Friday, January 20, 2012

Psychology for a Better World: Strategies to Inspire Sustainability

About the book

Nikis_20book.jpg
Psychology for a Better World is for people who believe it is worth trying to make a world in which both our species and the ecological systems we are part of can flourish. The book is based on the latest research in psychology and is jam packed with action strategies. It offers new ways to think about how people interact in social settings, why we are tempted to stick with what we know, and how the same characteristics that currently keep us hooked into unsustainable practices can be used to move us forward. The final chapter is a guide to help you analyse what you are doing to contribute towards a better world, and how you can be more effective while simultaneously increasing your personal wellbeing.
Listen to Niki’s interview about Psychology for a Better World with Kim Hill on the Radio New Zealand website and her interview with Sustainable Simon on the 95bFM website.
About the author
Niki Harré is an associate professor at the University of Auckland where she has taught social and community psychology for twelve years. Her recent research projects have focused on sustainable communities and schools, positive youth development and political activism. In 2007 Niki edited, with Quentin Atkinson, the book Carbon Neutral by 2020: How New Zealanders Can Tackle Climate Change. Niki is an active member of the Pt Chevalier Transition Town.
Niki’s homepage and contact details
Niki's Blog about Psychology for a Better World
If you are interested in the ups and downs of publishing and promoting a book, check out my blog.
Reviews
Summarising fascinating research and insights from social and positive psychology, Niki persuades us in a personable and convincing way to look more deeply at our motivations and strategies when advocating for improved social and environmental conditions. Our intuitive approaches of arguing more aggressively with our perceived opponents, and telling others how wrong they are, are often not effective ways to get lasting behavioural change. Instead Niki provides a wide range of evidence to show that boosting positive emotions, role modelling, understanding the power and dynamics of identity and moral context all need to be authentically applied if we are to be effective change agents. This involves looking at our own motivations very carefully, which can be uncomfortable, but which Niki admirably does herself throughout the book. This book provides an urgently needed example of using sound evidence from the social sciences, particularly psychology, to engage people more positively in environmental sustainability. It also has a broader applicability, providing insights on effective advocacy for other areas of social change, for instance health promotion.

Hugh Norriss, Mental Health Foundation, New Zealand
 
Psychology is the study of mind & behaviour and should therefore harbour essential information for anyone interested in how humans may be able to change in order to create a more sustainable society. Alas, little has been done to take full advantage of this and so Niki Harré’s new book is particularly welcome. A key argument of her crisp and lucid discussion is the need to drag environmental issues from the conventional into the moral domain for the next generation. Harré manages to navigate the complexities of moral psychology with admirable ease and insightful purpose – balancing the objective of scientifically informed political advocacy with her own struggles to be the change she wants to see in the world. This book should inspire.

Thomas Suddendorf, Professor, University of Queensland, Australia
 
A sensational book by a visionary psychologist and thinker. You are a national treasure, Niki. Keep up the inspiration.

Pam Corkery
 
Congratulations on your fabulous new book which I read, thanks to you, as a free PDF. It is so wonderful to see members of the psychology community applying their knowledge and insights as you do in order to make a positive difference at this dangerous point human history.

John F. Schumaker, Author of In Search of Happiness: Understanding an Endangered State of Mind
 
Niki Harré is a highly regarded academic social psychologist and a sustainability advocate. Her book applies the latest psychological research to understand the dilemmas sustainability advocates and activists face and gives sound advice on how to grasp opportunities for change. Her account of the role identity plays in Chapter 4 is simply magnificent! This chapter makes the task of building a workable synthesis look easy. But identity is not only one of the most important human motivators but also one of the most vague and confusing areas of the social sciences. Niki offers a compelling and highly accessible analysis of this difficult territory, putting together in Part One a hugely impressive review of all the relevant work and the latest findings. Part Two is then an original and thoughtful application of the action principles she deduces from the research. Anyone interested in understanding the wellsprings and implications of belonging, action and affiliation must read this chapter.

Margaret Wetherell, Emeritus Professor in Social Psychology at the Open University, UK
 
Psychology for a Better World is really easy and enjoyable to read and offers so much insight and resources and depth. Thank you so much for putting it in the world, it is a brilliant resource.

Maya Nova, Mindbalance
 
Psychology for a Better World: Strategies to inspire sustainability is a labour of passion that carries the reader all the way through to the end. It is largely targeting sustainability advocates and those who have strong inclinations towards a more sustainable world. Dr Niki Harré draws on different approaches to sustainability and shows which ones work best and then explains why. As you turn the pages, you will be exposed to a variety of issues and concepts from identity, intention, and morality to copying and the long lasting benefits of positive emotions. It is well researched, accessible, easy to read, and packed with case studies and practical examples. The most important message? If sustainability is to work, it needs to become a way of life. This book tells you how. If you believe in a better world or are flirting with sustainability, this may be the addition your library is waiting for.

Tomas Pernecky, Ph.D, School of Hospitality and Tourism, AUT University, New Zealand
Self-help Guide for Sustainability Advocates
The final chapter of Psychology for a Better World brings together the strategies for change discussed in the book, and provides worksheets to enable you to decide where to put your energy. You can download the worksheets from the link below. Please note that they are designed to be used in conjunction with the book.
 

Thursday, January 19, 2012

Earth Debates

http://www.nhm.ac.uk/nature-online/biodiversity/earth-debates/index.html


How do we plan a future that nurtures a healthy world alongside the needs of a growing population?
Have your say in the run up to the Earth Summit 2012 by getting involved in the Earth Debates and help shape the future of our planet.
In June 2012, experts will meet to set the agenda for a sustainable future at the UN Conference on Sustainable Development (Earth Summit 2012). The summit is also known as Rio+20 because it is being held in Rio de Janeiro, Brazil, 20 years on from the first momentous Earth Summit which also took place there.

What are the Earth Debates about?

At 4 themed debates, a panel of leading experts chaired by Richard Black, the BBC's environment correspondent, will tackle key issues at the heart of the Earth Summit'sgreen economy agenda.
Your questions and comments will form an important part of these discussions, which will be webcast live from the Natural History Museum early in 2012. Find out about the 4 debate themes below and get involved.

5 Strategies to Help Bring Humane Education to Schools

http://humaneeducation.org/sections/view/news_january2012#strategies



Humane educator in classroomWe have yet to hear of any situation where it wasn't possible to integrate humane education into the classroom - but that doesn't mean it wasn't without some creative and strategic thinking!  So whether you're a classroom teacher or community educator, here are 5 of the most useful strategies you can use to help ease the way for bringing humane education into schools:

  1. STANDARDS:
    The easiest and most obvious way is to link humane education content to standards. With 45 states having adopted the new "common core standards" they serve as a useful means for integrating humane education into what you're already teaching. Even with strict requirements, educators can integrate humane principles and issues into their work. Teacher Alison Panik, who took our Teaching for a Positive Future online course, started integrating reverence for nature with her required math and science studies. IHE M.Ed. graduate, Christopher Greenslate, wrote an article highlighting how he integrated humane education into his teaching of language arts, including required books like Lord of the Flies. And IHE M.Ed. graduate, Kurt Schmidt has easily found creative ways to integrate humane studies into how he teaches math. If you're a community educator who wants to offer humane education presentations in schools, it's important to familiarize yourself with standards and highlight the strong connections between them and your content.
  2. LAWS:
    Many educators may not know it, but in several states, it's actually the law to include some form of humane education in their teaching (especially for younger students). Laws vary, but several states have some sort of legislation that requires teaching about the welfare of animals, character education, and/or environmental education. HEART keeps an updated list of laws related to humane education.

    And, last June, Maryland became the first state to require "environmental literacy" for graduation. Other states have varying requirements for environmental studies. Introducing humane education studies to your school(s) can help the district meet legal requirements.
  3. BY ANY OTHER NAME:
    While we at IHE like to call what we do humane education, what label we use is not as important as the emphasis on the interconnectedness of human rights, animal protection, and environmental preservation and on nurturing solutionaries. Some educators call it global studies; some say social justice; some just call it education. If there's something happening in your district that aligns with humane education principles and content, plug yourself into that. There are also other programs, growing in popularity in schools, that overlap with some of the elements of humane education. Such programs offer an excellent segue for introducing humane education issues and principles. Here are 3 examples:

    Character Education

    While fewer than half of states either mandate or encourage character education, many districts encourage teaching positive character traits. While character education itself follows a much narrower definition and vision, teaching about values such as responsibility, caring, and respect easily translates to exploring our impact on people, animals & the earth, and what we can do, both individually and systemically, to create a more just, compassionate world for all.

    Social Emotional Learning

    According to the Collaborative for Academic, Social, and Emotional Learning, Social & Emotional Learning, SEL, "teaches the skills we all need to handle ourselves, our relationships, and our work, effectively and ethically." Many schools are beginning to integrate some form of SEL into their curriculum, which provides a great connection to humane education.

    Service Learning

    Service Learning is another concept that's sweeping classrooms around the world. It varies in scope, but its core focus is bringing what students are learning in the classroom into the real world to address real-life issues and to help students become responsible citizens. Humane education is all about solving real-life problems, so service learning provides a terrific opportunity.
  4. CREATIVE OPPORTUNITIES:
    If you want to start small, taking advantage of special school opportunities is a great strategy. If you're a classroom teacher, look for special school-wide events, like celebrations of Earth Day, World Water Week, No Name-Calling Week, or Be Kind to Animals Week to integrate humane education lessons. You may even be able to recruit your colleagues to tweak their own lessons. If you're a community educator, you can find special events as a means to plug in to schools; but also look for career days, speaker series, and other special events to offer yourself as an expert or resource.
  5. START WITH ONE:
    If you're a community educator wanting to get into schools, start by connecting with a friendly teacher who's doing humane education-related work in the classroom or community. Find out what s/he's teaching and customize accordingly. Offer to demonstrate a sample lesson and, if needed, to talk to the school administrator (districts vary as to how much control teachers have over issues like guest speakers). Once you've built one successful relationship, you can branch off from there. Word of mouth is very effective. If you're a classroom teacher, look for one other educator and invite them to collaborate with you on a small project or lesson that embodies humane education. Start with that small success and keep going.


OUR TOP 10 HUMANE EDUCATION ACTIVITIES FOR 2011


"my top 10" signHumane education activities and lesson plans are just one of the perks we provide in our Resource Center. We now have more than 75 humane education activitiesavailable for free download, and we add new ones often. Here are our 10 most downloaded activities as of the end of 2011:






  1. Judge Not, Lest Ye Be Judged - How do our own stereotypes and judgments limit our openness and receptivity to others? This activity uses props (or photos) to explore our snap perceptions of others. (grades 4 & up)
  2. Don't Tread on Me - What is oppression? Who gets oppressed? Why don’t we all agree about that? Participants explore their own beliefs about oppression and learn about others'. (grades 6 & up)
  3. The World's Most Powerful Animal - Who’s the most dangerous AND the most powerful animal? We are! Lead students on an exploration of the positive and negative impacts our choices have on the planet. (grades 2-5)
  4. Human Rights for All? - This activity familiarizes students with the Universal Declaration for Human Rights and inspires them to think about the freedoms they enjoy that others cannot. (grades 9 and up)
  5. Two Apples - In this icebreaker, participants learn just how important words and actions are when they explore their impact on two apples. (All ages)
  6. A Moment in Their Shoes - How will students feel spending a moment in the shoes of a battery hen or a child slave? Use this lively and thought- provoking activity to introduce human and animal issues and the connections between them. (grades 6 & up)
  7. Analyzing Advertising - Students learn to be ad-savvy by exploring the pervasiveness of ads in their lives and by analyzing what ads are trying to sell…and trying to hide. (grades 5 & up)
  8. Whale's Stomach - Students learn about the impact of our "throwaway" society by exploring all the different kinds of trash found in a whale's stomach. (grades 4 & up)
  9. Word Power - Words have enormous power and often assign value. This activity explores sample words in context and what kinds of value those words imply. (grades 4 & up)
  10. Where in the World? - Students “shop” for T-shirts to help them make the connection between what they wear and the conditions under which it’s made. (grades 9 & up)

15 TIPS FOR CREATING HUMANE EDUCATION LESSONS


Two girls on nature hike looking at something interestingYou're passionate about humane education and want to start bringing it to your classroom or community, but you haven't developed lesson plans/activities (at least this kind) before. Don't worry! Here's a good place to start: with IHE's 15 tips for creating dynamic, effective humane education lessons.

  1. Take advantage of the wisdom that has come before. Look for relevant resources and lesson plans are already out there and adapt them for your own needs. There are organizations like IHE that offer comprehensive (as well as focused) humane ed activities, as well as organizations dedicated to animal protection, environmental protection, or human rights that provide terrific lessons and ideas.
  2. Find a support system and sounding board for feedback, collaboration, ideas, and contacts. There is no shortage of other humane educators, non-profit groups, and professional organizations that can help you.
  3. Educate yourself. You wouldn’t teach a foreign language without knowing it well. Be sure that you’re reading a variety of authors and perspectives, learning about the connections among humane issues, and keeping updated on news and changes in these areas.  (You can also take advantage of resources such as our Teaching for a Positive Future online course and get in-depth training with one of our accredited graduate programs.)
  4. Use what you're already doing and tweak it. If you're a classroom teacher, for example, take a lesson you're already using and modify it to include humane principles & issues. What elements of that novel lend themselves to exploring humane issues? Tweak those math word problems so that they reflect real-world concerns. Take that science study outside& pair it with nature reverence-building.
  5. Consider: What are your objectives? What will success look like? Have a clear plan for your lessons, but build in flexibility, back-ups and extensions (for when things run too short, too long, or just wrong).
  6. Start where your audience is. If people are struggling with urgent personal issues (e.g., homelessness, joblessness), they may not be interested in issues perceived as less immediate, such as global warming or animal cruelty, so start exploring how to inspire and empower them in their own situations, as well as working to build reverence and connection on a broader scale.
  7. Be careful about making assumptions about what your audience already know, or what they care about. Don't assume that just because you know (or care) about global warming or factory farming or child slavery, that others do, too. If you're unfamiliar with your audience, you can use online sources (e.g., the school's or group's website) to learn more about the culture, values, and concerns of your audience and tailor your lessons accordingly. You may also be able to visit ahead of time to help you gain insights into what they're passionate about.
  8. Integrate the 4 elements of humane education into your lessons:
    • Provide accurate (age-appropriate) information
    • Instill curiosity, creativity & critical thinking
    • Foster reverence, respect & responsibility
    • Offer positive choices & tools for problem solving
  9. Remember that humane education isn't indoctrination; it isn't about telling others what to think or believe. Humane education sparks curiosity and helps others think critically and creatively and make informed choices. There's a difference between asking your audience to think critically about what they believe, and telling them what they shouldbelieve.
  10. As often as is appropriate, reveal the interconnectedness of issues; tie in the impacts of what your audience is exploring with the environment, animals, and people. Everything is connected, so whatever the topic or issue, help people see how economics, poverty, climate change, consumerism, generosity, bullying, or psychology ties into doing the most good & least harm for people, animals, & planet.
  11. Use a variety of creative strategies throughout the lesson, including plenty of interactivity and focus on developing positive solutions. Especially for younger children, stories, songs, and drama/role play are great tools for introducing topics. Remember with all audiences to use stories, not just statistics. Studies show that people can get overwhelmed and lose interest with statistics and big numbers, and that it's easier for most of us to relate on a one-to-one basis. So start by talking about about one animal, or one slave child, or one family in one community affected by climate change.
  12. Tap into the wisdom of the group. Your lesson will be much more effective if you use the model of learning together, rather than setting yourself up as the expert to "teach" the uneducated. Give your audience opportunities to share their creative ideas and publicly explore and test their views. Give them power to lead, question, challenge, and develop positive solutions.
  13. Be sure that you're modeling your message. Do the materials you're using for the lessons themselves reflect choices that do the most good & least harm for all? Are you showing respect for your audience? Are you handling controversy or heated discussions effectively and compassionately?
  14. Practice practice practice. Especially if you're new to speaking in public or are offering a new lesson, practice. Give your lesson plans to a safe audience of supporters and have them give feedback. Videotape yourself and watch for ways to improve. Don't be afraid. Experiment!
  15. Evaluate and reevaluate. This is important, both during the lesson and after. If you're trying out a new lesson and it's crashing and burning, don't keep ploughing through. Stop and ask your audience what's not working (or at least try at different tactic). Your students will appreciate your honesty and thank you for respecting their time. If you're a community educator, be sure to have your audience complete evaluations and revise your lesson based on relevant feedback. Consider keeping a notebook to document what worked, what didn't, what you'd like to try again with some adjustments, the feedback you received, etc. One question you might ask yourself when you are reflecting on a lesson or presentation you've given is: If I were to give this same lesson tomorrow, what would I do differently?

Wednesday, January 18, 2012

The Original Green


 by: Steve Mouzon, www.originalgreen.org

Steve Mouzon’s new book, Original Green, should be read by everyone interested in crafting a more sustainable built environment.  It is a book of philosophy as much as architecture or planning, and it eloquently posits and expounds the proposition that environmentally responsible building and placemaking has more to learn from traditional culture and practices than from 21st-century ‘gizmo green’ technology.  SubtitledUnlocking the Mystery of True Sustainability, the book is published by The New Urban Guild Foundation, which Steve founded.
I have come to know and like Steve very much over the past year, so I’ll confess to the potential for bias.  At the same time, though, Steve and I definitely do not agree on every detail (more about that later) and, even if we did, it wouldn’t be the reason I recommend the book.  I recommend it because it is thoughtful, provocative, well written and, like the places Steve admires, beautiful, and because it has something important to say.
by: Steve Mouzon, www.originalgreen.orgIn fact, the first thing you notice about Original Green is its beauty, its fantastic design:  the cover is compelling; the typeface and layout are inviting to the eye and mind; the paper is substantial; there is a beautiful, crisp, color-balanced image on almost every page, most of them apparently taken by Steve himself.  I know him to be a superb photographer, so frankly I might even buy the book just for that reason.  This is a work that you want to pick up and read, or at least browse.  (There are no photo captions, references, or credits, though, and I wish there were.  I’m sure I’m not the only reader who would appreciate knowing exactly what I am seeing, which is sometimes but not always apparent from the text.)
There is a central premise to Steve’s ‘original green’ philosophy, which is that the way we humans learned for centuries to build things in response to natural climatic and cultural needs had inherent, if sometimes accidental, sustainability – and literal sustainability, too, since places were built to last and did.  All that changed, however, with what Steve calls ‘the Thermostat Age,’ when we began to build without the same responsiveness to natural systems (and, because of transience, without the same regard for culture, though Steve spends less time on that aspect).
Because the book is based on a strong premise to which it remains true throughout, it is in a sense like another important recent book on the built environment, David Owen’sGreen Metropolis.  I suspect that comparison isn’t an entirely comfortable one for Steve, since Owen worships at the altar of dense city living and Steve is every bit as devout in his faith in the new urbanist ‘Transect,’ which (greatly simplified) holds that building and living most anywhere is environmentally sound if the design is well-suited to the place.  But both are wary of the benefits of added-on green technology (which neither entirely eschews, by the way), and both make tremendously important points that are not always obvious to 21st-century readers and practitioners of placemaking.  (Steve, by the way, is the one of the two who actually lives in a city.)
by: Steve Mouzon, www.originalgreen.org‘Original green’ means common-sense things like building with high ceilings, cross-ventilation and shading in warm climates, and building with steep roofs and southern exposure in cool ones.  It means using original forms of transportation, such as walking and bicycling, whenever possible, and designing and inhabiting communities that facilitate such self-propulsion.  It means growing food nearby, and ‘living local’ as much as possible.  It means accepting a wider ‘comfort range’ of temperature; our ancestors, Steve points out, were adaptable and reasonably comfortable within a range of 30 degrees or so Fahrenheit; today people fight over two degrees’ difference in ‘thermostat wars.’  Original green places and buildings have intinsically smaller environmental footprints than conventional buildings and places, especially when lifecycle effects are included, and in many cases even if the conventional ones have the benefit of green technology.
All this is expanded in four parts of ten relatively brief chapters each.  Although this is an important book, it is not a long one, and I like that.  I did find myself occasionally distracted by Steve’s organizational compulsions, with six realms of green, eight foundations of sustainable places and buildings, ten things you can do, and so on, in addition to the four parts and ten chapters in each part.  But, within each, I love his writing style, which is simple, direct and consciously ‘plain spoken,’ to use Steve’s own phrase.  His writing actually reminds me of Thich Nhat Hanh in some ways, and Steve’s facility with language is one of the book’s strong assets.
  by: Steve Mouzon, www.originalgreen.org
Another is that Steve's tone is personal, writing in the first person and from the heart.  One of the things that drew me to Steve’s work is his unapologetic belief that buildings and places must be lovable if they are to be sustainable, because things that are not loved are not cared for and preserved.  I noticed this on Steve’s Original Green blogquite a while back and linked it on my own blog, because it makes so much sense, the sometimes elusiveness of beauty and love notwithstanding.  Steve invites some debate, I’m sure, with his suggestion that beauty and lovability can be regarded as science, not just art.  But he backs it up with evidence, and readers can decide for themselves.
Writing in the first person and from the heart is not always an asset (though in this case it is much more an asset than not).  The reader should be prepared for an adult dose of earnestness, and some readers may take an ‘I live this way instead of the way you do because it is right' message (intentional or not) from Steve's self-referential examples and unmitigated praise for new urbanism.  But, heaven knows, the environmental movement of which NRDC and I are part is not exactly known for humility, and this particular pot isn’t dumb enough to dwell on calling a kettle black for high earnestness.  By the way, just because the book is earnest doesn’t mean it isn’t entertaining and sometimes even amusing; you’ll see what I mean if you read it.
by: Steve Mouzon, www.originalgreen.orgIn fact, as I suggested earlier, I don’t think it is essential that a reader agree with a work as long as one is affected by it or, even better, learns something.  I certainly don’t agree with all of Owen’s book, for example, and I don’t agree with all of Original Green, either, though I probably agree with close to 90 percent of it.  I like being pushed to consider things that I don’t necessarily agree with. 
Like many new urbanists, Steve is definitely harder on modernist architecture than I am (witness my fondness for Dublin’s new stadium), and he takes a bit of a shot at environmentalists for espousing wilderness instead of embracing reasonable human impacts on all parts of the landscape, which I definitely disagree with for many of our remaining wild places.  (I consider wilderness, where it exists, to be a great treasure, frequently best managed in accordance with the federal Wilderness Act of 1964: “A wilderness, in contrast with those areas where man and his own works dominate the landscape, is hereby recognized as an area where the earth and community of life are untrammeled by man, where man himself is a visitor who does not remain.”)
Steve may not know this or remember it if anyone told him, but my first acquaintance with him was not that enjoyable.  Quite some time ago, I saw an email that he had authored and that I probably was not supposed to see in which Steve, in rather scathing and direct language, quite thoroughly trashed a piece of work that I had spent years on and believed in to the core of my being.  (I still do, but this isn’t the place to discuss the details.)  by: Steve Mouzon, www.originalgreen.orgI don’t think he knew me from Adam at the time so it probably wasn’t personal.  But from that moment on I had a red flag handy for this Mouzon guy, and warned several of my colleagues, too. 
Much later, however, I noticed a really nice piece of writing from him, then another one; I noticed his involvement in some projects I love (e.g., here); we connected though mutual interests and friends on Facebook, and I came to really admire his work, and his original green philosophy. 
I also eventually discovered that Steve is a really nice guy.  Knowing what I know of his work now, I have confidence that our areas of professional disagreement are few and our commonality as advocates and as people far greater.  Besides, he earns extra points for obviously adoring his very photogenic dogs, who appear both on his blog and in the book.
To whet your appetite, here are some of my favorite quotes from Original Green:
  • ‘Why are we even discussing the carbon footprint of a building if it is built somewhere that requires you to drive everywhere?’
  • ‘The more efficient a machine or fixture is, the less incentive there is to use it less.’
  • by: Steve Mouzon, www.originalgreen.org‘Sustainable things are things we can keep going in a healthy way long into an uncertain future.’
  • ‘In most cases, the image goo is cheap plastic, foam or other stuff that is all too often a sad and hideous fake of the material it is intended to represent.’
  • ‘The heavier stuff is, the closer the source should be to where it’s used because heavier stuff requires more energy to ship than lighter stuff.’
  • ‘It’s likely that no architect set foot in Mooresville for several decades after its founding, yet those farmers and tradespeople, without computers, power tools or mortgages had built a better place than any architect had built from the end of World War II until that day.’
  • ‘If a building cannot be loved, it will not last.  Any serious conversation about sustainable buildings must begin with the issue of Lovability.’
As luck would have it, Steve and I presented at the AIA convention last week in the same room.  His session immediately followed mine, so we crossed paths and had a chance to say hello.  We talked about the book, and how much I like it.  If you are interested enough in our cause to be reading this blog, I suspect you will, too.
All images courtesy of and (c) Steve Mouzon, www.originalgreen.org.
Kaid Benfield writes (almost) daily about community, development, and the environment.  For more posts, see his blog's home page. 

Tuesday, January 17, 2012

Unleashing the potential of urban growth

EN-SOWP07

Cities and PPPs, Planet of Slum

Handshake 4: Cities and PPPs  

Planet of Slum Mike Davis - Planet of Slums

Role of Governments in Education for Sustainable Consumption

Strengthening capacity for effective implementation in China, Japan, and Republic of Korea

Editor: Didham, Robert James. Author: Tian, Qing; Sato, Masahisa; Nakahara, Hideki; Lee, So-Young; Kang, Jung Hwa and Didham, Robert James|2011/12|December 2011. 140.|Publisher: IGES(Hayama, Japan)
Language: English|Publication Type: Policy Reports |ISBN/ISSN: 978-4-88788-090-0|Copyright: IGES

National and sub-national policy for Education for Sustainable Consumption (ESC) is one of the powerful instruments to influence sustainable consumption (SC) behaviour at both individual and organisational levels. This report addresses how to improve the capacity of policy makers and governments in formulating ESC policy. It also addresses the strategies governments can use to influence consumer behaviour.

The report presents three country case studies that look at the current institutional frameworks and governmental capacities for implementing effective ESC from P. R. China, Japan and Republic of Korea. Despite diverse policy dialogues and many initiatives on SCP, there is still a lack of knowledge and experience on how we actually can educate nations and their citizens for sustainable consumption. The main research was conducted through survey and interviews with relevant government officials in P. R. China, Japan and Republic of Korea, and it was supported by additional review of current policy frameworks and strategic plans and assessment of training materials/curriculums. This research was conducted in the respective countries by research partners at Beijing Normal University, Tokyo City University and Consumers Union of Korea in close collaboration with IGES.

The promotion of sustainable consumption and green markets has received attention from many national governments including the P. R. China, Japan and the Republic of Korea. All three countries have demonstrated interest and commitment towards shifting to more sustainable patterns of development and have also recognised the importance of sustainable consumption in achieving this. However, ESC still remains a very young and even novel topic that does not yet have substantial policy mandates to ensure its implementation in these countries, and thus there are many opportunities for capacity building to advance effective implementation.

The findings from this research identify key aspects of current governmental context for promoting SC and consumer awareness raising (including relevant policy frameworks, overall strategies, understandings of government officials, and barriers and obstacles to implementation). The three country cases are then analysed in a comparative capacity assessment. The assessment framework is based on the four levers of change identified by UNDP for assessing capacity assets and needs: 1) institutional arrangements, 2) leadership, 3) knowledge, and 4) accountability.

The main focus of the recommendations is on improving the wider policy and institutional frameworks for ESC implementation and to discuss how ESC can be better linked with wider policies for both sustainable production and consumption (SCP) and education for sustainable development (ESD). The primary recommendations in this work address:

1) Expanding roles and responsibilities for ESC beyond national governments;
2) Applying multiple policy mechanisms and inter-ministerial/inter-agency approaches;
3) Defining policy priorities and target areas for sustainable consumption;
4) Addressing ESC as a thematic approach to ESD and SCP;
5) Improving accountability as a means to strengthen the overall system, and;
6) Advancing ESC in formal education curriculums.
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Wednesday, January 11, 2012

Jagriti Yatra - A Journey of discovery and transformation

Jagriti Yatra is an ambitious train journey of discovery and transformation that takes hundreds of India's highly motivated youth on an 15 day national odyssey. The aim is to awaken the spirit of entrepreneurship.The vision of Jagriti is to inspire young Indians living in the middle of the Indian demographic diamond (Rs 40 - Rs 120 per day) to lead development by taking to enterprise. By doing so, they can turn from job seekers to job creators. 


Jagriti Yatra is an annual train journey that that takes hundreds of India's highly motivated youth (with some participation of international students) between the ages of 20-25 and experienced professionals with age above 25, on a eighteen day national odyssey, introducing them to unsung heroes of India. The aim is to awaken the spirit of entrepreneurship - both social and economic - within India's youth by exposing them to individuals and institutions that are developing unique solutions to India's challenges. Through this national event we have begun to inspire the youth of India to lead and develop institutions both nationally and within their communities.

Vision

The vision of Jagriti Yatra is to inspire young Indians living in the middle of the Indian demographic diamond (Rs 40-Rs 120 per day) to lead development by taking to enterprise. By doing so, they can turn from being job seekers to job creators. Apart from this economic argument, they also discover a purpose that is appropriate for their talents. Only if we create a movement around enterprise led development will India’s youth employment and development issues will be resolved.

Message

The message of the Yatra is expressed through Jagriti Geet – 'Yaaron Chalo, Badalne Ki Rut hai' a message is of a positive change through enterprise. Instead of bemoaning what is wrong with the country, our participants and the Jagriti fraternity takes action by enterprise led development to make India better


Sunday, January 8, 2012

Money and Morality


If we take care of people and Nature, then the economy will take care of itself.

Money was a clever and convenient invention; it was designed as a means of exchange and a measure of wealth. But somehow that has changed; what was once solely a means to an end has become the end itself, and what was a measure of wealth has become wealth itself.

Take for example agriculture, the purpose of which was to produce nutritious food whilst ensuring that the land remained in good heart for all future generations and for the good health of biotic communities. Agriculture was a way of life that gave farmers their dignity, and in turn they cultivated the crops with tender loving care and considered their work intrinsically good.

Then came money, which changed everything: agriculture turned into agribusiness and the paramount purpose of it became the making of money. Food became a commodity and yet another means of making large profits. As a result British farmers – even those with 2,000 acres of land – cannot make a living, and farm labourers are paid £10 an hour whilst bankers are paid £1,000 an hour.

The example of agriculture turned to agribusiness is only one illustration of how our society has lost sight of right and wrong. We can cut down the rainforest to make money, we can pollute the rivers and over-fish the oceans for profit, we can destroy the local economy in search of cheaper goods, no matter how much CO2 is omitted in the process. The bottom line always comes first. We can hire and fire people at will for the sake of boosting the economy; people have become little more than the instruments of making money. GM crops, nuclear energy, cloning and animal experimentation – nothing is forbidden, just as long as it adds to GDP and increases the share value of corporations and companies.

Ethics, morals and human dignity are all secondary and subservient to the profit margin. Bankrupt bankers have to be bailed out even though we can all see that they and other business leaders are utterly incapable of solving the economic crisis. Politicians and policymakers have to obey their desires. No wonder then that our governments are completely incapable of creating conditions for the stability and wellbeing of people – because all social, political, educational and communal values exist solely to serve economic growth, which simply means growth in money supply, in GDP and in consumption.

As long as we are wedded to this financial paradigm and its money model, the strong will exploit the weak, and our social and environmental fabric (and morals) will continue to fall apart.

The current economic crisis gives us an opportunity to look deeper and examine the consequences of confusing the means with the ends. Money has a place, of course, but we must keep it in its place and not allow it to dominate our lives in such a manner that we lose all our bearings and become its slaves. Money was made to serve people, not the other way around. Unfortunately, we have allowed money to become the master and override all other moral, ethical and ecological values. There is more to life than an endless pursuit of money and profit.

Money is not wealth; real wealth is land, forest, rivers, animals and people. Wealth is created by the imagination, creativity and skill. Bankers and business leaders in search of ever-increasing profit are not the wealth creators; at best they are wealth counters and at worst wealth destroyers. So let’s honour the true wealth creators: skilled workers, architects and artists, craftsmen and women, teachers and doctors, builders and farmers; the economy is safe in their hands. Let us respect the generous Earth and wild Nature, the eternal source of wellbeing and prosperity. If we take care of people and Nature, then the economy will take care of itself.

Some people might say that this is too idealistic; but what have the realists done? They have made a complete mess of the world economy. Normally, we need idealism and realism in equal measure, but for the time being a little extra idealism will be helpful. We have had far too much realism.

Money must be guided by morality. And we are delighted to present this ideal in this issue of Resurgence, the first of a brand-new year.

Satish Kumar (Editor-in-Chief at Resurgence magazine)
http://www.resurgence.org/magazine/article3539-money-and-morality.html