Showing posts with label EE. Show all posts
Showing posts with label EE. Show all posts

Tuesday, 9 June 2015

Climate Change [from EE/EFS perpective] by Dr David Chapman

Climate change

There is a great scene in the film Madagascar that I consider a poignant metaphor for the human condition.  Four slick New York zoo animals, lost in the jungles of Madagascar race for the safety of the beach.  In the process, the giraffe’s head becomes shrouded in a tangle of vines.  As they reach the beach, he screams, “I can’t see, I can’t see!”  At this, the hippo jumps on the trailing vine, which then falls clear of the giraffe’s face.  “I can see, I can see!” yells the giraffe, takes in the vista of endless uninhabited shore, screams again, and immediately buries his head in the sand.

The metaphor echoes our response to environmental issues in general and climate change in particular.  The latter has risen in profile in the public and political consciousness to that point where action of some sort is required as an inevitable consequence of a considerable period of rhetoric.  Sadly though, as politicians in election year actually try to do something, what is revealed is that our heads are buried in the sand.

Perhaps I am being unkind?  Perhaps what I have uncharitably taken as avoidance is actually complete ignorance about nearly everything to do with climate change.  I refer here to several statements by political leaders on the issue in the last half of May.  One involved a wrangle between the main political parties that, on one hand, resented that responses to climate change were going to cost the consumer, and on the other, tried to pretend that they would not.  Meanwhile, the Minister in charge of the issue was talking in terms of fixing climate change.

I do feel sorry for serious politicians on an issue like this though, and I mean the government here.  As soon as governments attempt to actually do something, the armchair critics have a field day.  Take the rail buy-back for example.  It seems ironic that Robert Muldoon electrified the railways to protect the country from the spiralling oil costs.  Since then, the rail system has been successively pillaged and abandoned by two multi-national companies.  Meanwhile the private road transport option is about the least energy efficient you could have.  An effective electric rail transport system is both more energy efficient and potentially uses renewable energy, a win-win situation.  Parliamentary democracies are not well suited to addressing long-term issues.

The ignorance I mentioned previously stems from a failure to grasp several related key facts.  One is that around 90% of the planet’s commercial energy comes from fossil fuels (2 billion of the worlds poorest people have no access to commercial energy).   The production of practically any manufactured good uses fossil fuels as the energy source, and thus contains the ’embedded energy’ that was used to produce it.  The second point is that coal consumption has been predicted (National Geographic, March 2006) to rise from around 5.4 billion tonnes per year to slightly over 8.2 billion tonnes by 2025, more than 50% increase.  So any thought of ‘fixing’ climate change is an illusion.  So is the notion that you can be carbon neutral by trading carbon credits.  This involves paying someone else to plant or preserve in order to offset your carbon emissions.  Okay, this is better than nothing as a short-term response but that is all it is.  Some figures will illustrate this.

National Geographic’s figures suggest global coal consumption over the next 20 years is close to 140 billion tonnes.  National Geographic data shows a tonne of coal produces nearly two tonnes of carbon dioxide. Thus, something like 250 billion tonnes of carbon dioxide will go up the stacks in the next twenty years.

How many trees would be needed to absorb this carbon dioxide?  Not to stop global warming, just to hold things as they are.  There are some tricks here.  Trees do not absorb much carbon dioxide when they are little, they take time to grow and get going.  When a forest matures though (and you don’t hear people saying this), it is carbon neutral.  Carbon dioxide use for growth is in balance with that released by death and decay.  This is why tree planting is a short-term strategy, even if you could plant enough trees to take in that 250 billion tonnes of carbon dioxide.  Unless!  Unless, you cut them down and bury them somewhere where they cannot decay, like the ancient swamps in which the coal beds originally formed.  Trading carbon credits misses the point really.

It is thus obvious that the implication that you can address climate change without  it costing the consumer is simply deceitful.  If you want to have the same ‘stuff’, you will have to find renewable energy sources, which are more expensive.  Alternatively, you can pay the ‘opportunity cost’ of going without.  Either way, there is a cost.   The simple reality is however, that rich people have to use less.

It is amazing that while the cry of the ‘Rogernomic’ revolution of the 80s was the slogan “there is no such thing as a free lunch”, the fundamental assumption behind the growth economy is exactly the opposite.  The environment hosts the lunch.  Despite the evidence though, the giraffes still will not face up to the obvious.  In the meantime, the big superstores will still be banging on every weekend, ” no deposit, no interest and no repayments till the cows come home”.  Another magnificent metaphor for consumer culture…. where there is always the bait of ‘something for nothing’.

But what if we did become genuinely carbon neutral, what would we, as a nation, gain from it?  The ‘tragedy of the commons’ is that if we stop polluting while the big guys party on, we still suffer the consequences.  What we would gain is the moral high ground to work for improvement in the international community.  Such a course requires a deeper sense of nationhood than supporting a footy team.  It demands a proper sense of who we are and what our local and global responsibilities as human beings are.

It requires a sense of citizenship, both of Aotearoa and of planet Earth.  This is not ‘green’, it is simply an inevitable logic.  To protect something, you need to have a sense of belonging.  Climate change is in the end, too big an issue for petty party squabbling.  It needs to be the subject of nation-wide debate and multi-party consensus or the work of one government will be undone by the next, to the detriment of all.

* Dr Chapman is passionate teacher with an acute no-nonsense awareness of the real issues behind our environmental crisis, he clarified issues and guided students to the root cause of the problem. Dave was formerly lecturer on Environmental Education at Massey Univ., NZ. --Thank You David! ['for the Environment']

Thursday, 3 November 2011

Dr Jumsai lectures during World Environment Day 2010, Singapore

Dr Jumsai is a former NASA scientist, MP in Thailand and business man. Currently he is the director of Sathya Sai School in Thailand, educator and presenter with world-wide engagement.




Monday, 22 February 2010

Environmental Education Barriers

 A useful introduction from Julie and Peter of GreenHearted.org -- thank you!

 1. We Receive Minimal Support for Environmental Education

Referring to the public school system, David Orr complains that "what passes for environmental education is still mostly regarded as a frill to be cut when budgets get tight" [68]. What's been happening in many jurisdictions proves him right.
Environmental adult educators particularly note minimal support for the development and publication of environmental adult education resource texts. Mark Burch (1994) points to the lack of "pedagogically sound environmental education materials suitable for the general education of adults" [14]. Most texts and learning support materials either have been developed with children in mind or are too specialized or technical for average adults.
Claudie Solar, looking at trends in adult education in the 1990s, found only one article within the literacy theme on scientific literacy, out of 623 articles. She calls the environment "another weak point in the corpus on adult education" [85].

2. Participatory Processes are Poorly Planned

A frequent motif in the literature is a call to make environmental adult education more participatory, more democratic, and more oriented toward social issues.
Darlene Clover and her colleagues point out that environmental adult education workshops are "an effective and popular educational space for social transformation, yet their value and advantages are not always realized" [21] when experts take the podium and orchestrate a brief question and discussion period that postures as active participation.
According to Roger Hart, "environmental education must be radically reconceived in order to be seen as fundamental to the residents of communities from all social classes in all countries" [44]. Residents want to identify and investigate their own problems through action research, and the teaching of environmental science or ecology must at first be related to the local environment.
We see the same problem in environmental education for children and youth. They sit quietly learning about destruction of the Amazon rainforest but never go outside to actively get to know the ecology of their school yard or the environmental issues their community faces.

3. We Hide the Truth Behind Deceptions and Disguises

Henry David Thoreau once spoke of consenting to be deceived. Earth Education guru, Steve Van Matre, believes that environmental educators have not managed to "peel away the disguises" used to mask the ecological processes that support us.
"Most people in our societies ... have been so isolated for so long from the realities of life ... that they simply do not grasp how their own lives are a part of the overall process of life on earth," he says [91]. Van Matre offers as an example that many people do not know where their food comes from.
According to Donella Meadows, environmental education is meant to expose misconceptions about the laws of the planet, but she finds that Westerners still live "as if there were an endless treasury of resources to draw from, and an infinite and far-removed sink into which to throw our wastes" [60], suggesting that educators have been unwilling or unable to move people past society's ecological deceptions.

4. Breadth of Study Detracts from Depth of Understanding

Ironically, studying too many environmental issues might be detrimental. Robert Stevenson fears that environmental problems are superficially treated due to "an addiction to coverage," and hence students develop "little understanding of the complexities involved and little capacity for thoughtful decision-making on environmental issues they may encounter" [86].
Steve Van Matre suggests that environmental educators be careful not to cover "too much, too soon," thereby "siphon[ing] off the [learners'] concern and energy, concern and energy that might better be applied to their own lifestyle changes" [91].

5. Many Teachers and Learners Tend to Avoid Experiential Learning

According to David Orr, experiential education is vital. Pure book learning, he says, "produces half-formed or deformed persons: thinkers who cannot do, and doers who cannot think" [68].
Unfortunately, most teachers aren't trained in experiential teaching methods, most don't know how to assess experiential learning, and many would admit to discomfort at the thought of taking students outdoors or getting them involved in community-based environmental projects. And a lot of learners are uncomfortable getting deeply involved in experiential learning.
Darlene Clover and her colleagues suggest several reasons for adult learners' fear or discomfort: unsuitable clothing or shoes; connecting the outdoors with getting dirty; an attitude that this type of learning is childish and a waste of time; fear of being laughed at or found inadequate to the challenge; an inability or unwillingness to participate in a spontaneous way; and, an innate fear (especially in urbanites and older adults) of animals, insects, or the dark [21].
Nowadays, these fears are becoming more common among children, as well. I recently met two youngsters who refused to participate in a hands-on exploration of what's in soil.

References link: 
http://www.greenhearted.org/references.html

Tuesday, 10 July 2007

EE note on Live Earth Concert 2007

Yesterday, as Al Gore's 'Live Earth' 2007 concert came to a close--one word deserved more mention than others: sensitivity. The concert itself is an effort of mass-transitional medium to raise what Madonna calls  'an avalanche of awareness'. However, as in natural occurring avalanche, it needs a trigger--the accumulating 'snow' of awareness--that is the accumulation of our [rich-industrialised North and its satellites] unfriendly habits towards our home planet.

The question is whether this accumulation has peak? Many environmentalists, green economists or California's governor Arnold Schwarzenegger believe it has or at least nearing to its peak. Much debate on this 'peak oil' situation and depending on your stance--your opinion is formed. If you are supporter of the oil-industries my assumption is, you will say: 'True, many of the known oil wells in the world are falling in its production. But there are many more unknown oil fields waiting to be discovered'--you may even add:'furthermore, our advanced technology may save us from energy depletion'.

Conversely, hardcore greenies and realist-economists will voiced the opposite, they will probably say: eventhough there are many more unknown oil fields to discovered they are not earth-friendly even with the best of advance technologies. Coupled with the current practice of 'un-economic' system (industrial scale and short term profit orientation) we subscribed, it would be hard to see any substantial reduction in our polluting habits. As the saying goes: 'it will take few months for a child of 5 to change his/her habits, it may take a few years for teen-ager to achieve the same result and for those who claimed to be adults...well it may take generations in other word: FOREVER.

Given the long time span required to change their outlook for those 'wise-adults'--in my humble opinion it is best to focus on the young in age and the 'young at heart' as they are more open, malleable and not hardened by the glitters and 'blings' of the world. And in the case of the latter, the 'young at heart' are probably in their second 'rebellious' stage of life so just like 'teenagers' they are in the path of a new discovery. Anyway, the point is this: we don't want to waste our precious time and energy to cater to those who refuse to change, so why bother.

Before we take the plunge however, it is recommended to have some coherent structures to adhere or a system. These includes and not limited to learning or re-learning the basic of biology, the socio-ecological principles(including studying the 'mysterious' subject of economics but as a sub-system of ecology), system designs(such as 'permaculture' and older traditions conducive and useful to our change of outlook). All these knowledge, body of science and traditions may be embodied in somekind of 'integrative-studies' or '[w]holistic' science framework, fortunately some schools and universities have started the application of this approach to its curricullum, however most of these institutions are not mainstream yet.

Education institutions, universities, schools and informal learning places have  the great responsibilities to instill and invoke in students sensitivity towards Nature and her environment. Sensitivity that will lead to love of Nature something that eminent biologist E.O. Wilson called: 'biophilia' (bio=life and philia is Greek for love) hence the 'love of life'. It is basically here that the future of our planet is decided. As students later discovered with new 'eyes' the beauty and complexity of our home planet, they will make an 'automatic-connection' to their sensitive-self and it will guide them to a higher level of awareness/consciousness each time they have to make a decision. Under these conditions, the outcome of decision making process  will lean towards 'long-term' rather than 'short-term' as inter-generational and sustainability issues get better understood and appreciated.

I think education for the environment is not only critically important but also invaluable as it holds the key to real change of our behaviour and attitudes towards our home planet. Unless of course, one prefer the shocking realization of suddenly finding 'all is at sea' as climate change advances and we are all forced to meet the fate of the polar bears. This reminded me of Phil Collins song 'Home by the Sea' -- except this time it's home under the sea...ironically our ancestor 'genesis' is indeed from the seas of many million of years ago.

Wednesday, 8 February 2006

ACIL (Anak Cinta Lingkungan)

Children to get green playground in Bogor
City News - February 06, 2006

The Jakarta Post, Jakarta

Action to create a less polluted city and a greener Indonesia does not only emanate from officials these days.

Children are also expected to come up with bright ideas to produce a better environment, with the Environment Ministry and production house Prime Tivi Indonesia jointly establishing a new children's facility to this end -- Kampung ACIL in Cikeas.

ACIL stands for Anak Cinta Lingkungan (Children who love the Environment). Kampung ACIL, therefore, is a village for children who love the environment.

On Friday, the construction of Kampung ACIL was inaugurated at the Environment Ministry's offices in Jakarta. It is expected that the work will be completed before June when ACIL will organize its "Joyful Week" celebration.

"We hope that Kampung ACIL will provide environmental education to children, and support the Green Open Space policy," said Environment Minister Rahmat Witoelar.

He expressed the hoped that in the near future Kampung ACIL would serve as a pilot project that could be replicated in 440 municipalities across the country.

Located on a two-hectare plot in Cikeas, Bogor, West Java, Kampung ACIL will be housed in a forest planted by 30,000 children from more than 300 kindergarten and elementary schools in Jakarta, Bogor, Tangerang and Bekasi during the ACIL gathering on June 5 through June 12, 2006.

A museum to house displays of traditional games and toys will also be established in the village. The ministry will collect these from around the country.

"Besides coming directly from the provincial administrations, the traditional games and toys will also be produced by a workshop in Kampung ACIL," Osby Vebro from Prime Tivi Indonesia told The Jakarta Post.

He added that the workshop also intended to improve the skills of local people and provide more jobs.

Children would also benefit from environmentally friendly science and technology exhibitions presented by teachers, academics and other experts.

"Actually, the idea first came to me when I read about the United Nations Environmental Project (UNEP)'s program to plant 5 million trees around the world by 2008. As of last month, they had already planted one million trees."

"So, we thought, why don't we support the program by planting them here in Indonesia. If we only plant 10,000 trees in 440 municipalities, for example, then that would amount to 4,400,000 trees, quite close to the UNEP target," Osby said.

When asked why children had been selected to play an active role in the project, Osby said that it was easier to create environmental awareness in a child than to change the habits of an adult.


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