTotal # Fish

36

32

28

24

20

Total # Fish

36

32

28

24

20

Unsustainable Example Sustainable Example


Individual Accumulation Fish Stock Group Accumulation

0 1 2 3 4 5 6 7 8 9 10Time (Rounds)

20

16

12

8

4

0

0 1 2 3 4 5 6 7 8 9 10Time (Rounds)

20

16

12

8

4

0

15


Original citation (2006): www.footprintnetwork.org/download.php?id=7654 ‐ updated/adapted 2014

“All systems are perfectly designed


to get the results they get.”(Richmond)

“It is worth noting that this is not the work


of ignorant people.” (Orr)

16


It all begins with a change in thinking

The Myths that Made UsHeroReligionDemocratic/ScientificEconomicThe Next New Narrative:


The Next New Narrative:

Sustainability“Tell the world of the future into being.”

(Flowers)

Closing the Gap

Brainstorm ActivityIn small groups, brainstorm the mental models,

behaviors, and strategies required


, g qto make the shift toward sustainability.

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307 7th Avenue, Suite 1201, New York, NY 10001 Tel. 212‐645‐9930 Fax: 212‐645‐9931 www.cloudinstitute.org

BEHAVIORS & STRATEGIES DRIVEN BY EfS

1. A HEALTHY AND SUSTAINABLE FUTURE IS POSSIBLE We can learn how to live well within the means of nature. This viewpoint inspires and motivates people to act.

Apply foresight and do scenario planning Be courageous Educate Provide incentives Study history

2. WE ARE ALL IN THIS TOGETHER We are interdependent on each other and on the natural systems. In this context, self interests are best served through mutually beneficial relationships.

Accept your share of the responsibility Be ethical Be humble Be Patient Collaborate/communicate cooperate Evolve the rules based on the reality of the situation Have integrity Listen to one another Think in terms of systems and cycles Trust Value one another’s opinions

3. HEALTHY SYSTEMS HAVE LIMITS Tap the power of limits.

Determine when enough is enough Do the math Successively approximate

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4. RECOGNIZE AND PROTECT THE COMMONS What are the creations of nature and society that we inherit jointly and freely, and hold in trust for future generations? We all depend on them and we are all responsible for them. Who is tending them at the moment?

Develop rules, laws and social norms for the use and care of the commons over time Recognize the commons Become familiar with the commons

5. RECONCILE INDIVIDUAL RIGHTS WITH COLLECTIVE RESPONSIBILITIES Responsible and ethical participation and leadership are required in order to make the changes we need to make.

Lead by example Accept your share of the responsibility Listen to one another Practice win‐win negotiation Be ethical Collaborate, communicate, cooperate

6. DIVERSITY MAKES OUR LIVES POSSIBLE Diversity is required to support rich complex systems (like us), to build strength and to develop resilience.

Have empathy Listen to one another and value one another’s opinions

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7. CREATE CHANGE AT THE SOURCE NOT THE SYMPTOM Distinguish goals from indicators and problems from symptoms. Identify the most upstream problem you can address within your sphere of influence, and then solve more than one problem at a time while minimizing the creation of new problems.

Develop a shared understanding of common goal(s) and make a plan/strategize Take individual and collective action Win‐win negotiation

8. THINK 1000 YEARS Envision the kind of future we want and start working towards it. We do not have to sacrifice our children’s future to meet our needs. In fact, that is irresponsible and just plain wrong.

Develop a shared understanding of common goal(s)/vision Make a plan Strategize Take individual and collective action

9. READ THE FEEDBACK We need to pay attention to the results of our behavior on the systems upon which we depend. What are the indicators we need to track to secure that our journey goes well? How will we measure success?

Determine when enough is enough Do the math Make a plan Strategize Successively approximate Take individual and collective action

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10. IT ALL BEGINS WITH A CHANGE IN THINKING Thinking drives behavior and behavior causes results. The significant problems we face cannot be solved with the same level of thinking we used to create them. (Einstein) Think systems, cycles and out of the box.

Allow the children to teach us Ask different questions Be creative and innovative Evolve the rules based on the reality of the situation Redefine healthy Redefine progress Redefine winning Think in terms of systems and cycles Think laterally

11. LIVE BY THE NATURAL LAWS We must operate within the natural laws and principles rather than attempt to overcome them. It is non‐negotiable.

Learn what the natural laws and ecological principles are

12. WE ARE ALL RESPONSIBLE Everything we do and everything we don’t do makes a difference.

Accept your share of the responsibility Be ethical Be humble Be patient Collaborate/communicate cooperate Evolve the rules based on the reality of the situation Have integrity Listen to one another Make a plan Strategize Take individual and collective action Think in terms of systems and cycles Trust Value one another’s opinions Be comfortable challenging one another

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Mental Modelsfor a Sustainable Future

Practical Idealist


A healthy and sustainable future is possible.

We Are All In This Together



We are all interdependent on each other and on the natural systems upon which all life depends.


Live by the Natural Laws

Wemust operate within


We must operate within natural “laws” and principles rather than attempt to overcome them.

It’s non‐negotiable.

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Healthy Systems Have Limits


Tap the power of limits

Note: Please do not confuse the mental model of scarcity or a loss of autonomy with the reality of limits.

Constraints drive creativity…


Reciprocity Rules

In the context of


interdependence, self interests are best served through mutually beneficial relationships.


We Are All Responsible


Everything we do, and everything we don’t do, makes a difference.

23

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?

BIG IDEAS


I

24


BIG IDEAS FROM THE FISH GAME The Fish Game offers the opportunity to learn the following: SYSTEMS THINKING (MENTAL MODELS)

1. Thinking Drives Behavior and Behavior Causes Feedback/Results (both intended and unintended). Mental Models of un‐sustainability contribute to crashing the system—mental models of sustainability create more favorable conditions to thrive

Sometimes the results of our behavior are inconsistent with our values and with the desired outcomes

Believing is seeing

SYSTEM DYNAMICS AND CHANGE (INDERDEPENDENCE)

2. We are interdependent on each other and on the natural systems. Interdependence demands “non‐zero‐sum” behaviors and strategies. Individual self interest, greatest benefit to society and to the natural systems

are NOT mutually exclusive (“What is the object of the game—The most fish for me? For us? In the ocean?”)

In the context of dynamic interdependent systems, our “fixes” sometimes backfire on us and we undermine our own ability to achieve our goals (we shoot ourselves in the foot).

There are tools, concepts and archetypes in the fields of system dynamics and systems thinking that can help us operate more effectively.

SYSTEM DYNAMICS AND CHANGE AND LIVING WITHING NATURAL LAWS AND ECOLOGICAL PRINCIPLES

3. Healthy Systems Require Limits. Tap the power of limits.

LIVING WITHIN NATURAL LAWS AND ECOLOGICAL PRINCIPLES

4. It is good to know what your means are, what kinds of capacity you are working, and where the thresholds are with i.e., time, carrying capacity, population, etc. Living within the means of nature is non‐negotiable.

INVENTING & AFFECTING THE FUTURE & SYSTEMS THINKING (FEEDBACK/ INDICATORS)

5. Make the Feedback Visible—then Read the Feedback, Take Responsibility for your contribution to it, Reflect on it, Learn from it, and Self correct.

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BIG IDEAS FROM THE FISH GAME INVENTING & AFFECTING THE FUTURE (SELF EFFICACY) AND SYSTEMS THINKING (INTERDEPENDENCE)

6. We can make the shift toward a healthy and sustainable future. Everything we do and don’t do makes a difference.

HEALTHY COMMONS

7. Recognize the Commons The creations of nature and society that we inherit jointly and freely, and

hold in trust for future generations. Everything we inherit or create together and must pass on‐undiminished‐to

future generations That to which we relate with “a sense of we” rather than exclusively “a sense

of me.” That upon which we depend, and for which we are all responsible. Develop rules, laws and social norms for the use and care of the commons

over time.

“It is hard to focus our attention on the nameless.” William James RESPONSIBLE LOCAL AND GLOBAL CITIZENSHIP AND HEALTHY COMMONS

8. We must reconcile the conflicts that exist between individual rights and our responsibilities as citizens to tend the commons.

Responsible and ethical participation and leadership are required. SUSTAINABLE ECONOMICS AND HEALTHY COMMONS

9. The health and abundance of the common pool resource of Fish Stocks (a commons) are an externality in neo‐classical economics. Classic pricing signals do not work with limited commons –if they become scarce and that drives the price up—more people go fishing and crash the system.

26

Sustainable Economics

What do we really want?Do we measure what really


Do we measure what really counts?

Quality of Life

What are three things that


most contribute to your quality of life?

Quality of Life

How do you measure success?


Do you know the answer to the following questions?

27

Quality of Life &a Healthy Economy

How many of you were taught that a healthy economy


will contribute to your quality of life?

What are the indicators of a healthy economy?

• GDP Treats Crime, Divorce, and Natural Disasters as Economic Gain

• GDP Ignores the Non‐Market Economy of Household & Communities

• GDP Treats the Depletion of Natural Capital as Income

What’s Wrong with the GDP


• GDP Increases with Polluting Activities and Again with Clean‐Up

• GDP Takes No Account of Income Distribution

• GDP Ignores the Drawbacks of Living on Foreign Assets

21st Century Goals and IndicatorsGenuine Progress Indicator (GPI)

• The Genuine Progress Indicator (GPI) is a new measure of the economic well‐being of the nation from 1950 to the present

• It includes more than 20 aspects of our economic lives that the GDP ignores, including:– family and community


family and community– natural habitat– volunteer work– crime and family breakdown– underemployment– ozone depletion– loss of old growth forests

• The GPI is intended to provide citizens and policy‐makers with a more accurate barometer of the overall health of the economy, and of how our national condition is changing over time

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Ecological Economics 93 (2013) 57-68 www.elsevier.com/locate/ecolecon



29

The United Nations’ Human Development Index (HDI)

• The HDI is not a substitute for the fuller treatment of the richness of the concerns of the human development perspective.

21st Century Goals and Indicators


• The HDI measures the overall achievements in a country in three basic dimensions of human development: longevity, knowledge, and a decent standard of living.

• It is measured by life expectancy, educational attainment (adult literacy and school enrollment), and adjusted income.

Human Development Report, 2004, United Nations. http://hdr.undp.org/reports/global/2004

• Health and Population

• Wealth

The Human Well‐being Index (HWI)



• Knowledge and Culture

• Community

• Equitywww.hcc.govt.nz/sustainability/files/appendix2.pdf

Gross National Happiness

• Goes beyond utilitarian approach to defining “happiness”

S k t b th t i l


• Seeks to marry both material and spiritual indicators

• “What doesn’t get measured doesn’t get managed”

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United States


United Kingdom


Australia


jjj

31

China


Vietnam


What is an Ecological Footprint?

The Ecological Footprint measures what we consume of nature. It shows how much productive land and water we require to produce all the resources we

d k i ll h k Th E l i l F i i h



consume and to take in all the waste we make. The Ecological Footprint is another quality of life indicator.

How Big is your Footprint?

32

Ecological Footprint Individual Countries: US

United States


www.footprintnetwork.org

Ecological Footprint Individual Countries: Canada

Canada


Ecological Footprint Individual Countries: UK

United Kingdom


33

Ecological Footprint Individual Countries: AustraliaAustralia


Ecological Footprint Individual Countries: China

China


Ecological Footprint: World


34

Ten of the Many Communities Using Indicators

San Francisco, CaliforniaChattanooga, Tennessee

Shanghai, ChinaS th B N Y k


South Bronx, New YorkCuritiba, Brazil

Minneapolis, MinnesotaPhoenix, Arizona

Waitakere City, New ZealandKingdom of Bhutan

Kaua’i, Hawaii

Sample Community Indicators

• Housing supply• Civic engagement (rates of voter participation, diversity of local

government officials)• School enrollment• Percentage of nesting eagles that successfully reproduced


• Presence of certain toxins in the Bay• Productivity of tidal clam flats • Per capita income levels• School test scores and adult literacy rates • Amount of recyclable materials used in housing construction• Number of trees and shrubs• Population density of the area• Amount of material trucked in from further than eight miles away

“Neoclassical” Model of the Economy measured by GDP


35

New 21st Century Model of the Economy


BIG IDEAS


II

Turn and Talk

What surprised you about the content in this section?


What questions do you have?

36


BIG IDEAS FOR SUSTAINABLE ECONOMICS

Sustainable Economics offer the opportunity to learn the following:

1. Distinguish Goals from Indicators.

2. Revisit what we really want in our lives and begin to think about how we measure the extent to which we are achieving our goals.

3. Notice the connection between what makes the GDP go up and what makes our quality of life go down.

4. We need some new indicator sets that measure what we need to measure to assure our quality of life and that of future generations.

5. We need to use the feedback/indicators to inform our practice on the way to achieving our goals.

6. Notice that what we really want can be sustainable if carried out within the means of nature.

7. We need to envision the kind of future we want and then determine what indicators we need to track to secure our journey goes well.

8. The need for a sustainable economic models and practices.

37

How do we dd bl i th

Dynamics of Systems and Change


address problems in thecontext of interdependence?

Diminishing Resources GameThe instructions are similar to the instructions for musical chairs:

As in musical chairs, when the music plays, people can get up and move about the room until the music stops.


When the music stops, everyone must take a seat. Chairs with cards on them are no longer available.

The object of this game is for all participants to have a seat when the music stops. No one can be left out.

What Happened?

Brainstorm ActivityWhat strategies did you use and

did you see used to play this game?


did you see used to play this game?

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What Happened?

What problem were you


trying to solve?

Shifting the Burden Archetype:Diminishing Resources

Unintended

Symptomatic Solution

delay


Symptom Problem/Challenge

Unintended Consequence

Fundamental Solution

o

BIG IDEAS


III

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BIG IDEAS FOR THE DIMINISHING RESOURCES GAME

The Diminishing Resources game offers the opportunity to learn:

SYSTEMS THINKING AND SYSTEM DYNAMICS AND CHANGE

1. We can meet our needs in the short run—make them worse in the long run and create new problems. (Shifting the Burden).

2. We need not sacrifice the long run for the short run or vice versa and we are doing just that in our current reality.

3. Before applying elegant thinking to a problem, make sure you have distinguished the symptom from the problem (that is, distinguishing the goals from the indicators as in the Sustainable Economics part of the workshop), and go as far “upstream” within your sphere of influence to address the problem. If we do this, we can design for win‐win‐win solutions that solve more than one problem at a time and minimize the creation of new problems.

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Living Within Natural Laws and Ecological Principles

What laws and principles


govern our behavior?

How Many of You Consider Yourself Law‐Abiding Citizens?


How Many of You Consider

Yourself


Principled Individuals?

41

Natural Laws & Ecological Principles

Science Principles

• Matter and energy do not appear or disappear on Earth (1st Law of Thermodynamics‐”The Conservation Law”)

© The Natural Step


• Matter and energy tend to spread spontaneously (2nd Law of Thermodynamics‐”Entropy”)

• There is value in order (Material Value)

• Green cells are essentially the only net producer of concentration and order on earth (Photosynthesis)

Natural Laws & Ecological Principles4 Principles of Sustainability

The Cloud Institute for Sustainability Education, licensed under a Creative Commons Attribution‐Noncommercial‐Share Alike 3.0 United States License© The Natural Step

Ecosystem Services


42

Earth’s History


© The Natural Step

Regression?


© The Natural Step

Investing in a Sustainable/Regenerative Society


© The Natural Step

43

BIG IDEAS


IV

44


BIG IDEAS FOR NATURAL LAWS & ECOLOGICAL PRINCIPLES

Living within Natural Laws and Ecological Principles offer the opportunity to learn the following:

1. We are often anthropocentric and do not know, abide by, or consider the natural laws and principles in our daily lives.

2. The psychology of #1 is deep and has history.

3. The history of Life on our planet teaches us that so far, life organizes toward life and favorable conditions make it possible for certain things to thrive.

4. Biodiversity supports complex organisms like humans. The more diverse, the more resilient the system.

5. The natural laws and ecological principles are not negotiable.

6. We are dependent on the natural systems for our lives and all life.

45

What do we want to sustain?

So What Kind of Future do we Want?


For whom?For how long?

Sustainability

“The possibility that human and other life


will flourish on the planet forever”John R. Ehrenfeld

Sustainability

"A sustainable societyis one that is far-seeing enough,


s o e a s a see g e oug ,flexible enough, and wise enough

not to undermine either its physical or its social systems of support.”

Donella Meadows

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What does education have to do with


have to do with sustainability?

What is education for?


(In the service of what?)

Imagine

There is a shared understanding that schools have a responsibility to contribute


that schools have a responsibility to contribute to our individual and collective potential,

and to that of the living systems upon which all life depends.

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Imagine

Schools are learning organizations


Schools are learning organizations.

Imagine

The potential of having all our children in school with


The potential of having all our children in school with their teachers and mentors during the most

favorable time for learning…

Imagine

…and that we honor them with transformative learning experiences that prepare them to participate in,


experiences that prepare them to participate in, and to lead with us

the shift toward a sustainable future.

48

Think About ItEvery sector

food, buildings, business, government,higher education, urban and rural planning…

is making the shift toward sustainability


is making the shift toward sustainability and even regeneration.

Where do they think they are going without all the children, young people and their teachers?

Why Educate for Sustainability?

We have to learn how to live well in our places without undermining their ability

t t i ti


to sustain us over time.

The foundations of our knowledge, skills, and habits of mind are cultivated in our schools.

Leveraging Systemic ChangeEvents

Trends/Patterns

React

Respond


Structures/ Behaviors

Mental Models/Worldview

Design

Transform

Source: The Fifth Discipline(Peter Senge)

49

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?

The Cloud Institute Education for Sustainability Framework


Creativity & Sustainability

“Creativity (the generation of new forms) is a key property of all living systems


and contributes to nature’s inherent ability to sustain life.”

Fritjof Capra 2009

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Selected Fields of Study that Contribute to

Education for Sustainability• Sciences

– Environmental Science and Education


Environmental Science and Education– Science Education (Physics, Biology, Chemistry, Earth Science…)

– Neuroscience– Quantum Physics

• Economics– Sustainable Economics

Selected Fields of Study (cont’d)• Social Sciences

– Global Education– Ecological Design and Architecture Education– Holistic Education– Future Studies– The Arts (Literature, Performing, Visual…)


– Organizational Learning and Change– Environmental Education, Ethics and Philosophy– Ecological Psychology– Positive Psychology– Science of Happiness– Conflict Resolution Education– Systems Thinking and System Dynamics Education– Game Theory

The Learning Self


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The Learning SelfCore Attitudes

Ethical Open Minded

CompassionateMindful


Motivated Sense of Self

Potential

&

Purpose

Brain & Mind

Personal Story Learning

Styles

Multiple Intelligences

Empathetic Joyful

The Learning SelfCore Processes and Skills

Applied Systems Thinking


Deep Learning & Deep Thinking

Engaging Diversity

Participation & Leadership

Visioning, Lateral Thinking & Creativity

The Learning SelfCore Knowledge

Cultural Preservation and TransformationResponsible Local/

Global CitizenshipStrong Sense of Place



Natural Laws and Ecological Principles

Sustainable Economics Inventing and

Affecting the Future

Multiple Perspectives

Healthy Commons

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Cultural Preservation and Transformation

Responsible Local/ Global Citizenship

Strong Sense of Place







Healthy Commons










Healthy Commons










Healthy Commons

53










Healthy Commons










Healthy Commons










Healthy Commons

54










Healthy Commons










Healthy Commons

Constructivist Approach to Teaching

The Learning Classroom

Technology Integration


Authentic Instruction & Assessment

Learner‐Centered

Place‐Based

Standards Driven

Project‐Based Interdisciplinary

Applied Learning

Assessment‐Driven

Cooperative Learning

Service Learning

Understanding by Design

DifferentiatedReflective Practice

Inquiry‐based

Writing Process

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In schools that learn, everyone is encouraged to keep thinking, innovating, collaborating, talking

Schools that Learn for EfS


candidly, improving their capabilities, self‐correcting, and making personal commitments

to a shared future…

The U Theory of Learning and ChangeTap Prior

Knowledge

Learn S thi

Read the Feedback, Revise &

Continuously Improve


Something New

Re-Appraise/Re-Frame

Reflect and Gain Insight

Immediately Apply New Learning to Make it “Stick”

(Otto Scharmer)

Innovation Adoption Curve


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Green buildings, regenerative designs, green rooftops no waste energy efficiency use of

Physical Plant, Procurement, and Investments for EfS


rooftops, no waste, energy efficiency, use of regional materials, healthiness, cost savings, recycled materials, social and environmental

responsibility…

Communities that Learn for EfS

Everyone (b i l l t it b t )


(businesses, local government, community members, etc.) is encouraged to keep thinking, innovating,

collaborating, talking candidly, improving their capabilities, self‐correcting, and making personal

commitments to a shared future…

Aligned 21st Century Frameworks• Character Education • Understanding by Design (Wiggins)• Growth Mindset (Dweck)• Common Core Standards• The Entrepreneurial Mindset• Partnership for 21st Century Skills (Kay)


p y ( y)• Cultural Competency (Jones)• Social‐Emotional Intelligence Attributes

(Goleman)• Habits of Mind (Costa and Kallick)• Whole New Mind (Pink)• Neuro‐Leadership (Rock)• “True Grit” (Duckworth)

57

The Cloud Institute


BIG IDEAS


V

58


BIG IDEAS OF THE EfS FRAMEWORK

The EfS Framework offers the opportunity to learn:

1. There is an EfS Framework that includes Core Content and Performance Standards and Indicators.

2. EfS is best understood in the context of the nested systems in the “circles” model.

3. The Cloud EfS Framework is derived from a combination of many scholars, much experience and many fields.

4. You can educate and assess for the knowledge, skill and attitudes that are required to make the shift toward sustainability.

5. Schools and communities learning together have an important role to play in making the shift toward sustainability.

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The Cloud Institute at Work

• Consulting and Coaching Services– Curriculum Design & Mapping– Gap/Strength Assessment & Analysis

Organi ational Learning & Change

Awareness LeadershipDesignSkill Development


– Organizational Learning & Change– Leadership Development

• Curriculum Materials– Units of Study– Full Courses of Study– Assessment Tools

• Professional Development• Research and Development

Contact Information


www.cloudinstitute.org/contact‐us

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The Cloud Institute Enduring Understandings by The Cloud Institute is licensed under a Creative Commons Attribution‐Noncommercial‐No Derivative Works 3.0 United States License. Permissions beyond the scope of this license may be available at www.cloudinstitute.org/privacy_policy.


ENDURING UNDERSTANDINGS

1. A HEALTHY AND SUSTAINABLE FUTURE IS POSSIBLE We can learn how to live well within the means of nature. This viewpoint inspires and motivates people to act.

2. WE ARE ALL IN THIS TOGETHER We are interdependent on each other and on the natural systems. In this context, self interests are best served through mutually beneficial relationships.

3. HEALTHY SYSTEMS HAVE LIMITS Rather than exceeding or ignoring the limits, tap the power of limits. Constraints drive creativity.

4. RECOGNIZE AND PROTECT THE COMMONS The Commons are the creations of nature and society that we inherit jointly and freely, and hold in trust for future generations. We all depend on them and we are all responsible for them. Who is tending them at the moment?

5. RECONCILE INDIVIDUAL RIGHTS WITH COLLECTIVE RESPONSIBILITIES Responsible and ethical participation and leadership are required in order to make the changes we need to make. We must reconcile the conflicts that exist between our individual rights and our responsibilities as citizens.

6. DIVERSITY MAKES OUR LIVES POSSIBLE Diversity is required to support rich complex systems (like us), to build strength and to develop resilience in living systems. Biological diversity, cultural, gender, political and intergenerational diversity all serve this purpose.

7. CREATE CHANGE AT THE SOURCE NOT THE SYMPTOM Distinguish problems from symptoms and goals from indicators. Identify the most upstream problem you can address within your sphere of influence, and then solve more than one problem at a time while minimizing the creation of new problems.

8. THINK 1,000 YEARS Envision the kind of future we want and start working towards it. We do not have to sacrifice our children’s future to meet our needs. In fact, that is irresponsible and just plain wrong.

9. READ THE FEEDBACK We need to pay attention to the results of our behavior on the systems upon which we depend. How will we measure success? Sometimes the results of our behaviors are inconsistent with our values and our desired outcomes. If we keep our eyes on the feedback, we can adjust our thinking and behavior before we cross detrimental thresholds.

10. IT ALL BEGINS WITH A CHANGE IN THINKING Thinking drives behavior and behavior causes results. The significant problems we face cannot be solved with the same level of thinking we used to create them. (Einstein) Think systems, cycles and out of the box.

11. LIVE BY THE NATURAL LAWS We must operate within the natural laws and principles rather than attempt to overcome them. It is non‐negotiable.

12. WE ARE ALL RESPONSIBLE Everything we do and everything we don’t do make a difference.

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The Cloud Institute EfS Standards by The Cloud Institute is licensed under a Creative Commons Attribution‐Noncommercial‐No Derivative Works 3.0 United States License. Permissions beyond the scope of this license may be available at www.cloudinstitute.org/privacy_policy.


THE CLOUD INSTITUTE EfS STANDARDS

KNOWLEDGE AND ACTION

A. CULTURAL PRESERVATION AND TRANSFORMATION The preservation of cultural histories and heritages, and the transformation of cultural identities and practices contribute to sustainable communities. Students will develop the ability to discern with others what to preserve and what to change in order for future generation to thrive.

B. RESPONSIBLE LOCAL/GLOBAL CITIZENSHIP The rights, responsibilities and actions associated with leadership and participation toward healthy and sustainable communities. Students will know and understand these rights and responsibilities and assume their roles of leadership and participation.

C. THE DYNAMICS OF SYSTEMS & CHANGE A system is made up of two or more parts in a dynamic relationship that forms a whole whose elements “hang together” and change because they continually affect each other over time. Fundamental patters of systems include growth, decline and vacillation. Students will know and understand the dynamic nature of complex systems and change over time. They will be able to apply the tools and concepts of system dynamics and systems thinking in their present lives, and to inform the choices that will affect our future.

D. SUSTAINABLE ECOMONICS The evolving theories and practices of economics and the shift towards integrating our economic, natural and social systems, to support and maintain life on the planet. Students will know and understand 21st century economic practices and will produce and consume in ways that contribute to the health of the financial, social and natural capital.

E. HEALTHY COMMONS Healthy Commons are that upon which we all depend and for which we are all responsible (i.e., air trust, biodiversity, climate regulation, our collective future, water, libraries, public health, heritage sites, top soil, etc.). Students will be able to recognize and value the vital importance of the Commons in our lives and for our future. They will assume the rights, responsibilities and actions to care for the Commons.

F. NATURAL LAWS AND ECOLOGICAL PRINCIPLES The laws of nature and science principles of sustainability. Students will see themselves as interdependent with each other, all living things and natural systems. They will be able to put their knowledge and understanding to use in the service of their lives, their communities and places in which they live.

G. INVENTING AND AFFECTING THE FUTURE The vital role of vision, imagination and intention in creating the desired future. Students will design, implement and assess actions in the service of their individual and collective visions.

H. MULTIPLE PERSPECTIVES The perspectives, life experiences and cultures of others, as well as our own. Students will know, understand, value and draw from multiple perspectives to co‐create with diverse stakeholders shared and evolving visions and actions in the service of a healthy and sustainable future locally and globally.

I. A SENSE OF PLACE The strong connection to the place in which one lives. Students will recognize and value the interrelationships between the social, economic, ecological and architectural history of that place and contribute to its continuous health.

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02 Section Introduction to EfS.pdfFull One Day Workshop Packet Final w-1pgr 060414Full One Day Workshop Packet Final w 1pgr 060414Full One Day Workshop Packet Final w 1pgr 052114Full One Day Workshop Packet Final w-1pgr 100813Full One Day workshop packet final 100813workshop packet full day pt 1Workshop packet fish game 4rnd ppt handouts 110112Packet Fish game 4 rnd ppt and handouts 110112pre-front_post-back assessment_041612Fish Game Guide (4 rounds)Intro to EfS 1-day_CLIENT_070212123456

Behaviors and strategies _EUs_ 110112Intro to EfS 1-day_CLIENT_070212123456

Fish Game Big Ideas (Enduring Understandings) 101812EfS Enduring Understandings 060611

EfS Standards and Enduring Understandings 060611EfS Enduring Understandings 060611.pdfEfS Standards and Enduring Understandings.pdfEfS Enduring Understandings.pdfEfS Standards.pdf

workshop packet full day pt 1Full One Day Workshop Packet Final 062013Full One Day Workshop Packet Final 062013Full One Day Workshop Packet Final 053113Full One Day PPT-updated-handout slides 1-3, 8-40Fish Game Guide (4 rounds)Full One Day PPT-updated-handout slides 1-3, 8-40Full One Day Workshop Packet 053113Fish Game Guide (4 rounds)Full One Day PPT-updated-handout slides 1-40 brainstormingBehaviors and strategies _EUs_ 110112Full One Day PPT-updated-handout slides 41-48 big ideas IBig Ideas Fish Game (Enduring Understandings) 101812Full One Day PPT-updated-handout slides 49-81 big ideas IIBig Ideas Sustainable Economics 113012Full One Day PPT-updated-handout slides 82-87 big ideas IIIBig Ideas for Diminishing Resources Game 113012Full One Day PPT-updated-handout slides 88-97 big ideas IVBig Ideas Natural Laws & Ecological Principles 113012Full One Day PPT-updated-handout slides 98-136 endBig Ideas for EfS Framework part V 113012

Full One Day PPT-updated6-11-handout slides 88-97 big ideas IVFull One Day Workshop Packet Final 053113Full One Day PPT-updated-handout slides 1-3, 8-40Fish Game Guide (4 rounds)Full One Day PPT-updated-handout slides 1-3, 8-40Full One Day Workshop Packet 053113Fish Game Guide (4 rounds)Full One Day PPT-updated-handout slides 1-40 brainstormingBehaviors and strategies _EUs_ 110112Full One Day PPT-updated-handout slides 41-48 big ideas IBig Ideas Fish Game (Enduring Understandings) 101812Full One Day PPT-updated-handout slides 49-81 big ideas IIBig Ideas Sustainable Economics 113012Full One Day PPT-updated-handout slides 82-87 big ideas IIIBig Ideas for Diminishing Resources Game 113012Full One Day PPT-updated-handout slides 88-97 big ideas IVBig Ideas Natural Laws & Ecological Principles 113012Full One Day PPT-updated-handout slides 98-136 endBig Ideas for EfS Framework part V 113012

Full One Day PPT-updated6-11-handout slides 98-137Full One Day Workshop Packet Final 062013Full One Day Workshop Packet Final 053113Full One Day PPT-updated-handout slides 1-3, 8-40Fish Game Guide (4 rounds)Full One Day PPT-updated-handout slides 1-3, 8-40Full One Day Workshop Packet 053113Fish Game Guide (4 rounds)Full One Day PPT-updated-handout slides 1-40 brainstormingBehaviors and strategies _EUs_ 110112Full One Day PPT-updated-handout slides 41-48 big ideas IBig Ideas Fish Game (Enduring Understandings) 101812Full One Day PPT-updated-handout slides 49-81 big ideas IIBig Ideas Sustainable Economics 113012Full One Day PPT-updated-handout slides 82-87 big ideas IIIBig Ideas for Diminishing Resources Game 113012Full One Day PPT-updated-handout slides 88-97 big ideas IVBig Ideas Natural Laws & Ecological Principles 113012Full One Day PPT-updated-handout slides 98-136 endBig Ideas for EfS Framework part V 113012


workshop packet full day pt 2Full One Day Workshop Packet Final 062013Full One Day Workshop Packet Final 062013Full One Day Workshop Packet Final 053113Full One Day PPT-updated-handout slides 1-3, 8-40Fish Game Guide (4 rounds)Full One Day PPT-updated-handout slides 1-3, 8-40Full One Day Workshop Packet 053113Fish Game Guide (4 rounds)Full One Day PPT-updated-handout slides 1-40 brainstormingBehaviors and strategies _EUs_ 110112Full One Day PPT-updated-handout slides 41-48 big ideas IBig Ideas Fish Game (Enduring Understandings) 101812Full One Day PPT-updated-handout slides 49-81 big ideas IIBig Ideas Sustainable Economics 113012Full One Day PPT-updated-handout slides 82-87 big ideas IIIBig Ideas for Diminishing Resources Game 113012Full One Day PPT-updated-handout slides 88-97 big ideas IVBig Ideas Natural Laws & Ecological Principles 113012Full One Day PPT-updated-handout slides 98-136 endBig Ideas for EfS Framework part V 113012


Full One Day PPT-updated6-11-handout slides 98-137Full One Day Workshop Packet Final 062013Full One Day Workshop Packet Final 053113Full One Day PPT-updated-handout slides 1-3, 8-40Fish Game Guide (4 rounds)Full One Day PPT-updated-handout slides 1-3, 8-40Full One Day Workshop Packet 053113Fish Game Guide (4 rounds)Full One Day PPT-updated-handout slides 1-40 brainstormingBehaviors and strategies _EUs_ 110112Full One Day PPT-updated-handout slides 41-48 big ideas IBig Ideas Fish Game (Enduring Understandings) 101812Full One Day PPT-updated-handout slides 49-81 big ideas IIBig Ideas Sustainable Economics 113012Full One Day PPT-updated-handout slides 82-87 big ideas IIIBig Ideas for Diminishing Resources Game 113

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