1. SkinDeep 2011experiential knowledge and multi sensory
communication Transformative Learning & Sustainable Education
Jody Joanna Boehnert University of Brighton AHRC supported PhD
CandidateEcoLabs - www.eco-labs.org
2. The Visual Communication of Ecological LiteracyJody Joanna
Boehnert - MPhil - School of Architecture and DesignWhy? Context
Levels of Learning & EngagementPresently humanitys ecological
footprint exceeds its regenerativecapacity by 30%. This global
overshoot is growing and ecosystems are 1st: Education ABOUT
Sustainabilitybeing run down as wastes (including greenhouse gases)
accumulate inContent and/or skills emphasis. Easily accommodatedthe
air, land, and water. Climate change, resource depletion,
pollution, into existing system. Learning ABOUT change.loss of
biodiversity, and other systemic environmental
problemsACCOMMODATIVE RESPONSE - maintenance.threaten to destroy
the natural support systems on which we depend. 2nd: Education FOR
SustainabilityWhat? Systems, Networks, Values Additional values
emphasis. Greening of institutions.Problems cannot be understood in
isolation but must be seen as Deeper questioning and reform of
purpose, policy and practice.interconnected and interdependent. We
must learn to engage with Learning FOR change. REFORMATIVE RESPONSE
- adaptive.complexity and think in terms of systems to address
currentecological, social and economic problems. Images can be
usefultools to help with this learning process.3rd: SUSTAINABLE
Education Capacity building and action emphasis.How?
Transformational Learning Experiential curriculum. Institutions as
learning communities. Learning AS change. TRANSFORMATIVE RESPONSE -
enactment.The value / action gap permeates education for
sustainability and isobvious in environmental coverage in the
media. The gap between Stephen Sterling, 2009our ideas about what
we value and what we are actually doing toaddress the problem is
the notorious value / action gap. This projectuses transformational
learning to move from values to action. Thisapproach is integrated
into cycles of action research and practicebased design work.
ECOLOGICALActions GOODDESIGNIdeas / Theories ECONOMICSOCIAL Norms /
AssumptionsBeliefs / Values Paradigm / WorldviewMetaphysics /
CosmologyTransformational Learning Values, Knowledge, Skills A:
SEEING (Perception ) An expanded ethical sensibility or
consciousness The world is a complex, interconnected, nite,
ecological-social- B: KNOWING (Conception) psychological-economic
system. We treat it as if it were not, asEcological literacy - the
understanding of the principles of organization A critical
understanding of pattern, if it were divisible, separable, simple,
and innite. Our persistent,that ecosystems have evolved to sustain
the web of life - is the rst consequence and connectivity
intractable, global problems arise directly from this mismatch.step
on the road to sustainability. The second step is the moveDonella
Meadows, 1982towards ecodesign. We need to apply our ecological
knowledge toC: DOING (Action)the fundamental redesign of our
technologies and social institutions,The ability to design and act
relationally,so as to bridge the current gap between human design
and the integratively and wisely. References Fritjof Capra. The
Hidden Connections. London: Flamingo. 2003 Stephen Sterling. Whole
Systems Thinking as a Basis for Paradigm Change in Education.
University of Bath. 2003ecological sustainable systems of
nature.Stephen Sterling. Transformational Learning. Researching
Transformational Learning. University of Gloucestershire.
2009Fritjof Capra, 2003 Stephen Sterling, 2009
[email protected] | [email protected] This poster can be
downloaded on this website: www.eco-labs.org
3. Contents1. Ecological Literacy and Epistemological Error a.
Ecological literacy: theory and history b. Epistemological error
and epistemic learning c. Bateson and Sterlings communication and
learning levels2. Experiential and Transformative Learning a.
Transformation learning: theory and history b. Mezirows ten phases
of transformational learning c. Value / action gap3. A Case Study:
The Teach-in a. The event: The 2012 Imperative Teach-in b. Ten
phases of TL for sustainable design education c. Conclusions - four
princples
4. 1a: Ecological literacy: theory and historyeEco-Literacy Map
A tube map based on the literature review of my AHRC funded PhD
research,The Visual Communication of Ecological Literacy at the
University of Brighton. Humanti cTufte HornMacyCrompton
RoszakSewall Kasser ReasonHolmgren Plumwood Bohm Goethe
LeopoldKuhlFriere Sterling Mezirow Naess Shiva Kahn
BatesonSpratnekCapra LakoffOrrLukeCohen CarsonFullerHopkins
BirkelandDiamondCoxBourdieu Fry / Willis ManziniEhrenfeld
BuchananKey to Stations: In uential Thinkers Meadows Johann
Wolfgang von Goethe (1749 - 1832) writer, polymath David Orr (n/a)
environmental and political scientist Aldo Leopold (1887 - 1948)
ecologist, conservationist Herman Daly (b.1938) ecological
economist Thomas Samuel Kuhn (1922 - 1996) physicist, philosopher
Val Plumwood (1939 - 2008), ecofeminist activist, philosopher
Donella "Dana" Meadows (1941 - 2001) environmental
scientistCharlene Spretnak (b.1946) ecofeminist activist,
philosopher Humanti c: Elizabeth Pastor (n/a) designerTom Crompton
(n/a) change strategist, communications scholar Key to
LinesDalyJackson Sachs Humanti c: GK VanPatter (n/a) designerTim
Kasser (b.1966) psychologist, communications scholar Gregory
Bateson (1904 - 1980) anthropologist, social scientist,
cyberneticist John Ehrenfeld, John (n/a) industrial ecologist
Rachel Carson (1907 - 1964) biologist, ecologistBuckminster Fuller
(1895 - 1983) engineer, designer, inventor, futurist ecological
literacyphilosophy David Bohm (1917 - 1992) quantum physicist,
philosopher Janis Birkeland (n/a) architect, writer, scholar Arne
Nss (1912 - 2009) philosopher, activist Manzini, Ezio (n/a) design
theorist sustainable developmentcritical ecopedogogy Rob Hopkins
(b.1970) ecologist, permaculture designer, author Buchanan, Richard
(n/a) design theorist David Holmgren (b. 1955) ecologist,
permaculture designer Pierre Bourdieu (1930 - 2002) sociologist,
anthropologist, philosopher communications critical social theory
Edward Tufte (b.1942) political scientist, statistician,
information design writerReason, Peter (n/a) action researcher,
social theorist, sustainability scholar Robert E. Horn (n/a)
political scientist, information designerLukes, Steven (b.1941)
political and critical social theorist communication / perception
transition movementRobert Cox (n/a) professor of rhetorical
studies, communications scholarCohen, Stanley (n/a) sociologist
Jared Mason Diamond (b.1937) scientist, authorKahn, Richard (n/a)
critical theorist, education scholar visual communication
ecological economics Anne-Marie Willis (n/a) design theorist,
philosopherFreire, Paulo (1921 1997) radical educator, critical
social theorist Tony Fry (n/a) design theorist, philosopher
Sterling, Stephen (n/a) educator scholar, sustainability scholar
design ecopsychologyTim Jackson (n/a) professor of sustainable
development, eco-economist Jack Mezirow (n/a) educator scholar,
social theorist Wolfgang Sachs (b.1946) , sociologist, social
scientist Theodore Roszak (b.1933) professor of history graphic
design science Failure to become familiar with the major lines
during your journey will increase the likelihood of serious
environmental damage. Fritjof Capra (b.1939) physicist, systems
theoristLaura Sewall (n/a) visual psychologist The information
gathered on this map has been gathered from different sources and
cannot be guaranteed to be fully correct. January 2010Vandana Shiva
(b.1952) physicist, ecologist, philosopher, activist, eco
feministJoanna Macy (b.1929) author, Buddhist scholar, activist
Introduction Ecological Literacy and DesignKey to Lines: Summary of
Disciplinary Lines Selected Bibliography This poster presents an
overview of the literature review in my AHRC fundedAt its best,
design is an integrative applied transdisciplinary eld that
bridgesEco-literacy Eco-literacy (EL) is an understanding of the
principles of organiza-Design Design is uniquely positioned to
engage in a process of moving from Critical Social Theory Critical
social theor y offers powerful tools of Bateson, G., Steps to an
Ecology of Mind. Chicago: University of Chicago Press. 1972
doctoral research project on the visual communication of ecological
literacy theory and action in pursuit of practical outcomes.
Pioneers have widened the tion of ecological systems (Capra 201).
David Orr coined the term ecologicaltheory to practice and moving
between sectors to facilitate trans-disciplinary analysis that
expose how and why ecological literacy remains marginal. Social
Bourdieu. P., Reproduction in Education, Society and Culture.
Cambridge: Polity Press. 2000 (eco-literacy). This practice-based
project will create an original body of work scope of design
problems over recent decades such that design processes and
literacy in 1992 in a book where he explained that all education is
environmental actions. (Buchanan 20). Design offers approaches to
address complex problems theory demonstrates how power functions in
our culture. Steven Lukes and Pierre Capra, F., The Web of Life.
London: Harper Collins. 1997 that visually communicates
eco-literacy while also designing learning processesdesign thinking
address social and environmental problems as well as designs
education (Orr 90). Ecological literacy implies that each
discipline must recognizeincluding the potential to create powerful
social learning processes (Manzini 78). Bourdieu describes how
dominant discourses re ect the interests of powerful Capra, F. and
Henderson, H., Qualitative Growth. London: ICAEW. 2009 in which
these visuals will be used. The research will demonstrate how
visualmore traditional economic function. These attempts often
involve a shift from human embeddedness in the wider ecological
system and transform its theory andpolitical interests. Stanley
Cohens explains that a proclivity towards denying Cohen, S., States
of Denial. Cambridge: Polity. 2001 communication can contribute to
the development of new understanding,designing artifacts, graphics
and buildings to designing processes, systems and practice to make
sustainability a reality. The interconnections and
interdependenceGraphic Design Using visual language (Horn 5),
graphic design aims todisturbing facts is the normal in an
information-saturated society and describesCox, R., Natures Crisis
Disciplines: Does Environmental Communication Have an Ethical
cognitive skills and social capacities.sustainable ways of living.
This movement has become more pronounced as itbetween social,
economic and ecological systems must become an educational
strategically change human understanding and/or behavior through
the use ofstrategies that can work to circumvent this denial.
Duty?, Environmental Communication. Vol. 1, No. 1, May 2007becomes
increasingly obvious that the material expansion of the
economicstaple. Critical eco-literacy builds on cultural literacy
for a more robust analysis ofvisual devices, which can powerfully
communicate complex concepts andCrompton, T., Common Cause. London:
WWF, 2010 One of the major premises of this project is that
fragmentary thinking is an system is fundamentally unsustainable
(Daly, Meadows, Simms, Jackson) and the connections between social
and ecological systems (Kahn 11, 66). information. Graphic design
can address the crisis in environmental communi- Transition
Transition is a social movement based on local responses to
climateDaly, H., A Steady-State Economy. London: Sustainable
Development Commission, 2008 obstacle to sustainability and that
reductive attitudes towards knowledgeradically new models of
development must be created for sustainability tocations by
visualizing complex webs of interdependence.change and peak oil.
Transition has is origins in permaculture which developedDiamond,
J., Collapse. New York: Penguin, 2005 cannot adequately address
problems associated with ecological systems (orbecome possible.
Design is uniquely positioned in academic and professional
Sustainable Development Current models of development based
onstrategies for the design of systems for local resilience and
energy descent. It is Freire, P., Pedagogy of the Oppressed.
London: Penguin, 1970 other complex systems). Responding to this
dilemma, this project uses a wholeculture to engage in a process of
moving from theory to practice and betweenendless quantitative
economic growth are unsustainable (Capra and Henderson 8).Science
Several pioneers of ecological thought (Capra, Shiva, Bohm)
startedrelevant to ecological literacy because unlike mainstream
discourses, it is informedFry, T., Design Futuring. Oxford: Berg,
2009 systems approach based on the powerful concept of
eco-literacy. This researchdisciplines and sectors to facilitate a
transition to sustainability. Instead, development must re ect
growth in nature (Sachs 3) where physical their careers as
physicist. Using Kuhns theory of paradigm shifts in science, by the
ecological reality of the depletion of fossil fuel reserves (ITPOES
4).Horn, R., Visual Language. Brainbridge Island: Macro VU Press,
1998 posits that visual communications offer a means of helping
audiences under-growth occurs to maturity then levels off to
maintain a steady state of dynamicecological thinkers advocate the
notion of the emergence of a new ecological Jackson, T., Prosperity
without Growth? London: Sustainable Development Commission, 2009
stand context, interrelationships, dynamics and other features of
whole systemsAs design expands the scope of its enquiry a new type
of understanding is equilibrium. Most fundamentally the economy
must function within the carryingparadigm as a central theme to
support a transition to sustainability. Develop-Ecological
economics is economic theory based on the recognition of the Kuhn,
T., The Structure of Scienti c Revolutions. Chicago: University of
Chicago Press. 1962 thinking necessary for eco-literacy. required
to inform this process of transition. Designers must learn a whole
capacity of the ecological system (Daly 1).ments such as
post-normal and holistic science suppor t ecological literacy.
geo-physical fact that the economic system is embedded within, and
is a sub-Lakoff, G. and Johnson, M., Philosophy in the Flesh. New
York: Basic Books. 1999systems perspective. Ecological literacy is
a foundation for sustainability system of the ecological system.
The economic system must function within the Meadows, D., Wright,
D. ed., Thinking in Systems. London: Earthscan. 2008 David Orr
coined the term ecological literacy in the early 1990s and since
thisnecessary to allow us to break out of destructive patterns of
unsustainable Communications Communications mediate the
human-nature relationshipPhilosophy Insights from cybernetics,
cognitive science, deep ecology andcarrying capacity of the earth.
This imperative must be supported by ecologically Orr, D.,
Ecological Literacy. Albany: State of New York Press. 1992 time it
has developed into a core concept within sustainable education,
creating practice. Ecological literacy is a basis for the design
new ways of living within and thus have a vital role to pay in
responding to current conditions. Robert Coxeco-feminism create the
philosophical grounds of ecological literacy. Key concepts literate
economics theory and practice. Prosperity must be delivered
throughITPOES, The Oil Crunch. London: UK Industry Taskforce on
Peak Oil and Energy Security. 2008 a conceptual basis for
integrated thinking about sustainability. Eco-literacy must the
ecological carrying capacity of the planet. Without a basic
understanding describes environmental communications is a crisis
discipline(5). Response toinclude the epistemological error of the
current paradigm (Bateson 493), embed- other means than
quantitative growth (Jackson 5). Plumwood, Val., Environmental
Culture. Oxon: Routledge. 2002 now be embedded in theor y and
practice across individual disciplines. Myprovided by ecological
literacy, design solutions are likely to reproduce and signals of
environmental danger is the key to avoid social collapse (Diamond
10).dedness of human society within ecological systems (Spretnak
72) and a critique Roszak, T., Gomes, M., and Kanner, A. ed.,
Ecopsychology. San Francisco: Sierra Club Books. 1995 research
develops visual displays of information making ecological literacy
both exacerbate problems.Issues of power are at the crux of
environmental communications resulting in whaton dominant western
models of rationality (Plumwood 4).Ecopsychology Eco-psychology
analysis, tools and therapies address ourSachs, W., Planet
Dialectics. London: Zed Books,1999 tangible and accessible. This
work places itself in the middle of a fast movingBourdieu calls
symbolic violence. Crompton describes the need for values
basedpsychological relationship with Nature. Gregory Bateson
explored the ecological Shiva, V., Reductionist science as
epistemological violence, In Science, Hegemony and Violence.
discourse on transition and sustainability. The project
demonstrates how designenvironmental communications, with an
explicit focus on strengthening intrinsicCritical Ecopedagogy
Critical pedagogy is an educational movement that roots of mental
illness in the pivotal book Steps to an Ecology of Mind. Eco-
Oxford: Oxford University Press, 1988 skills can facilitate a wide
reaching social learning process for ecological literacyJoanna Jody
Boehner t - January 2011relative to extrinsic values. Research
indicates that facts are of limited value inoriginated from Paulo
Freires educational practices in South America focused on
psychology is informed by TEK (traditional ecological knowledge) of
indigenousSterling, S., Whole Systems Thinking as a Basis for
Paradigm Change in Education. PhD: in design education. j.j.boehner
[email protected] | [email protected] uencing behaviour in regards
to the environment, instead George Lakoff advicesconscientization.
These methods have been integral to the profound changepeoples who
almost universally holds that psychological health is dependent
University of Bath. 2003This poster can be downloaded at:
www.eco-labs.orgcommunicators to, Know your values, and frame the
debate.witnessed in social movements globally including womens
liberation (Meizrow 19).on a balanced relationship with your
habitat / ecological system. References not found on this list can
be found on the website below.www.eco-labs.org
5. Ecological LiteracyAll education is environmental education.
By what is included or excluded,emphasized or ignored, students
learn that they are part of or apart from thenatural world. Through
education we inculcate the ideas of careful stewardshipor
carelessness (Orr 1992, p.90)....to understand the principles of
organization, common to all living systems,that ecosystems have
evolved to sustain the web of life. (Capra 2003, p.201).Critical
eco-literacy is linked to cultural literacy for a more robust
analysis ofthe connections between social and ecological systems
(Kahn 2010, p.66).
6. 1b: -Epistemological error and epistemic learning
Epistemological Error In the seminal book Steps to an Ecology of
Mind Gregory Bateson explained that the dominant map of reality is
a poor reflection of reality itself; most of us are governed by
epistemologies we know to be wrong. Reductive modes of
understanding are incapable of understanding complex ecological,
social or economic systems. Problems arise as our perceptual and
cognitive modes of understanding perpetuate epistemological error,
error that is deeply entrenched in contemporary thought.
Communication designers and educators have the potential to address
these collective misunderstandings through experiential,
multi-sensory communication, informed by critical pedagogy.
7. Epistemic learningEpistemic learning refers learning that
challenges epistemologicalassumptions. Beyond the mere
dissemination of information, thiswork aims to engage participants
in dialogic and experiential learningprocesses toward deep learning
experiences.Because the problems concerned with sustainability are
both verycomplex and deeply entrenched into our culture, these deep
learningprocesses are essential for the learning associated with
ecological literacy.Epistemic learning is also known as
transformative learning, a pedagogicpractice developed in
consciousness-raising and womens education.
8. 1c: Bateson and Sterlings communication and learning
levelsLevels of Communication and LearningCommunications theorist
Gregory Bateson first described learning levels inThe Logical
Categories of Learning and Communication (1964). Drawing onBatesons
theory, Stephen Sterling describes a four stage process:Levels of
Learning in Education for SustainabilityNo change - no learning:
ignorance, denial, tokenismAccommodation - 1st order - adaptation
and maintenanceReformation - 2nd order learning - critically
reflective adaptationTransformation - 3rd order learning - creative
re-visioning
9. Learning for sustainability must work with experiential
procesesbecause information alone does not necessarily lead to
change:not only does it not work, but too muchenvironmental
information (particularlyrelating to the various global crises)
canbe disempowering, without a deeper andbroader learning processes
taking place. Stephen Sterling
10. 2a: Transformation learning: theory and history
Transformative Learning Tranformative learning describes a process
of increasing an individual learners capacity for change by
exploring and revealing assumptions behind our behaviours, beliefs
and values. Through encounters with values learners become
emotionally capable of change and thus develop greater agency. The
results are evidenced in reflective discourse and in ultimately in
action.
11. Transformative LearningJack Mezirow first introduced the
concept of transformativelearning (TL) in a 1978 paper titled
Perspective Transformation.Mezirow describes transformative
learning as a process ofbecoming critically aware of ones own tacit
assumptions.This process is informed by a critical awareness of
contextual,biographical, historical and cultural aspects of our
collectivebeliefs and feelings in regard the problems under
examination.Through transformative learning we learn to act on our
ownpurposes, values, feelings, and meaning rather than those
weuncritically assimilated from others.
12. 2b: Mezirows 10 Phases of Transformative Learning Ten
Phases of Transformative Learning Jack Mezirows Ten Phases of
Transformational Learning (1978) was based on extensive research in
a 1975 American nation wide study of women education. An eleventh
phase was added in 1991. 1. A disorienting dilemma 2.
Self-examination with feelings of fear, anger, guilt or shame 3. A
critical assessment of assumptions 4. Recognition that ones
discontent and process of transformation are shared 5. Exploration
of options for new roles, relationships and actions 6. Planning a
course of action 7. Acquiring knowledge and skills for implementing
ones plans 8. Provisional trying of new roles 9. Building
competence and self-confidence in new roles and relationships 10.A
reintegration into ones life on the basis of conditions dictated by
ones new perspectives & 11. Altering present relationships and
forging new relationships
13. How? Transformational LearningThe value / action gap
permeates education for sustainability and isobvious in
environmental coverage in the media. The gap betweenour ideas about
what we value and what we are actually doing toaddress the problem
is the notorious value / action gap. This projectuses
transformational learning to move from values to action.
Thisapproach is integrated into cycles of action research and
practicebased design work.
14. 2c: Value - Action Gap value / action gap Even when we
understand the problems and possible solutions,it does not mean we
put this knowledge into practice
15. Levels of Learning & Engagement1st: Education ABOUT
SustainabilityContent and/or skills emphasis. Easily
accommodatedinto existing system. Learning ABOUT
change.ACCOMMODATIVE RESPONSE - maintenance.2nd: Education FOR
SustainabilityAdditional values emphasis. Greening of
institutions.Deeper questioning and reform of purpose, policy and
practice.Learning FOR change. REFORMATIVE RESPONSE - adaptive.3rd:
SUSTAINABLE EducationCapacity building and action
emphasis.Experiential curriculum. Institutions as learning
communities.Learning AS change. TRANSFORMATIVE RESPONSE -
enactment.Stephen Sterling, 2009
16. Actions Ideas / TheoriesNorms / Assumptions Beliefs /
ValuesParadigm / Worldview Metaphysics / Cosmology Transformational
LearningValues, Knowledge, SkillsA: SEEING (Perc eption )An
expanded ethical sensibility or consciousnessB: KNOWING
(Conception) A critical understanding of pattern, consequence and
connectivityC: DOING (Action)The ability to design and act
relationally,integratively and wisely. Stephen Sterling, 2009
17. Actions TheoriesAssumptions ValuesParadigm
MetaphysicsStephen Sterling on transition from belief to actions:
Levels of Knowing, 2009
18. 3a: A Case Study: The Teach-in 300 students from over 15
different universities attended the 2012 Imperative Teach-in at the
Victoria and Albert Museum 12 October 2009. The project has an
ambitious goal: to embed with ecological and sustainability
literacy in design education by 2012. Several hundred more watched
a live Internet broadcast and over 300+ have signed up to a
collaborative site to continue working towards project goals.
Stats: 300 in the audience at the V&A 500+ in the remote
audience 300+ people signed on to the Teach-in Ning 5,000+ Teach-in
documents downloaded
19. The Teach-in attempted to createconditions for
transformational3rd order learning by creating aparticipatory,
experiential andsocial learning process.This orientation is needed
to allowlearners to re-access basic assumptionsin regards to the
systemic roots ofenvironmental problems. Creatingspace for
reflecting on ideas in relationto the environment creates basis
foraction.
20. The Teach-in challenge participants to worktowards
embedding ecological literacy in thecurriculum and transform
university facilitiesto reflect good environmental practice.
Participatory planning processes Participatory activities at event
Ning social network: http://teach-in.ning.com Speakers videos and
other resources on-line Feedback, reflection and review of
processesACTION PROPOSALS: 2012 Imperative action document 10 step
check list for carbon reduction atuniversities
21. 2012 ImperativeTo meet the challenges associated with
climate change and world resourcedepletion, it is imperative that
ecological literacy becomes a central tenet of designeducation.
Presently the interdependent relationships between ecology and
designare virtually absent in many professional curricula. A major
transformation ofthe academic design community must begin today. To
accomplish this, the 2012Imperative calls upon this community to
adopt the following: PATH A: 2012 Imperative Curriculum Adopters of
Path A commit to:Adding to design curriculum the requirement that:
We will make it a requirement of ourcurriculum and design projects
that they will be based on an unconditional respect for life,
andfor the conditions that support life. We will only undertake
projects that tend to preserve theintegrity, stability, and beauty
of the biosphere. In practice we will work towards
dramaticallyreducing the need for fossil fuel and the environmental
footprint of the materials, products,processes and spaces that we
design. To achieve these goals we will work towards
completeecological literacy in design education by 2012.PATH B:
2012 Imperative Curriculum AND FacilitiesAdopters of Path B commit
to: PATH A: 2010 Imperative Curriculum AND: Joining the 10:10
project (pledging to reduce carbon emission by 10% in 2010). See
the 10 PointChecklist for guidance with this process. Monitoring
energy use and implementing sustainable design strategies across
the university.? Reducing emissions in 4 categories: grid
electricity, on-site fossil fuel, vehicle fuel, and air travel.
Creating a carbon reduction strategy and a Energy Descent Action
Plan at your university. Appointing a senior member of staff to
take responsibility for implementing the plans. Generating on-site
renewable power OR purchasing renewable energy from an additional
source.This project is inspired directly by the 2010 Imperative run
by Architecture 2030 in 2007. The 2012 Imperativewill expand the
scope of the project by bringing this agenda to all design
disciplines, by incorporating actionresearch processes and by
creating an on-line forum (http://teach-in.ning.com) for dialogue
and for organizingactions according to the goals of the project.
The 2012 Imperative has been initiated by EcoLabs
(www.eco-labs.org)and launched at the 2012 Imperative Teach-in, 12
October 2009 (www.teach-in.co.uk).EcoLabs
22. 10:10 for Universities 10 % carbon reduction in 201010
Point Checklist1. Create your carbon reduction team. Identify and
connect with a committed, passionate,and multifaceted team who will
make it happen. Include academics, lecturers, staff,
management,estates and students alike. There should be no rank, or
distinction between these parties, butrather, each individual
should be a stakeholder on a collective mission to succeed.2. Set
your first meeting. Agree at the meeting how you will establish the
appropriatepermissions, and carry out the carbon monitoring. Agree
also on how often you will meet to feedback how you are getting on.
Remember to aim for at least 10% reductions in carbon
emissionacross each of the four categories: grid electric, on-site
fossil fuel use, vehicle fuel use, and airtravel. Create working
groups for each of the energy categories.3. Research methods for
monitoring energy use at the university. Do not wait untilyou have
the perfect method but start the process and work towards creating
a more rigorousmethodology as the project evolves. How will you
establish systems to monitor all energy use?Electricity is the
easiest area to monitor as it should be straightforward to check
the meters.4. Undertake an energy and carbon audit. Appoint an
accredited energy auditor to analyseyour energy use, calculate your
carbon emissions, visit the site to undertake an energy audit, and
tomake recommendations. Actions points should include ideas to
reduce energy consumption, andfor on-site energy generation. The
Carbon Trust does free audits for institutions like universities.5.
Agree with other stakeholders what you can do to reduce consumption
andcommunicate your plan. If your Vice Chancellor and/or Dean is
not involved in this project, agreewith them when and where you can
share your findings and the specific action you want theinstitution
to take to reduce energy.6. Apply for funding. Once you know what
you would like to do or install to improve yourinstitutions
efficiency, apply for funding from organisations such as utilities
companies, the LowCarbon Building Programme or local businesses.
Your institution will need to support this process.7. Keep setting
carbon challenges for your university community. Ask everyone to
doa personal carbon calculator. Ask departments to keep track of
air travel and make plans to reduceairline travel by at least 10%
during 2010. Introduce no cost video conferencing, and also
awardsfor departments that take the challenge on board.8.
Incentivise the process and make it fun! Ask your community for
ideas, and look foropportunities to directly involve local
communities in such events and activities. If you are savingenergy,
reducing your carbon emissions and making a difference, what can
you do to celebrate,promote and maximize your success?9. Research
alternatives to what you currently use or do in the institution.
Lookinto lower energy appliances or renewable energy technologies
that you could introduce into youruniversity and then present your
findings to the right people. This may also be an opportunity
forknowledge exchange; to share and discuss findings with other
groups in other institutions.10. Sustain your practice. You need to
keep energy monitoring high profile so that it starts tobecome
second nature for people to save energy. Put up posters, keep
sharing energy data, andstart engaging your wider community in the
challenge.EcoLabs
23. 3b: Ten Phases of TL for Sustainable Design Education The
Teach-in was informed by Mezirows Ten Phases of Transformative
Learning, which were adapted for the purposes of sustainable design
education. Transformative Learning for Sustainable Design Education
1. Confrontation with data regarding the environmental crises. 2.
Self-examination of personal attitudes in regards to environmental
crisis. 3. A critical assessment of assumptions and basic premises.
4. Recognition of discontent and possibilities for transformation.
5. Exploration of sustainability in a social learning context. 6.
Planning a learning process for sustainability literacy. 7.
Acquiring new knowledge and skills needed in new sustainable
industries. 8. Developing new sustainable methods of working and
living. 9. Building confidence to actively promote sustainability.
10. Reintegration into ones life based on ecologically literate
perspective
26. 1. Trans-disciplinarity The world is a complex,
interconnected, finite, ecological-social-psychological-economic
system We treat it as if it were not, as if it were divisible,
separable, simple, and infinite. Our persistent, intractable,
global problems arise directly from this mismatch. Meadows, 1982,
p.101
27. 2. ParticipationEnvironmental values are not fixed, but
emerge out of:debate, discussion and challenge, as people
encounternew facts, insights and judgments contributed by
others.Owens, p.1145Environmental values, like other cultural
priorities, are learned attitudes.New values and behaviours cannot
be disseminated if imposed fromabove but sustainability and
ecological literacy could be realized througha substantial process
of engagement using participatory processes.
28. 3. ValuesA study of ecology demonstrates that our actions
have implications wellbeyond our immediate sphere of
interactions.Widening our sphere of concern to include the natural
world is ageophysical imperative for human survival over the long
term.We have a responsibility to confront value systems that fail
to prioritizethe maintenance of ecological stability and planetary
health.
29. 4. ActionTransformative learning is complete when an
individual is able to act accordingto beliefs she has validated
through critical reflection. While solving a problemmight well be
beyond the capacity of any one individual, the goal of
transformativelearning is help learners become capable of
participating in a process of change.an inauthentic word... results
when a word is deprivedof its dimension of action, reflection
automaticallysuffers as well; as the world is changed into
idlechatter, into verbalism, into an alienated andalienating blah.
It becomes an empty word, whichcannot denounce the world, for
denunciation isimpossible without a commitment to transform,and
there is no transformation without action.Paulo Freire, 1970,
p68
30. The study of environmental problems is an exercise in
despairunless regarded as only the preface to the study, design
andimplementation of solutions. David Orr, 1992, p.94
31. EcoLabswww.eco-labs.orghttp://teach-in.ning.com Jody Joanna
BoehnertUniversity of [email protected]