So what do we mean by sustain-able?

The Cloud Institute for Sustainability Education © 2010-11. Do not distribute without express permission of the author.

For anything to thrive indefinitely,

favorable conditions must be created and last.

If human beings are to be sustain-able, we must contribute to the long term health

of the systems upon which we depend.

(That is true no matter what we want to sustain)

So what do we mean by sustain-able?


All Systems are Nested in Other Systems


What are we thinking?

What is the thinking that is driving our behavior that seems to make sense…

…but over time

results in system decline (“crashing the system”)?

Why do we do it?



The Results of Being Stuck in Our Thinking

• We often operate without the information we need

• We can’t read the feedback (believing is seeing)

“If we cannot hear or see feedback-we cannot perceive relevant data for

our brains to filter” (Ochner)

• We exhibit characteristics of insanity

• Our “fixes backfire” on us or we “shift the burden”


“It is worth noting that this is not

the work of ignorant people.” (Orr; 1994)

“Thinking about our thinking is

the most upstream place to intervene in the system”

(Meadows)


What kind of future do we want?

What do we want to sustain?

For whom? For how long?

…and what does education have to do with it?

What is education for?

What is our intention?


Impact of EfS on StudentsDuffin, 2006; AED, 2007; Becker‐Klein et al, 2008 Sobel, 2008; Department

for Children, Schools and Families, 2010; Ofsted, 2009; Gayford, 2009; Barrat‐Hacking et al, 2010;

PEER Associates, 2010

EfS• improves student learning and

standards achievement• enhances attitudes toward learning• produces better behavior and

attendance• significantly decreases students’ feeling

that they cannot succeed


Impact of EfS on Students

EfS• encourages students to make

connections between themselves and the systems of which they are a part

• provides a safe and secure space in which children can take risks and develop skills of active participation


Impact of EfS on Students

EfS• produces statistically significant

increases in the strength of students’ attitudes about civic engagement

• develops in students a greater awareness of community, and a greater appreciation of the democratic process


Impact of EfS on Teachers

EfS• yields meaningful effects on teacher

attitudes

• helps both new and veteran teachers to achieve strong academic outcomes from their students


Impact of EfS onSchool & Community

EfS• contributes to children’s health by

improving their food eating choices• improves whole school cultures and

relationships between the school, parents, and the community

• models actions and attitudes that promote sustainable living

• improves air quality, reduces waste, and decreases energy use


“All systems are perfectly designed to get the results they

get.”(Richmond)

It all begins with a change in thinking


Mental Modelsfor a Sustainable

Future

Practical Idealist

A healthy and sustainable future is possible.



Future

Live by the Natural Laws

We must operate within natural “laws” and principles rather than attempt to overcome them.

It’s non-negotiable.


We Are All In This Together

We are all interdependent on each other and on the natural systems upon which all life depends


Future



Future

Reciprocity Rules

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



Future

Healthy Systems Have Limits

Tap the power of limits

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



Future

We Are All Responsible

Everything we do, and everything we don’t do, makes a difference.


The Cloud InstituteAt Work

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So what do we mean by sustain-able?