Jaimie P. Cloud President Inspiring young people to think about the world, their relationship to it, and their ability to influence

Jaimie P. CloudPresident

www.cloudinstitute.org

Inspiring young people to think about the world,

their relationship to it, and their ability to influence

it in an entirely new way.

The Cloud Institute for Sustainability Education © 2006. Do not distribute without express permission of the author.

Workshop Outcomes

Participants will:

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

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?


Fish Game GuideWe are going to run a swordfish fishing industry! Each person in thegroup 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.


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.


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

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

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.)


Fish GameGame Recorder

RoundConsumption

(# Fish You Took)

Accumulation

(Total # Fish You Have)

Fish Stock

(# Fish in the Ocean

After Restocking)

1

2

3

4

5

6

7

8

9

10


What were you thinking?

Thinking Drives Behaviorand

Behavior Causes Results


How Many of You

Made it through all 10 rounds in every game you played?


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.


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.”

Why did you do it?The Cloud Institute for Sustainability Education © 2006. Do not distribute without express permission of the author.

Mental Models

Events

Trends/Patterns

Structures/ Behaviors

Mental Models/ Worldview

React

Respond

Design

Transform


The Titanic A classic mental model

There isn’t enough to go around.

(Assumption of Scarcity)

We’re going down, so…


Things are the way they

are and there is nothing

I/we can do about it.

The BummerA 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 it

is not true if everyone does it.

Social TrapA classic mental model


The invisible hand leads all individuals, in pursuit of their

own self-interests, to produce the greatest

benefit for society as a whole (and vice

versa)

-Idea presented by Adam Smith 1776

Maximizing Gains for Self

A classic mental model


Theory of ConfidenceA Classic Mental Model

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


It’s Just a GameA Classic Mental Model

Let’s play

and see

what happens


I play to win A Classic Mental Model

Zero Sum Gamevs

Non-Zero Sum Game

In order for anyone to win everyone has to win because the players are interdependent upon one

another

http://www.youtube.com/watch?v=l0ywiYboCLk


http://www.youtube.com/watch?v=l0ywiYboCLk

GreedA Classic Mental Model

I want a lot and

I don’t care about the

consequences


What’s behind what people say

•I’m anthropocentric•Resources are unlimited and everything is substitutable•We are in Control

•I wasn’t thinking at allThe Cloud Institute for Sustainability Education © 2006. Do not distribute without express permission of the author.

Characteristics of Mental Models

• Incomplete and Constantly Changing

• Not accurate

• Uncertainty about their validity does not prevent them from being used even if incorrect.


How Do They Affect Us and the World Around

Us?

Everything is internally consistent

within the frame we are operating.

(Senge)



The Result 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

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


Fix that Fails Archetype

Unintended Consequence…Level Fish Stock Depleted

Gap

FIX/Action…Number of Fish I

Catch

Current State…Number of Fish I

HaveDesired State….To have as many fish as possibleby the end of

10 rounds

Delay

O


Behavior Over Time40

0 10

Tot

al #

of

Fis

h

Time (Rounds)

Indiv Accumulation Fish Stock Group Accumulation


Behavior Over Time

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

Individual Accumulation Fish Stock Group Accumulation


www.footprintnetwork.org/download.php?id=7654


“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; 1994)


It all begins with a change in

thinking


New Narratives Emerge

Hero Religion Democratic/Scientific

Economic

The Next New Narrative: Sustainability

(Flowers; 2007)



Closing the Gap

Brainstorm Activity

In small groups, brainstorm the mental models, behaviors & strategies required to make the shift toward sustainability


Mental Models for 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.



Healthy Systems Have Limits

Tap the power of limits

Note: Please do not confuse the mental model of scarcity with the reality of limits.




We Are All In This TogetherWe are all interdependent on each other and on the natural systems upon which all life

depends



Reciprocity is not Optional

In the context of interdependence self interests are best served through the development of mutually beneficial

relationships.



We are all Responsible

Everything we do and everything we don’t do

makes a difference.


Shifting Mental Models

• Mental models shift through experience, by asking different questions, story telling & the creative process

• 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?


Enduring Understandings


Sustainable Economics

What do we really want?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?


Quality of Life and 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?


What’s Wrong with the GDP?

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

• GDP Ignores the Non-Market Economy of Household and Communities

• GDP Treats the Depletion of Natural Capital as Income

• 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– 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


Gross Production vs. Genuine Progress, 1950 to 1999

www.foe.co.uk/campaigns/sustainable_development/progress/international.html

Genuine Progress Indicator


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. •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

21st Century Goals and Indicators


http://hdr.undp.org/reports/global/2002/en/indicator/indicator.cfm?File=indic_276_1_1.html

Gross National Happiness

• Goes beyond utilitarian approach to defining “happiness”

• Seeks to marry both material and spiritual indicators

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


• Health and

Population

• Wealth

• Knowledge and

Culture

• Community

• Equity www.hcc.govt.nz/sustainability/files/appendix2.pdf

The Human Well-being Index (HWI)



The Index of Sustainable Economic Welfare (ISEW)

• The basis is the GNP, so it can be compared directly to GNP

• Added are expenditures on public education and health

• Subtracted are expenditures for advertising and commuting, and increases in real estate value due to inflation

• ISEW is also designed to reflect– Negative impact of influence of dependence on foreign capital

– Negative impact of loss of wetlands and farmlands– Negative impact of increase in income disparity

www.foe.co.uk/campaigns/sustainable_development/progress/templates/storyintro.html

http://www.sustainablemeasures.com/Training/Indicators/GPI.html




http://www.foe.co.uk/campaigns/sustainable_development/progress/templates/storyintro.html











Ten of the Many Communities Using

IndicatorsSan Francisco, California Chattanooga, TennesseeShanghai, ChinaSouth Bronx, New YorkCuritiba, BrazilMinneapolis, MinnesotaPhoenix, ArizonaWaitakere City, New Zealand Kingdom of BhutanKaua'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


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

How Big is your Footprint?



(2005, based on 2002 population data)

Country Population

(millions)

Ecological Footprint (global acres)

Biocapacity

(global acres)

Domestic Ecological Deficit/

Remainder (global

acres)

Afghanistan 22.9 0.2 0.7 0.5

Australia 19.5 17.3 27.9 10.6

Bangladesh 143.8 1.2 0.7 -0.5

Brazil 176.3 5.2 25.0 19.8

Canada 31.3 18.5 37.3 18.8

China 1,302.3 4.0 2.0 -2.0

Costa Rica 4.1 4.9 3.7 -1.2

India 1,049.5 1.7 1.0 -0.7

Myanmar 48.9 2.2 3.2 1.0

Nigeria 120.9 3.0 2.5 -0.5

Paraguay 5.7 4.7 13.3 8.6

Slovakia 5.4 8.4 7.2 -1.2

United Arab Emirates

2.9 25.9 2.2 -23.7

U.S.A. 291.0 24.0 11.6 -12.4

WORLD 6,225.0 5.4 4.4 -1.0

http://www.redefiningprogress.org/footprint

Ecological Footprint of Nations


www.footprintnetwork.org/download.php?id=7654




Turn and Talk

What surprised you about the content in this section?

What questions do you have?




How do we

think and act in the context of

interconnectedness?

Dynamics of Systems and Change


Diminishing Resources Game

•The 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 post-it notes 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. The Cloud Institute for Sustainability Education © 2006. Do not distribute without express permission of the author.

What Happened?

Brainstorm Activity

What strategies did you use and did you see used to play this

game?


What Happened

What problem were you trying to solve?


Shifting the Burden Archetype:

Diminishing Resources

Symptom Problem/Challe

nge

Unintended Consequence

Symptomatic Solution

Fundamental Solution

delay

o




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?



Natural Laws & Ecological Principles

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

• 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)


Ecosystem Services


Natural Laws & Ecological Principles

“Four System Conditions”• Substances from the Earth’s crust must not

systematically increase in the biosphere

• Substances produced by society must not systematically increase in the biosphere

• Nature's functions and diversity are not systematically impoverished by physical displacement, overharvesting, or other forms of ecosystem degradation

• Resources must be used fairly and efficiently in order to meet basic human needs globally


Earth’s History


Regression?


Investing in a Sustainable/

Regenerative Society




What do we want to sustain?

For whom?For how long?

and what does education have to do with it?

So What Kind of Future do we want?


What is education for? (In the service of

what?)


IMAGINE

There is a shared understanding 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.


IMAGINE

Schools are learning organizations.


IMAGINE

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,

and to lead with us the shift toward a sustainable future.


THINK ABOUT IT

Every sector food, buildings, business, government,

higher education, urban and rural planning…

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 to sustain us over time.

The foundations of our knowledge, skills, and habits of mind are cultivated in our schools.The Cloud Institute for Sustainability Education © 2006. Do not distribute without express permission of the author.

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


A Healthy and Sustainable

Future is Possible


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


Selected Fields of Study that Contribute

to Education for Sustainability

• Sciences– 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 Ethics and Philosophy– Ecological Psychology– Positive Psychology– Science of Happiness– Conflict Resolution Education– Systems Thinking and System Dynamics Education– Game Theory


The Learning Self


The Learning SelfCore Attitudes

MotivationSense of Self


Ethics

Potential

&

Purpose

Brain & Mind

Personal Story Learnin

g Styles

Multiple Intelligences

Empathy


The Learning SelfCore Processes and Skills

Deep Learning

& Deep

Thinking

Engaging Diversity

Participation &

Leadership

Applied Systems Thinking

Visioning, Lateral

Thinking & Creativity



The Learning SelfCore Knowledge

Cultural Preservation and Transformation


Responsible Local/ Global Citizenship


Natural Laws and Ecological Principles

Sustainable Economics Inventing and

Affecting the Future

Multiple Perspectives

Strong Sense of Place

Healthy Commons



Responsible Local/Global Citizenship









Healthy Commons












Healthy Commons












Healthy Commons











Healthy Commons

Healthy Commons












Healthy Commons








Inventing and Affecting the Future



Inventing and Affecting the Future

Healthy Commons












Healthy Commons












Healthy Commons


The Learning Classroom

Authentic Instruction & Assessment

Learner-Centered

Place-Based

Standards Driven

Project-Based Interdisciplinary

Applied Learning

Assessment Driven

Cooperative Learning

Constructivist Approach to Teaching Technology Integration

Service Learning

Understanding by Design

Differentiated

Reflective Practice

Inquiry

Writing Process


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


Early Majorit

y34%

Late Majorit

y34%

Laggards16%

Early Adopters 13.5%

“Critical Mass”

Innovators 2.5%

Innovation Adoption Curve

©2006 The Natural Step


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 Education for Sustainability


Communities that Learn

for Education for Sustainability

Everyone (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 Frameworks• Character Education• The Virtues

• Resiliency • The Entrepreneurial Mindset• Partnership for 21st Century Skills

• Habits of Mind (Costa and Kallick)• Whole New Mind (Daniel Pink)

• Quiet Leadership (Servant, Catalytic……)


Education for Sustainability




Cloud Institute Products and Services

• Education for Sustainability Workshops

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

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

– Organizational Learning & Change

• Research and Development

→

Awareness

→

Leadership →Design →Skill Development →


Join The Cloud Institute’s

Circle of Friends

•10% discount on select publications of The Cloud Institute•10% off Cloud Institute programs•Name recognition on our website and in our annual report


Campaign for the Civic Missions of Schools

The Bay and Paul Foundations

Ewing Marion Kauffman Foundation

The Surdna Foundation

The Henry Foundation

The Nathan Cummings Foundation

The Norcross Foundation

The Geraldine R. Dodge Foundation

Global Communications for Conservation, Inc

The Dr. Robert C and Tina Sohn Foundation

Greenopolis.com

We Thank Our Partners


Jaimie P. Cloud, President [email protected]

Marie-Claire Munnelly, Program [email protected]

Charlene Turner, Operations [email protected]

Leah Mayor, Director of Education and [email protected]

Contact Information


mailto:[email protected]



Documents

Jaimie P. Cloud President Inspiring young people to think about the world, their relationship to it, and their ability to influence