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© Tim Brinton used w/ permission Kelly D. Cain, PhD Principal / Executive Director St. Croix Institute Emeritus Professor, Environmental Science & Management University of Wisconsin River Falls Beyond Sustainability: Guerilla Planning, Curriculum Development & The Fate of the Future Colorado College: 3 nd Annual Sustainability Across the Curriculum Workshop MAY 18-19, 2017 What ?!

Guerilla Planning, Curriculum Development & The Fate … · Principal / Executive Director ... Theirs is a culture of adaptation and pronounced kinship to the land, ... and/or effective

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© Tim Brinton – used w/ permission

Kelly D. Cain, PhD Principal / Executive DirectorSt. Croix InstituteEmeritus Professor, Environmental Science & ManagementUniversity of Wisconsin – River Falls

Beyond Sustainability:Guerilla Planning, Curriculum Development &

The Fate of the Future

Colorado College: 3nd Annual Sustainability Across the Curriculum WorkshopMAY 18-19, 2017

What ?!

? ?

Un-Sustain-ability

The Tipping Pointof

Sustainability

BeyondSustain-ability

“Sustainability Is NOT Enough!”

• 1XBL Approach • Capitalism w/o a Conscience• Carbon Positive• Soft vs. Hard Landing “Collapse Scenarios”

Status Quo - Maintenance Break Even - Zero Sum Game

Minimize Further DegradationCarbon Neutrality

3XBL Approach

• 4XBL Approach• Re-Localization • Restorative• Regenerative•Re-Negotiated• Resilient• Carbon Negative Communities

Cain/SCISCD/UWRF/2013

Beyond Sustainability Learning Outcomes Project (B-SLOP):

A Humble Attempt at a ‘Transdisciplinary Theory of Everything’ in Curriculum / Pedagogical

Development

Version 5 - 5/18/17Originators:Kelly D. Cain, PhDMary Wright, PhDFlorence Monsour, PhDIan Johnson, MS

• Holistic Systems in Time & Space• Ecology & Sense of Place• Social Justice, Democracy, &

Citizenship• Economics & Entrepreneurship• Community: Local to Global

Beyond Sustainability Literacy Outcomes

University Requirements

General Education

College Requirements

Majors Minors Electives Research Co-Curricular

Holistic Systems in Time & Space

Ecology & Sense of Place

Social Justice, Democracy & Citizenship

Economics & Entrepreneurship

Community: Local to Global

B-SLOP Across Curriculum

Inspiring Students &

Stakeholders to Make No Small

Plans

Thematic Overview• “While these five categorical learning outcomes are unique to the St. Croix Institute

and to the Sustainability Faculty Fellows at the University of Wisconsin-River Falls, they stand upon the shoulders of work by so many others, historically and present day. These collectively represent the breadth and depth of comprehensive contexts for sustainability-based literacy that UWRF desires from our students, faculty, staff, and stakeholders from local to global. In actuality, ‘Holistic Systems in Time & Space’ could easily be articulated as the primary umbrella under which the other four are understood and applied in personal, professional, and civic life. The other four represent a quadruple bottom line approach as opposed to a triple bottom line approach. The only difference between the two approaches being that ‘Community: Local to Global’ metrics are purposely called out. This is essential in order to truly emphasize and realize the fact that unless community is strengthened as a result of our integrated approach to the environmental, social, and economic contexts of sustainability, our efforts might hit the sustainability target, but we will be far off the bulls eye. In that case, the argument can be made that genuine sustainability-based outcomes that are re-localizing, restorative, regenerative, and ultimately resilient in nature, will never be achieved. We will have once again, simply deceived ourselves of having hit the mark. Increasingly chaotic attempts at adaptation will be our only remaining alternative, and civility likely its first victim. We will never get ‘beyond sustainability.’ We have no time to waste."

Beyond Sustainability

Literacy Outcomes

The Big Ideas Or ‘Big Hairy

Audacious Goals’

(BHAGs)

Essential Questions

Learning Outcomes & Course

Objectives

Course Activities

Assessment / Rubrics

Resources

Holistic Systems in Time & Space

Ecology & A Sense of Place

Social Justice, Democracy & Citizenship

Economics & Entrepreneur -ship

Community: Local to Global

Basic B-SLOP Framework

Holistic Systems In Time & Space• HSITS is the fundamental platform and foundation for sustainability literacy as the

single most trans-disciplinary field of study in contemporary existence. It is the underpinning of integrated knowledge, understanding, and applied skill across the breadth and depth of disciplinary fields of study (i.e. natural sciences, social sciences, economics, mathematics, humanities, etc.), applied to judgment, decision-making, and action at any moment of need or opportunity in personal, professional, or civic life. In an academic setting (among students, faculty and staff, much less alumni and all other stakeholders), that moment can range from the signing of the ACUPCC and initiation of campus climate action planning for carbon neutrality and adaptation strategies target of 2050, to choosing to ride a bicycle to class in the snow, to spontaneous acts of protest and/or civil disobedience to encourage fossil fuel divestment, to shopping at the regional food hub outlet store rather than Walmart grocery. Each of these examples, while singular in space and time, are outcomes of ‘individual and collective consciousness’ awakening to the cosmological ether in which it swims. It is a moment by moment awakening and deepening of awareness and commitment to the endless struggle between freedom and responsibility in our relationship with each other and with ‘the natural world’. For as that wise anonymous author put it, “Freedom without responsibility is not really freedom. It is simply the desire to be irresponsible.”

Holistic Systems in Time & Space

University Requirements

General Education

College Requirements

Majors Minors Electives Research Co-Curricular

Q#1

Q#2

Q#3

Q#4

Q#5

Holistic Systems in Time & Space Essential Questions

Beyond Sustainability

Literacy Outcomes

The Big Ideas Or ‘Big Hairy

Audacious Goals’

(BHAGs)

Essential Questions

Learning Outcomes & Course

Objectives

Course Activities

Assessment / Rubrics

Resources

Holistic Systems in Time & Space

Ecology & A Sense of Place

Social Justice, Democracy & Citizenship

Economics & Entrepreneur -ship

Community: Local to Global

• Cosmology & Examples of Context:

– Political Systems

– Economic Systems

– Natural & Ecosystems

– Social & Cultural Systems

– Human Physiology & Homeostasis

– Secular / Religious / Spiritual Systems

– Meta Vs Macro Vs Micro Systems

– Sustainable Vs Un-Sustainable

– Other?

Holistic Systems In Time & Space

Sustainable Communities

ENERGY

AGRICULTURE& LAND USE

TRANSPORTATION & INFRASTRUCTURE

HEALTH CARE

EDUCATION

WATER

NATIVE HABITAT & RESOURCE MNGT

ARTSHOUSING

BIZ & INDUSTRY

Place-Based, Integrated Contexts of Holistic SCD Models

CHURCHES & CIVIC ORGANIZATIONS

“Re-Localization”

Holistic Systems in Time & SpaceLearning Outcome(s) Example

Geography

322

Essential

Question

Learning

Outcomes

Course Activity

Urban

Geography

And

Sustainability

How do cities

provide

sustainable

places in which

to live?

Can cities be

sustainable?

1.) Identify

where and what

practices are

creating

sustainable

cities.

Document how

sustainable

cities

currently are

sustainable

3. Analyze an

aspect of a city

that should be

more

sustainable and

recommend

strategies for

achieving this.

Ecology & Sense of Place• The difference between survival and quality of life is the difference between how a

culture adapts to ‘its ecology’ and identifies with ‘its sense of place’. Indigenous / native people have known and lived this for millennia. Theirs is a culture of adaptation and ‘pronounced kinship’ to the land, while non-indigenous tend to adapt the land (and the indigenous cultures therein), to satisfy aspirations the land does not ‘naturally’ provide. Survival and quality of life for a culture, much less humans as a species over the long haul, is ultimately dependent on its ability to live within its means; in other words within the limits as imposed by - its resident eco-’system’ -resource availability and attenuation of waste on a local, regional, and planetary scale. “Ecosystem Services” is the contemporary context by which this is theorized, managed, and economically valued. ‘Environmentalist’ is the most common reference to those who advocate on behalf of ecology and a sense of place. Literacy of this category in most closely aligned for instance with the values, principles, and practices as expressed by Aldo Leopold in The Land Ethic, Rachel Carson in Silent Spring, and the host of other environmental writers, past and present, but most recently by Richard Luv in his renowned book, Last Child in the Woods. Without understanding the structure and function of eco-’systems’ as life support, and sense of place as intellectual, emotional, and dare say spiritual grounding, with history as the judge, the social and economic systems that do not ‘fit’ will ultimately not survive. It is the classic conflict between systems imposed by uninformed human nature upon the bio-geo-chemical systems evolved over billions of years ... It is the difference between being ‘a part of’ versus ‘apart from’.

Ecology / Sense of Place Essential Questions

Beyond Sustainability

Literacy Outcomes

The Big Ideas Or ‘Big Hairy

Audacious Goals’

(BHAGs)

Essential Questions

Learning Outcomes & Course

Objectives

Course Activities

Assessment / Rubrics

Resources

Holistic Systems in Time & Space

Ecology & A Sense of Place

Social Justice, Democracy & Citizenship

Economics & Entrepreneur -ship

Community: Local to Global

• Cosmology & Examples of Context:

– A Part Of vs Apart From Nature

– Las Vegas Vs Beijing Vs “My Little Town”

– Self-Sufficiency Vs Mutually Dependent

– Adapting Culture to Fit the Ecology Vs Adapting Nature to Fit the Culture

– Survival Vs Subsistence Vs ‘Quality of Life’

– From Desert to Tundra & Condensation to Ocean

– Biophilia, Biomimicry & Bioregionalism

– Local to Global

Ecology & Sense of Place

Ecology and Sense of PlaceLearning Outcomes Example

TED 211 Essential

Question

Learning

Outcomes

Course Activity

Educational

Psychology

What is the

relevance of

sense of place?

What are the

boundaries to

appropriate

energy and

transport within

a sense of

place?

1) Understand

how to articulate

a sense of place,

and the

boundaries for

appropriate

energy and

transportation

systems within a

sense of place

Research and write a lesson plan integrating sustainability into a content area for elementary aged students.

Social Justice, Democracy, & Citizenship• As the old anonymous saying goes, “Freedom without responsibility is not

really freedom. It is simply the desire to be irresponsible.” This is the essence of understanding one’s evolving knowledge, maturity, & active practice in re-imagining personal, professional, and civic life ‘beyond sustainability.’ Or as Gandhi put it, “Be the change you wish to see in the world.” These holistically define what it means to walk-the-talk for truly ‘living in community’ in a restorative, regenerative, and resilient manner across all contexts of economy, ecology, & culture. To understand and practice such means to open oneself to the reality of not only re-negotiation for equitable distribution of resources, safety & security, & quality of life for all human beings (regardless of gender, race, ethnicity, religion, sexual orientation, ability, and socio-economic class), but what it truly means to understand & include air, water, plants, animals, & the soil as ‘citizens’ of one’s community as grounded in (for example), the ‘Land Ethic’ as defined by Aldo Leopold. It is this individual & collective consciousness in the moment, of decisions & behavior that determine the inter-generational fate of all. For in the end, nature always bats last, bats a thousand, & the planet will ultimately do quite nicely without us if we are not paying attention and ‘playing nice in the sandbox’.

Social Justice, Democracy, & Citizenship Essential Questions

Beyond Sustainability

Literacy Outcomes

The Big Ideas Or ‘Big Hairy

Audacious Goals’

(BHAGs)

Essential Questions

Learning Outcomes & Course

Objectives

Course Activities

Assessment / Rubrics

Resources

Holistic Systems in Time & Space

Ecology & A Sense of Place

Social Justice, Democracy & Citizenship

Economics & Entrepreneur -ship

Community: Local to Global

• Cosmology & Examples of Context:

– Freedom Vs Responsibility

– Ethics/Morality Vs Human Rights Vs Non-Human Rights

– Majority Rules Vs Minority Rights Vs Civil Disobedience

– Equality Vs Equity Vs Individualism

– Personal Vs Professional Vs Civic Life

– Liberal Vs Conservative Vs Libertarian

– Diversity, Tolerance & Inclusivity Vs Egalitarian Culture (based on gender, race, ethnicity, religion, sexual orientation, ability, &/or socio-economic class)

– History of Slavery, Genocide, Discrimination, & Retribution & Reparation Vs Pragmatic Realities

– Environmental Justice Vs Victims of Circumstance

– Corporate Social Responsibility Vs Transparency

Social Justice, Democracy, & Citizenship

Social Justice, Democracy and Citizenship –Learning Outcomes Example

English 200 Essential

Question

Learning

Outcomes

Course Activity

Reading and

Writing in the

Disciplines

1) How can the

essentials of

effective

argumentation

and research

writing be used to

examine

contemporary

issues and

debates around

sustainability?

1) Define

sustainability as

the nexus of

economic and

ecological health

rooted in social

justice.

Essays cultivating skills of summary & analysis (tar sands oil production/pipeline), rebuttal (“fracking”), research (climate change), and visual argumentation (geoengineering)

Economics & Entrepreneurship• Economics is fundamentally the umbrella system of value by which

all resources (e.g. material, energy, labor, & intelligence), are distributed among and traded between humans. The price of something is determined by supply and demand, and the profit from that trade the incentive for providing products and services desired by consumers; in other words, ‘doing business’. Entrepreneurship is the ‘art of doing business’ by meeting needs and/or wants of others in uniquely efficient, and/or effective ways. Those uniquely efficient, and/or effective ways are consistent with the regenerative capacities and limits of the ‘eco-systems’ from which they are sourced and waste returned, or they are not; ‘green’ or ‘not’. Choosing between ‘green’ or ‘not’ is the entrepreneur’s choice of ‘Capitalism With a Conscience’ versus ‘Capitalism Without a Conscience’, and all the costs and benefits (internalized &/or externalized), of having chosen wisely, or not, to the benefit of oneself, the rest of humanity, and the rest of the planetary community.

Economics & Entrepreneurship Essential Questions

Beyond Sustainability

Literacy Outcomes

The Big Ideas Or ‘Big Hairy

Audacious Goals’

(BHAGs)

Essential Questions

Learning Outcomes & Course

Objectives

Course Activities

Assessment / Rubrics

Resources

Holistic Systems in Time & Space

Ecology & A Sense of Place

Social Justice, Democracy & Citizenship

Economics & Entrepreneur -ship

Community: Local to Global

• Cosmology & Examples of Context:

– Capitalism w/ Vs Capitalism w/o a Conscience

– Internalized Vs Externalized Vs Ecosystem Services

– Climate Catastrophe Vs Opportunity of the Century

– Corporate Vs Consumer Vs Government

– Subsidized Vs Green Vs Free-Market

– Status Quo Vs Incremental Vs Disruptive

– Payback Vs ROI Vs Total Cost Accounting

– Embedded Vs Performance-Based Energy & Carbon

– Keynesian Vs Austrian Theory Vs SRI

– Leaving the World a Better Place for the Next Gen

Economics & Entrepreneurship

Economics & EntrepreneurshipLearning Outcomes Example

English 266 Essential

Question

Learning

Outcomes

Course Activity

Business Writing How can

sustainability

practices

improve business

on economic,

ecological, and

social levels?

Define sustainability in business as increasing both stakeholder and shareholder values

Sustainability

problems and

practices explored

through business

correspondence

assignments,

employment

writing and

research on “green

jobs,” blogging and

analytical business

proposals & reports

Community: Local to Global• If sustainability is a triple-bottom-line target, community is the bulls-eye; it

is center of a quadruple- bottom-line approach. Community is the ‘holistic system’ by which culture expresses and manages itself in time and space; how it holistically ‘fits’ its social systems and economics to its ecosystem, successfully or unsuccessfully across multiple generations. Community is often expressed in scale of ‘local’ … as village, town, city … or broader in sense of regional, national, international, and even planetary community. It is the expression by which humans interpret a sense of familiarity, safety, belonging, and all other human contexts by which one attributes and lives out positive attributes, such as in Maslow’s Hierarchy. Survival and quality of life over the long haul is dependent upon how a culture includes soil, water, air, plants, and animals as citizens within their definition and life in community (as per Leopold), or not. “Fundamentally, a community is sustainable only to the degree to which it is ‘locally’ self-sufficient in energy, food, water, shelter, clothing, transportation, health care, education, safety/security, ‘the arts’, employment, and commerce scaled to the equitable needs of all its citizens and within the carrying capacity of native ecosystems over multiple (7) generations.” (Cain/SCISCD, 2008)

Community: Local to Global Essential Questions

Beyond Sustainability

Literacy Outcomes

The Big Ideas Or ‘Big Hairy

Audacious Goals’

(BHAGs)

Essential Questions

Learning Outcomes & Course

Objectives

Course Activities

Assessment / Rubrics

Resources

Holistic Systems in Time & Space

Ecology & A Sense of Place

Social Justice, Democracy & Citizenship

Economics & Entrepreneur -ship

Community: Local to Global

• Cosmology & Examples of Context:

– Village, City, Township, County State, National, & International

– Critical Metrics of Collective Norms (4XBL)

– Pacifists Vs Police Vs National Guard Vs Militias

– Melting Pot Vs Tossed Salad Vs Tolerance

– National Sovereignty Vs UN Agenda 21

– Tribal / First Nation Sovereignty Vs Non-Tribal

– Relevance of “Think Global – Act Local”

Community: Local to Global

Community: Local to GlobalLearning Outcomes Example

CHEM 300 Essential

Question

Learning

Outcomes

Course Activity

Sustainable

Practices and

Environmental

Health

1) How can

implementing

sustainable

practices

improve the

health of

individuals and

communities?

1) Define what

makes a practice

sustainable.

2) Evaluate how

practices are

sustainable

3) Analyze the

health impacts

of sustainable

practices

Substantial paper that addresses all three learning outcomes.

Time to chat ……

Kelly D. Cain, Ph.D.

Exec. Dir., St. Croix Institute

224 4th St. N

Stillwater, MN 55082

[email protected]

715-781-6233

www.stcroixinstitute.com

Leadership ~or~ The Risk of Irrelevance

“Achieving Sustainability should not be our children’s responsibility, ……

anymore than failure at such should be our generation’s legacy.”

Cain/SCISCD, 2007