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WEEC in Gothenburg and Greater Burlington updates, Thomas Hudspeth

This presentation is part of the 2015 RCE Conference of the Americas, 9-12 August 2015, Grand Rapids, USA

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WEEC in Gothenburg and Greater Burlington updates, Thomas Hudspeth

  1. 1. RCE Greater Burlington Megan Camp, Shelburne Farms Thomas R. Hudspeth, University of Vermont RCE 2015 Conference of the Americas Grand Rapids, MI 10 August 2015
  2. 2. Vermont in U.S.
  3. 3. Vermont in New England
  4. 4. What is the Geographic Region of RCE Greater Burlington? Vermont portion of the Lake Champlain Basin
  5. 5. Core Elements of Each RCE  Governance: addressing issues of RCE management and leadership  Collaboration: addressing the engagement of actors from all levels of formal, non-formal and informal education  Research and development: addressing the role of research and its inclusion in RCE activities, as well as contributing to the design of strategies for collaborative activities, including those with other RCEs  Transformative education: contributing to the transformation of the current education and training systems to satisfy ambitions of the region regarding sustainable living and livelihood.
  6. 6. What are the vision and goals of GBSEN / RCE Greater Burlington?  Mission, vision, and goals  Gaining synergy by improving and increasing networking, coordination, cooperation, collaboration, and partnerships within and across sectors  Important outcomes of our activities are: developing leadership for a sustainable future and cultivating knowledgeable, engaged global citizens who embody sustainability values and behaviors in everything they do, personally and professionally.    Some of the ways we accomplish our goals include: collaborative research projects, educational events, policy discussions, professional development opportunities, and public awareness and outreach campaigns.
  7. 7. Greater Burlington Sustainability Education Network (GBSEN) = RCE Greater Burlington Greater Burlington Sustainability Education Network is a a multi-stakeholder network of educators, NGOs, government, business leaders, students, faith groups, and community members collaborating to promote sustainability education/ESD in the Vermont portion of the Lake Champlain Basin. The University of Vermont and Shelburne Farms are co- coordinating the effort. This designation will allow the Greater Burlington Region to network with and learn from other RCEs around the world that are documenting promising practices in education for sustainability.
  8. 8. Collaboration among Regional/local Stakeholders We know that Sustainability and ESD and not just the province of formal education, but depend all components and stakeholders in the overall education system. Therefore, RCE Greater Burlington involves networking and coordinating the efforts among: higher education: curriculum, research, and operations of University of Vermont, Middlebury College, Green Mountain College, Champlain College, St. Michael’s College, Sterling College, Goddard College K-12 education (especially Burlington School Department, with its SAB: Sustainability Academy at Barnes and Champlain Elementary School; Orchard Elementary School with its SLIMY: Sustainable Living Initiating and Motivating Youth program in South Burlington; Jean Berthiaume’s Civics and Sustainability course at Harwood Union High School in Duxbury) government (especially Burlington Legacy and ECOS: CCRPC’s [Chittenden County Regional Planning Commission] Regional Sustainability Project, Chittenden Solid Waste District, Lake Champlain Basin Program) business (especially VBSR: Vermont Businesses for Social Responsibility and its many triple-bottom-line businesses—Seventh Generation, Main Street Landing, Gardeners Supply Company, etc.) faith communities (especially VIA:Vermont Interfaith Action)
  9. 9. Collaboration among Regional/local Stakeholders  NGOs/PVOs (especially Shelburne Farms with its Sustainable Schools Program, Intervale Center, ECHO, Vermont SWEEP: State Wide Environmental Education Programs [and its Roadmap to Environmental Literacy], CBEI: Champlain Basin Education Initiative, Peace and Justice Center, ReSource, Local Motion,, Vermont FEED: Food Education Every Day [with its Farm to School programs, etc.], ISC: Institute for Sustainable Communities, VEIC: Vermont Energy Investment Corporation, Common Roots, Center for an Agricultural Economy, Vermont Sustainable Jobs Fund [with its Farm to Plate strategic plan, etc.], Council on the Future of Vermont, and countless others)  youth organizations (early and active engagement has been a hallmark of Burlington Legacy Project, and we intend it to be for our RCE’s projects as well)  electronic and print media  philanthropists, foundations, funding agencies.
  10. 10. Burlington Accolades  August 2014 Burlington Ranked #10 Among Top 12 College Towns for Commuting on Foot by The SpareFoot Blog  August 2013 Burlington Ranked #2 Among America's 10 Great Places to Live by Kiplinger's Personal Finance  July 2012 Burlington-South Burlington metro area ranked 20th in the nation of cities with highest concentrations of the creative class  October 2011 Top 10 Downtowns, Burlington # 3 - Magazine  Top 10 Cities for Outdoor Recreation - Outside Magazine  August 2011 Top 10 for "Volunteering in America", #8 out of 75 mid-sized cities - Corporation for National and Community Service (CNCS)  May 2011 HOME Program "Door Knocker Award" recognition of exceptional contribution to affordable housing - HUD
  11. 11. Burlington Accolades  March 2011 #1 "Top Ten Small Cities" State of Well-Being 2010 - Gallup-Healthways Poll  December 2010 Home Depot Foundation Award of “Excellence for Sustainable Community Development” - Sustainable Cities Institute  June 2010 Top 10 City for the Next Decade - Kiplinger's Personal Finance  May 2010 Prettiest Town in America -  Tree City USA - Arbor Day Foundation  One of Best Cities for New Jobs This Spring -  April 2010 Top 100 Places to Live in America -  First Wave City - Carbon War Room
  12. 12. Recognition of Greater Burlington Region for its significant sustainability initiatives : Affordable housing (Champlain Land Trust) Food coop (City Market) Community gardens Incubator farmer program (Intervale Center) Renewable energy (Burlington Electric Department has 100% renewable energy portfolio)…and Vermont seeks to be 90% RE by 2050
  13. 13. Recognition of Greater Burlington Region for its collaborative and groundbreaking ESD programs:  Numerous initiatives at the University of Vermont, especially its service-learning partnerships with local schools and non- governmental organizations;  Shelburne Farms education programs and Sustainable Schools Project:  Vibrant sustainability NGO community;  Vibrant sustainable business community under umbrella of Vermont Businesses for Social Responsibility;  Sustainability Academy at Barnes elementary magnet school.  Gund Institute for Ecological Economics at UVM  PLACE program at UVM and Shelburne Farms
  14. 14. What are Issues Identified by the Region as Priorities for ESD? The highest priority challenges/issues/problems relating to environment, economics, equity, and education in the region: Climate change adaptation/resilience Food security, local food Energy, local energy Poverty Health care Affordable housing Aging population and outmigration of young people Absorbing culturally diverse populations (New Americans/refugee resettlement) Migrant farm workers on Vermont dairy and other farms Lake Champlain pollution from phosphorus Stormwater
  15. 15. Building Strong Community Partnerships for Sustainability  The challenges facing us in combatting climate change and creating a more sustainable world are too complex and wicked for any one academic discipline or sector to solve.  ESD has a very important role to play in helping to achieve a sustainable future.  To successfully meet these challenges and promote and build capacity for ESD at institutions of higher education requires engaging numerous stakeholders involving various sectors.  We need to develop networks and partnerships linking universities with other sectors-- non-governmental organizations/civil society, government/public sector, business/private sector, K-12 education, faith community, media-- for the benefit of all.   
  16. 16. Building Strong Community Partnerships for Sustainability  Institutions of higher education are an integral part of the broader communities in which they are based, and it is important that their sustainability initiatives extend beyond the campus to help society as a whole through outreach activities, civic engagement, etc.  Collaborations linking higher education with other stakeholders in the community are essential for successful community-wide sustainability efforts.  Service-learning courses foster partnerships between university students and their local communities to work towards effective ways to prepare future leaders in sustainability.  Boyer’s “Scholarship of Engagement” helps inform community engagement efforts.
  17. 17. Ernest Boyer (1928 – 1995) … means connecting the rich resources of the university to our most pressing social, civic, and ethical problems, to our children, to our schools, to our teachers, and to our cities…. The Scholarship of Engagement
  18. 18. Boyer’s “Scholarship of Engagement” Higher education should be related to the “humane application of learning to life” Boyer viewed campuses as “staging grounds for action,” as opposed to isolated islands. Academic and civic cultures need to communicate more continuously and creatively with each other. Therefore, it is important that universities not work in isolation on their sustainability initiatives, but extend beyond the walls of academe and link with other stakeholders in the broader community.
  19. 19. Boyer’s “Scholarship of Engagement” Service-learning partnerships/ collaborations between university students and their local communities to work towards sustainable futures provide a mechanism for doing so; Service-learning is the way in which “scholarship of engagement” actualizes itself in the curriculum.  It gives students a chance to see how their skills can be applied, and offers a reconfiguration of how we involve education and citizenship in the U.S.
  20. 20. Boyer’s Model of Scholarship (1991) Engagemen t Scholarship of Application Scholarship of Teaching
  21. 21. What is Service-Learning? “Service-Learning is a form of experiential education in which students engage in activities that address human and community needs together with structured opportunities intentionally designed to promote student learning and development” (Jacoby, 1996).
  22. 22. Benefits of S-L Student:  Increases communication and analytical skills  Develops meaningful involvement with the local community  Applies concepts from the classroom to their service Faculty:  Engages students in course material  Students can test theory from classroom  Opportunity for collaborative research partnerships Community Partner:  Increased capacity (esp. for volunteer groups)  Deliverables (products created by students)  Increased networking
  23. 23. What does that mean? Students will complete a service project that: Is integrated into coursework as an essential learning tool; Will help them further understand what they learn in the classroom; Will help address a need in the community (e.g. a campus sustainability need); Will help them think about what they are learning on a different level: complexity of the issues.
  24. 24. ENVS 295: Sustainability Education Term Project Topics in Recent Years Community-based agriculture/local food systems in Vermont Native plants and pollinator gardens GMOs (and labeling in Vermont) Climate change adaptation, resiliency Coops Overconsumption Local and slow movements and sustainability Human-powered train Commons Challenging corporations/”corporations are not people” Civic education/political transparency/ campaign finance reform GPI: Genuine Progress Indicator Valuing ecosystem services Green roofs; ecomachines
  25. 25. P h o t o b y L o r i e C l a r e m o n t T h e o r i g i n a l A i k e n C e n t e r , c o n s t r u c t e d i n 1 9 8 2 T h i s r e n o v a t i o n o f t h e A i k e n C e n t e r r e f l e c t s t h e m i s s i o n o f t h e R u b e n s t e i n S c h o o l o f E n v i r o n m e n t a n d N a t u r a l R e s o u r c e s : t o a c h i e v e a s u s t a i n a b l e h u m a n c o m m u n i t y t h a t i s i n h a r m o n y w i t h t h e s u r r o u n d i n g n a t u r a l e n v i r o n m e n t . T h i s b u i l d i n g d e m o n s t r a t e s h o w a c o m m u n i t y t h a t i s c o n c e r n e d w i t h i t s e n e r g y c o n s u m p t i o n c a n p r o d u c e r e a l s o l u t i o n s . T h i s a l i v i n g c l a s s r o o m t h a t w a s d e s i g n e d w i t h t h e h e l p o f i t s s t u d e n t s , a n d i t c o n t i n u e s t o p r o v i d e o p p o r t u n i t i e s f o r s t u d e n t i n v o l v e m e n t , l e a r n i n g a n d r e s e a r c h . D I D Y O U K N O W ? T h e b u i ld i n g u n d e r w e n t a “ d e e p e n e r g y r e t r o f i t ” - i t s e n e r g y c o n s u m p t i o n i s e s t i m a t e d t o b e r e d u c e d b y o v e r 6 0 % ! K e y G r e e n F e a t u r e s  T h e E c o - M a c h i n e T M i s a n a t u r a l t r e a t m e n t s y s t e m t h a t c l e a n s a n d r e c y c l e s a l l o f t h e w a s t e w a t e r i n t h e b u i l d i n g . I t w a s c o n s t r u c t e d b y a f o r m e r R u b e n s t e i n s t u d e n t . L o o k a t t h e t a n k s w h e n y o u e n t e r t h e b u i l d i n g – e a c h o n e c o n t a i n s a d i f f e r e n t t y p e o f e c o s y s t e m ! C a n y o u i m a g i n e h a v i n g a w e t l a n d l i k e t h i s i n t h e f r o n t h a l l o f y o u r h o u s e ?  T h e a i r - t i g h t b u i l d i n g e n v e l o p e i n s u l a t e s t h e i n t e r n a l e n v i r o n m e n t f r o m t h e o u t d o o r s . I m a g i n e t h a t t h e b u i l d i n g i s l i k e a g i a n t i n s u l a t e d c o f f e e c u p . W h e n y o u p u t a h o t l i q u i d i n t h e c u p , i t i s p r o t e c t e d f r o m c o o l i n g d o w n t o o q u i c k l y , a n d y o u r h a n d s a r e p r o t e c t e d f r o m g e t t i n g b u r n e d ! T h e c u p i s l i k e t h e b a r r i e r b e t w e e n t h e i n t e r i o r a n d e x t e r i o r o f t h e b u i l d i n g , a n d p r e v e n t s e n e r g y l o s s .  T h e g r e e n r o o f w a s d e s i g n e d w i t h 8 e x p e r i m e n t a l w a t e r s h e d s t h a t a r e u s e d f o r s t o r m w a t e r m a n a g e m e n t r e s e a r c h b y f a c u l t y a n d s t u d e n t s .  L o c a l a n d r e c y c l e d m a t e r i a l s ( i n c l u d i n g t h e o l d b u i l d i n g i t s e l f ! ) w e r e u s e d i n t h e r e n o v a t i o n . S u s t a i n a b l y h a r v e s t w o o d w a s s o u r c e d f r o m U V M ’ s o w n r e s e a r c h f o r e s t i n J e r i c h o , V e r m o n t . L o o k f o r t h e r e g i o n a l m a t e r i a l s m a p i n s i d e !
  26. 26. Ecomachine John Todd-designed ecomachine for treating human wastes (an excellent example of biomimicry which results in a 74% water use savings over similar-sized conventional buildings)
  27. 27. Green Roof Green roof consisting of sedum, chives, and other plants in 8 separate ecosystems used for research on which combination of plants and soil does the best job of absorbing storm water and removing pollutants
  28. 28. Green Roof
  29. 29. Wood Sustainably-harvested wood from 9 species of trees from UVM’s Forest Stewardship Council-certified Jericho Forest
  30. 30. University Students Produce Videotapes and Tell Sustainability Stories about Positive Role Models to Explore Hopeful, Inspirational, Local, Place-Based Solutions and Work Toward Sustainable Futures Thomas R. Hudspeth Environmental Program and Rubenstein School of Environment and Natural Resources University of Vermont WEEC Conference Gothenburg, Sweden 29 June – 2 July 2015
  31. 31. Global Transition - From Post-Industrial Fossil powered Take, make, waste Living off nature’s capital Market as master Loss of cultural & biological diversity Independence Materialism as goal To Life-Sustaining Non-polluting powered Cyclical production Living off nature’s income Market as servant Increased cultural & biological diversity Interdependence Human satisfaction goal
  32. 32. Dominant Inaccurate Human Beliefs Which ones do you have to eliminate?  Humans dominant species separate from environment  Resources free and inexhaustible  Technology the answer  Earth can assimilate all wastes  All human needs can be met by human means  Individual success independent of health of communities, cultures and ecosystems Old Worldview vs. Updated Worldview of Sustainability
  33. 33. Transformation, Change To make the transition to a sustainable, just, desirable future and address the socio-ecological problems of our times, models of social transformation and behavior change are considered.
  34. 34. Stories as a Tool for Such a Transition Sustainability stories that humanize sustainability and present positive role models offer such an approach that can inspire and empower others, creating hope rather than despair. This is a simple yet elegant approach.
  35. 35. Sustainability Stories Collecting and telling Sustainability Stories to cultivate a sense of place, to help put the pieces together, and to promote sustainable communities is illustrated for the greater Burlington, Vermont, area, with emphasis on stories offering local solutions to global climate change challenges and local food production.
  36. 36. place and for sustainability We all know that storytelling can be a powerful means of helping to cultivate a sense of place. But storytelling is also amazingly effective at helping us to envision new and better solutions and, ultimately, more sustainable futures for our communities.
  37. 37. Need for a New Story: Sustainability “For people, generally, their story of the universe and the human role in the universe is their primary source of intelligibility and value. ... The deepest crises experienced by any society are those moments of change when the story becomes inadequate for meeting the survival demands of a present situation.” —Thomas Berry, Dream of the Earth
  38. 38. Need for a New Story: Sustainability “We are a self-reflective, storytelling, choice-making species gone astray for want of a sacred story adequate to the needs of our time”-- a shared story reflecting our responsibility to “bring ourselves into balance with the generative systems of a living Earth”…. before the economic, social, environmental, and political system failure wrought by inadequate stories becomes irreversible.” (David Korten 2013)
  39. 39. Mental Maps Frances Moore Lappe believes we can create the world we want by aligning our mental maps with conditions that bring out the best in people and for which we evolved: cooperation, empathy, efficacy, being courageous and doing rather than being fearful and feeling powerless, being active citizens instead of just consumers, and recognizing possibilities rather than decrying scarcity or lack.
  40. 40. Shifting Mental Models Mental models shift through experience, by asking different questions, through story telling, and through 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.
  41. 41. The Myths that Made Us Hero Religion Democratic/Scientific Economic The Next New Narrative: Sustainability “Tell the world of the future into being.” (Flowers)
  42. 42. “The Myths that Made Us” Betty Sue Flowers PRE-HISTORY “THE HERO” RELIGIOUS DEMOCRATIC/ SCIENTIFIC ECONOMIC THE NEW NARRATIVE: SUSTAINABILITY THE IDEAL Excellence Goodness Truth Growth Health & Wholeness/ Happiness, Sustainability, & Regeneration COMMUNI- CATION Stories Scriptures/ Prayer Logical/ Arguments/ Mathematics Numbers/ Images Expressive (including style) MAIN ACTORS Heroes Saints/ Religious Leaders/ Prophets Philosophers/ Scientists Consumers/ Producers (business) Learners/Designers/ Innovators/Creators SUITABLE BEHAVIOR Competition Obedience Reason Maximize advantage Collaboration toward long-term in individual & collective interests THE STANDARD Human dominates over God God dominates over Human Nature dominates over Human Human dominates over nature Humans/God/Natu re working together
  43. 43. Paradigm Shift When she spoke and talked about leverage points, or places to intervene in a system to transform it for the better, Dana Meadows claimed that the most effective is to change the mindset or paradigm out of which the system—its goals, power structure, rules, its culture—arises.
  44. 44. Paradigm Shift This is similar to what Joanna Macy, David Korten, and others term “The Great Turning,” a paradigm shift, telling a new story or myth: a story of sustainability.
  45. 45. Need for a new story:Sustainability Every culture has its own story about itself, its myth, its paradigm. We live through our stories. A model is good if it replicates the real thing; if a culture has a model or social construction of the relationship between nature and society that is failing, then that culture will fail.
  46. 46. Need for a new story:Sustainability Our culture is going through a crisis because its story is no longer adequate to explain. All the trends about environmental degradation and social instability are a result of our failing cultural story. Our present myth is simplistic, simple-minded, and naïve, yet we all subscribe to it. It is a reductionist myth, focusing on economic growth, on the accumulation of more and better material goods or “stuff,” regardless of the toll this quest is taking on the environment, our personal happiness, public health, equity and social justice, and even our sense of citizenship and democracy.
  47. 47. Need for a new story:Sustainability It equates human welfare and quality of life with income/money/equity/creation of monetary wealth--a single variable. It treats Economy and Ecology as opposites rather than two sides of the same equation. As we reconstruct the old model, revise our myth, tell a new story that better describes what is going on in the world, I believe sustainability stories will help.
  48. 48. Creating Environmentally Sustainable Communities course Since 1993 in my ENVS 204: Creating Environmentally Sustainable Communities course at UVM, students seek to humanize sustainability by collecting “sustainability stories” as part of their term project--which include both a written paper and a videotape--featuring positive sustainability role models and examples from the local community.
  49. 49. Creating Environmentally Sustainable Communities course Stories of individuals or groups in the Greater Burlington area who can serve as a role model or example for others to follow or emulate in bringing about the transition to more environmentally-sustainable communities
  50. 50. Creating Environmentally Sustainable Communities course People who inspire, encourage, and empower others; people who have a positive vision of a sustainable future environment--an alternative to the dominant social paradigm, the status quo--and take action to achieve that vision, to turn that vision into reality.
  51. 51. Term Projects For their term projects, my students serve as “credible biographers” for other such pioneers or visionaries, unsung local sustainability heroines and heroes, by profiling and celebrating such individuals and groups and by spreading the word to others about these examples or role models in the community, so that these others can respond by developing initiatives for finding solutions to global sustainability problems and for healing the earth and for living more sustainably.
  52. 52. Term Projects This activity is based on the premise that “once something has been done, it seems obvious that it could have been done. But before it’s even been attempted--let alone attempted for a long time, let alone attempted with a degree of success--it may be perceived to be impossible...if it is conceived of at all.”
  53. 53. Term Projects Further, this activity builds on Porteous’s (1996) contention that, "The world will not be changed for the better in any fundamental way by coercion, legislation, or even top- down education. Rather, the texture of the future depends first on the myriad of small, positive life-decisions made by millions of human individuals, and second, on the spiritual enterprise of small bands of visionaries who demonstrate alternative pathways by example."
  54. 54. Term Projects The papers are written in the same fashion as each chapter in Ecopioneers; Visionaries; Hope’s Edge; Hope, Human and Wild and my Sustainability Stories manuscript. And their videos are modeled after Lexicon of Sustainability, Blight Blue Ecomedia, and Green Living Project videos.
  55. 55. Students’ Sustainability Stories Drawn from various sectors or stakeholders: individuals, non-governmental organizations, higher education organizations, K-12 schools, businesses, governmental agencies, faith communities
  56. 56. Address the “4 Es” of sustainability  Some emphasize the ecological integrity aspects of sustainability (e.g., ecomachine);  others its economic feasibility (e.g., Vermont Businesses for Social Responsibility and many of its member businesses);  others its equity or social justice features (e.g., Peace and Justice Center, Champlain Housing Trust, Good News Garage, Hunger Free Vermont);  and others its educational aspects (e.g., Sustainability Academy at Barnes, Greenhouse Residential Learning Community at UVM);  and some, like ReSOURCE and Vermont Family Forests, give equal emphasis to all aspects.
  57. 57. Consider Mulitiple Forms of Capital The stories include a wide range of examples, and deal with natural, built, human, and—especially—social capital, which involves the norms of behavior that bring us together as a community and help us be more productive and function better.  
  58. 58. Topics Often Downplayed in the Media They consider people and topics to which mainstream print or electronic media devote little or no attention… perhaps because such role models do not help to sell their products, and may even discourage other potential consumers from purchasing their products. That is why is up to all of us as concerned citizens—not just UVM students--to help spread the word about such efforts, to celebrate individuals and groups involved in sustainability initiatives in our own communities.
  59. 59. Students’ Sustainability Stories: Main Categories Community-based agriculture, food systems, nutrition (e.g., Shelburne Farms, Intervale Center, numerous farmers and composters, Burlington Farmer’s Market, City Market Food Cooperative) Sustainability education (e.g., Sustainability Academy at Barnes, the only elementary magnet school in the U.S. using sustainability as an integrative tool to teach all subject disciplines) Renewable energy (e.g., Vermont Energy Investment Corporation; Renewable NRG; All Earth Renewables; cow power; Burlington Electric Department with its 100 percent renewables portfolio)
  60. 60. Students’ Sustainability Stories: Main Categories Green building, such as UVM’s Aiken Center, a national model for green renovation of a campus building, awarded LEED Platinum certification for its efforts, including: John Todd-designed ecomachine for treating human wastes, green roof used for research, etc. Green design (e.g., architect William Maclay in Waitsfield) Green businesses Ecological economics
  61. 61. Students’ Sustainability Stories: Main Categories Climate change adaptation Alternative transportation, such as Local Motion, CarShare Vermont Events such as: Vermontivate, Vermont International Film Festival, Earth Charter Festival at Shelburne Farms in 2001, Sustainable Communities conference in 2004.
  62. 62. Sustainability Stories The positive role models featured in the stories are not presented as being exceptional or outstanding. Undoubtedly such examples exist in every community, including your own. Not Vermont or Burlington exceptionalism or chauvinism…even though Vermont is justifiably recognized as a leader in the transition to sustainable futures. Its high levels of social capital and sense of community, strong town meeting tradition, and manageable size and scale allow for interaction and cross-fertilization that do not seem to happen as well in larger places.
  63. 63. Sustainability Stories The stories seek to operationalize sustainability, make it more concrete, make it come alive, humanize it, and put a face on it.
  64. 64. Transferability of Sustainability Stories Model Sustainability Stories model developed over more than two decades has been presented to other classes at UVM, other colleges/universities, schools, and conferences in the U.S. and abroad. It has been shown to have transferability; it has been used effectively in urban or rural settings, in a variety of cultures and bioregions, and by K-12 youth and their teachers and non-governmental organizations as well as by university and college students.
  65. 65. Thank you Megan Camp   Tom Hudspeth   Page=faculty/thudspeth.php
  66. 66. “Rational Man” Some that are based on theory are often based on the "Rational Man” (or homo economicus or economic human theory of human behavior) model that conventional neoclassical economics developed in an “empty world.” And many our economic and political institutions that developed were guided by that theory.
  67. 67. An Alternative Theory: RPM Offers explanatory theory underpinning approaches for providing sustainability solutions. Draws on advances in the behavioral sciences, how they shape our ecological economic analyses, and how they relate to sustainability initiatives. Provides alternative model to homo economicus and alternative theories and models for sustainability education
  68. 68. Another Theory: Reasonable Person Model Derived from psychology – why people behave as they do?  Under what circumstances are we not reasonable?  What is needed for us to become more reasonable? i.e. What conditions help to bring our better behavior?  Reasonable people can learn, communicate, engage, solve problems, work with others, achieve change 96
  69. 69. The Key… The quality and quantity of information and the way it is presented can make a big difference The environment = the platform/program where engagement occurs really matters
  70. 70. Reasonable Person Model Rachel and Steve Kaplan, University of Michigan People are more likely to act in a reasonable and cooperative way when environments meet their informational needs Framework with three interrelated components 98
  71. 71. 99
  72. 72. Model Building: Understanding and Exploration People have a need to understand and explore the world They build their own mental model through experience, comparisons, discussions Experts have a rich, dense mental model Learners code new information into their brain where it is relevant and meaningful 100
  73. 73. What does this mean for us… Programs that encourage exploration of information help people build their own model from experiences Interaction with experts can help learners build accurate representations and common language Sounds like: Experiential Learning Cycle, Social Learning 101
  74. 74. Being Effective: Competence and Clear-headedness People want to be useful & feel they will be effective The system must be accessible They must be able to develop skills and efficacy Instruction, support, and opportunities to practice People need to have clarity Information needs to answer their questions, not overwhelm them with too much detail People need to know what they know and manage that info People need to know what to do: Small, do-able challenges 102
  75. 75. What does this mean for us… Distill information into meaningful, manageable chunks Provide opportunities for practicing skills Non-confrontational or threatening Not confusing Build in opportunities for breaks, fun, camaraderie, reflection Small steps where early success may be guaranteed Sounds like: Ownership variables, Perceived Control (TPB) 103
  76. 76. Meaningful Action: Making a Difference, Participation, Respect We want to make a difference be heard and respected And so we join others Blessed Unrest (Hawken 2007) – 108,705 organizations! Knowing about others’ successes help us imagine how we might act Examples and success stories, models, demonstrations And so do opportunities to participate 104
  77. 77. What does this mean for us… Create hope: Provide examples of successful solutions Provide examples of variety of outcomes Create an open and accessible process Make it easy for people to join Let people know that they made a difference Offer feedback Sounds like: Efficacy, Participation models 105
  78. 78. Kaplan, Fostering Reasonableness Steve Kaplan’s work on Attention Restoration Theory, the role of the natural environment in well-being, the centrality of “environment” to psychology, the role of clarity, and many other elements of RPM. Framework that can foster reasonableness. This simple framework will inspire others to create supportive environments for bringing out our best. It is applicable to environmental planning, health planning, classroom teaching, and many other contexts involving sharing information, communication, and engaging others in seeking answers. Across a broad spectrum of fields, contexts, and job titles, practitioners, leaders, and citizens must care about bringing out the best in people.
  79. 79. Bringing out the Best in People Working toward sustainable futures does not necessarily require making sacrifices, but rather reaching toward a positive vision that brings out the best in people.
  80. 80. Our most important challenge: To create and communicate a shared vision of a sustainable and desirable future 1. In order to effectively envision, it is necessary to focus on what one really wants, not what one will settle for, i.e. Really Want Settle For Self esteem Fancy car Serenity Drugs Health Medicine Human Happiness GDP Permanent Prosperity Unsustainable Growth 2. A vision should be judged by the clarity of its goals, not the clarity of its implementation path. Holding to the vision and being flexible about the path is often the only way to find the path. 3. Responsible vision must acknowledge, but not get crushed by, the physical and political constraints of the real world 4. It is critical for visions to be shared because only shared visions can be responsible. 5. Vision has to be flexible and evolving. Thus the process of envisioning is at least as important as the particular visions themselves. Principles of Effective Envisioning* *from Meadows, D. 1996. Envisioning a Sustainable World. pp. 117-126 In: Getting Down to Earth: Practical Applications of Ecological Economics, R. Costanza, O. Segura, and J. Martinez-Alier. (Eds.). Island Press. See also: Meadows, D. 2010. Leverage Points: Places to Intervene in a System. Solutions 1(1):41-49 Donella (Dana) Meadows 1941-2001
  81. 81. Resilience Self organization Hierarchy Non-linearity Non-existent boundaries Leverage Points
  82. 82. P r a c t i c a l P r o b l e m S o l v i n g R e q u i r e s t h e I n t e g r a t i o n o f : • V i s i o n a . H o w t h e w o r l d w o r k s b . H o w w e w o u l d l i k e t h e w o r l d t o b e • T o o l s a n d A n a l y s i s a p p r o p r i a t e t o t h e v i s i o n • I m p l e m e n t a t i o n a p p r o p r i a t e t o t h e v i s i o n
  83. 83. Differences between the current, empty world model and the full world model From: Costanza, R. 2008. Stewardship for a “full” world. Current History 107:30-35
  84. 84. E C O S Y S T E M S E R V I C E S G a s r e g u l a t i o n C l i m a t e r e g u l a t i o n D i s t u r b a n c e r e g u l a t i o n W a t e r r e g u la t i o n W a t e r s u p p l y E r o s i o n c o n t r o l a n d s e d i m e n t r e t e n t i o n S o i l f o r m a t i o n N u t r i e n t c y c l i n g W a s t e t r e a t m e n t P o l l i n a t i o n B i o l o g i c a l c o n t r o l R e f u g i a F o o d p r o d u c t io n R a w m a t e r i a l s G e n e t i c r e s o u r c e s R e c r e a t i o n C u l t u r a l E C O S Y S T E M F U N C T I O N S R e g u l a t i o n o f a t m o s p h e r i c c h e m i c a l c o m p o s i t i o n . R e g u l a t i o n o f g l o b a l t e m p e r a t u r e , p r e c i p i t a t i o n , a n d o t h e r b i o l o g i c a l l y m e d i a t e d c l i m a t i c p r o c e s s e s a t g l o b a l , r e g i o n a l , o r l o c a l l e v e l s . C a p a c i t a n c e , d a m p i n g a n d i n t e g r i t y o f e c o s y s t e m r e s p o n s e t o e n v i r o n m e n t a l f l u c t u a t i o n s . R e g u l a t i o n o f h y d r o l o g i c a l f l o w s . S t o r a g e a n d r e t e n t i o n o f w a t e r . R e t e n t i o n o f s o i l w i t h i n a n e c o s y s t e m . S o i l f o r m a t i o n p r o c e s s e s . S t o r a g e , i n t e r n a l c y c l i n g , p r o c e s s i n g , a n d a c q u i s i t i o n o f n u t r i e n t s . R e c o v e r y o f m o b i l e n u t r i e n t s a n d r e m o v a l o r b r e a k d o w n o f e x c e s s o r x e n i c n u t r i e n t s a n d c o m p o u n d s . M o v e m e n t o f f l o r a l g a m e t e s . T r o p h i c - d y n a m i c r e g u l a t i o n s o f p o p u l a t i o n s . H a b i t a t f o r r e s i d e n t a n d t r a n s i e n t p o p u l a t i o n s . T h a t p o r t i o n o f g r o s s p r i m a r y p r o d u c t i o n e x t r a c t a b l e a s f o o d . T h a t p o r t i o n o f g r o s s p r i m a r y p r o d u c t i o n e x t r a c t a b l e a s r a w m a t e r i a l s . S o u r c e s o f u n i q u e b i o l o g i c a l m a t e r i a l s a n d p r o d u c t s . P r o v i d i n g o p p o r t u n i t i e s f o r r e c r e a t i o n a l a c t i v i t i e s . P r o v i d i n g o p p o r t u n i t i e s f o r n o n - c o m m e r c i a l u s e s . F r o m : C o s t a n z a , R . R . d 'A r g e , R . d e G r o o t , S . F a r b e r , M . G r a s s o , B . H a n n o n , S . N a e e m , K . L i m b u r g , J . P a r u e l o , R . V . O 'N e i l l , R . R a s k i n , P . S u t t o n , a n d M . v a n d e n B e l t . 1 9 9 7 . T h e v a l u e o f t h e w o r l d 's e c o s y s t e m s e r v i c e s a n d n a t u r a l c a p i t a l . N a t u r e 3 8 7 : 2 5 3 - 2 6 0 Ecosystem services are the benefits humans derive from ecosystem functioning
  85. 85. Quality of Life (QOL) as the interaction of human needs and the subjective perception of their fulfillment, as mediated by the opportunities available to meet the needs. From: Costanza, R., B. Fisher, S. Ali, C. Beer, L. Bond, R. Boumans, N. L. Danigelis, J. Dickinson, C. Elliott, J. Farley, D. E. Gayer, L. MacDonald Glenn, T. Hudspeth, D. Mahoney, L. McCahill, B. McIntosh, B. Reed, S. A. T. Rizvi, D. M. Rizzo, T. Simpatico, and R. Snapp. 2006. Quality of Life: An Approach Integrating Opportunities, Human Needs, and Subjective Well-Being. Ecological Economics (in press).
  86. 86. Landscape Analysis
  87. 87. •Landscape analysis content •Focuses on both youth and adults •Links schools with communities •Evening presentations •Saturday field trips •Professional development for teachers Place- based Education
  88. 88. •UVM Graduate Students play central role •Reciprocity is key •Service: Landscape analysis brought to residents, planners and educators •Learning: Landscape is the classroom. Community mentors, professors, and professionals serve as teachers. •K-12 Students can also be service-learners Service- Learning
  89. 89. •1½ day Vision to Action Forum •Community members share ideas and hopes for their community’s future •Identify problem areas and opportunities •builds on ecological and historical analysis from education series Community Visioning