Post on 05-Jan-2016
Lifeshift - Climate Change and lifestyles
Youthwork that can shift Lifestyles
Workshop – Some interaction
• Both educators and youth leaders want to know how to help young people understand climate change, make lifestyle choices about their own consumption, and voice their concerns to the wider world.
• This workshop will enable participants to explore a range of approaches and activities to post-13 education and youth action based on consumer, media, citizenship and development education.
• It focuses on how educators and youth leaders can develop activities that respond to these challenges.
• Building on climate change issues, concerns and policies from different parts of the world.
• Variety of short presentations, group activities and discussions, videoclips and podcasts.
• Approaches and activities with young people from different cultures (inter-cultural learning) and older people (inter-generational learning); work in different subject areas (inter-disciplinary and cross-curricular learning)
• Examples of work in schools, colleges and youth groups from a range of countries.
• Opportunities for international collaboration and funding
Hands Up…
• Hands up - who is primary teacher, secondary teacher, teacher of teachers, curriculum development, education manager etc.
• Hands up - who specialises - sciences, languages/ media, social sciences, arts, technologies, professions and trades?
Activity – Intergenerational
Learning4 generations of a family – Parent (36 yr old), Child (16 yr old),
Grandchild, Great Grandchild (not yet born) - are each given 1000 Baht, representing Earth’s natural resources.
Ask parent - Where to go for holiday of a lifetime/ new car, house?
Living as though we have several planets is stealing from the future.
P16 Sustainability Handbook
Activity - Learning from Others – Inter-generational
• With a neighbour roleplay as Parent (20-50 years old) and unborn Great Grandchild (in 50-100 years, not yet born). On a piece of paper describe your personal lifestyle journey – along a line from birth to now and with optional routes into the future
• What would you each ask and say about your Concerns, Challenges, Choices, Culture etc?
• What has been learnt about and from each? What needs to be changed by each?
• On a flipchart mark single word/phrase comments as Unsustainable(red) or Sustainable(Green) for both Parents and Great Grandchildren.
Caring for self?
Caring for others?
Caring for earth?
What are your personal drivers for a sustainable lifestyle?
Attracting others?
Impressing others?
Pleasing others?
Joining others?
Following others?
?
Saving money?
Making money?
Being legal?
?
Being healthy?
Being happy?
?
Challenges across the Earth
Change Cause Consequence - Choice Care Culture
Human Consumption
Up for water, food, oil, non-renewables, building materials
Climate Change
Up for sea level, temp, weather disasters, up/down for rainfall
Resources
Down for freshwater, habitable land, food-growing land, non-renewables, oil, biodiversity
Human Population
Up and Up
Linear Economy/ System
Buy Now – Pay Later Culture Cradle – Grave EconomyMechanical, Industrial Worldview
Make
Fossil Fuels
Buried Sunshine
Take Dump
Nature as unlimited resource
Circular Economy/ System
Invest Now – Borrow/Return Later Culture Cradle – Cradle EconomyLiving Systems Worldview Closed Loop
Make
Sunshine
Take Dump
Nature as natural capital, Teacher
Re-Make
Give Give
Restore, Return, Recycle
BorrowRethink, ReDesign, ReUse
Circular Economy/ System
If we are to succeed … it is very important to develop a circular economy based on cradle-to-cradle design principles. These principles represent what China’s central government wants to achieve.
Madame Deng Nan, China’s Party Secretary for Science and Technology
Activity – Consumer Product Choices
Look at the consumer products from a UK Argos catalogue
What benefit or service do these goods provide?
How could they be provided by a circular economy?
Consequence of our Linear Economy
Not enough planets to support our current lifestyle
Ecological footprint• Area of biologically productive land needed to sustain specific
individual, regional or national lifestyles.
• Measures resource consumption against our stock of natural capital using biologically productive space.
• Includes energy, transport, buildings, food, consumables
• Compound or component based
A means of quantifying the environmental impacts of various lifestyles
Summarises into a single value (Hectares) the level of sustainability of an individual, organisation, region, state or country
Estimates the area of land needed to support a household, a school, a business or society as they currently operate
Provides a simple way of identifying whether or not lifestyles and activities fit within the carrying capacity of the earth
Countdown…
By 2050 at current consumption we will need:
• 8.5 planets to absorb our carbon dioxide• 6 planets worth of steel• 3.5 planets to sustain cement supply• 3.5 planets to meet current timber
demand
Our current situation
If everyone else in the world consumed resources and energy and produced wastes the way we in the UK currently do, we would need at least three Earths to support such behaviour
UK footprint = 4.6 hectares/personUK capacity = 1.5 hectares/personUS footprint = 9.6 hectares/personUS capacity = 5.5 hectares/personTh footprint = 1.9 hectares/personTh capacity = 1.3 hectares/person
www.unesco.org/education/tlsf
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GlobalAverage
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Per Capita Ecological Footprintfor Selected Countries
Earth’sCapacity
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Three Planet Living
To One Planet Living
Which Economy/ System?
Either Green after Gold Need to have “More and More”, Western Lifestyles before considering “Better and Better”, Sustainable Lifestyles
Business as usual but greener and fairer
Trying to Survive
Join the adventure of a lifetime – Work - Buy – Consume - Die
Or Gold after Green` Can have “Better and Better”, Sustainable Lifestyles, without “More and
More” or “Less and Less” Lifestyles
Greener and fairer
Aiming to Thrive
Societies that are less unequal describe themselves as happier
Which Economy/ System?
Societies that are less unequal describe themselves as happier
Which Economy/ System? - Bhutan
What is Wellbeing, Happiness?
GNH Index - Nine Key Indicators– Living standard
– Health
– Education
– Ecosystem diversity and resilience
– Cultural diversity and vitality
– Time use and balance
– Good governance
– Community vitality and
– Psychological well-being
www.happyplanetindex.org
ESD:Linking Learning and Happiness, UNESCO Basngkok, 2007
Valuing family and friends
Living and working close to them
Keeping healthy
Work-Life balance
Feeling/ Being part of a culture and community
Etc
etc
Activity - Lifestyle, Wellbeing of Others
In new pairs, Tell your own story of the lifestyle, wellbeing of people you have met or known – with the most and least consumables?
What lessons are there from these stories?
PromptsSurviving or thriving?
Valuing family and friends
Living and working close to them
Keeping healthy
Work-Life balance
Feeling/ Being part of a culture and community
Concern
Choice Collaborate Care Culture
Crisis Competition Controls Conflict
Activity – Climate Change in other countries
Find a partner from another country/ regionLearn about the Change-Cause-Consequence of
Climate Change in their country/region
PromptsWhat changes have you noticed/ heard about?
What changes should you see/ notice in the future?
What problems of climate change are in their country?
How do they differ from yours?
What will be more, less, the same in 50 years time, as a result of climate change?
How will these differ in high-consuming and low-consuming countries? eg. Thailand – UK
Changemakers of Lifestyle and Workstyle
Choice Collaboration Care Culture
Citizenship Education
Consumer Education
Communication Education
Conflict Education
Crisis Competition Controls Conflict
Curriculum Campus Community Culture
For Low Carbon, Sustainable Lifestyle and Workstyle
Changemakers
Teacher - Learner, Speaker – Listener
Leader - Follower, Champion - Advocate, Role-model
Mentor, Facilitator, Observer, Timekeeper
Make Changes in themselves
In order to enable others to make Changes in themselves,
Each making their own specific Choices,
For specific Care,
As part of a specific Culture
ChangemakersBy finding opportunities where learning can happen, with the right group
dynamics, culture, time, place, resources, people
Offering 8Es:Engagement – by dialogue, debate, argument, with other cultures and people
Enablement – by building confidence, competence, capacity, access to information
Encouragement – with challenges, positive solutions
Empowerment – as and with decision-makers, consultation
Examples – as role-models, with stories
Experience – of and in community, homes, workplace, other cultures, countries and generations
Experiment – by idea, theory, plan, design, testing, evaluation, with critical analysis
Extrapolation – by Systems Thinking to understand Change – Cause – Consequence
Changemakers for a LifeshiftWith a Mind-shift of:
Better and Better - WellbeingNOT More and More – GrowthLess and Less
Part of nature NOT Apart from nature
Care for SelfCare for OthersCare for Earth
Sustainable LifestyleThinking GoodFeeling GoodLooking GoodDoing Good
Good for youGood for your family and friendsGood for your communityGood for the Earth
Changemakers for a Lifeshift
Learning to know – how to learn – acquiring instruments of
understandingto do – be able to act creatively and responsibly in one's
environmentto be – acquiring universally shared values. Self-knowledge.
Immersed in one's own culture. Seeing oneself as the main actor in defining positive outcomes for the future
to live together – social dimension – cohesion, diversity, respect, toleration, welcome, celebration – participate and cooperate with other people in all human activities
to transform society and change the world – esp. for ESD.
Activity – How can you be a Changemaker Teacher?
In small groups, discuss how you can practically be a Changemaker of the lifestyle of different learners in your role as a “teacher”
By looking at the next slide, through the approaches of either:Citizenship Education – including rights, responsibilities,
participation, decision-making, lawsConsumer Education – including consumer rights, choicesCommunication Education – including media use and abuse,
ICTConflict Education – including development, peace, harmony
Would you/ Should you want to be?
Changemakers of Lifestyle and Workstyle
Choice Collaborate Care Culture
Citizenship Education
Consumer Education
Communication Education
Conflict Education
Crisis Competition Controls Conflict
Curriculum Campus Community Culture
For Low Carbon, Sustainable Lifestyle and Workstyle
Lifestyle mattersThriving – Surviving as a consumerEating - food is essential for survival, but also for pleasure, tradition,
community
Drinking - safe water and other drinks are needed every day
Moving - travelling and transport are essential
Building - gives us shelter, light, privacy, places to live, work and play
Wearing – clothes, shoes, cosmetics
Enjoying - relaxing, socialising and having pleasure are essential to a happy, healthy lifestyle
Investing/ Insuring - for the future
Wellbeing – in terms of health and happiness for now and the future
Activity – Choose a sustainable design?
The personal conflict between desire and conscience in an overheated world
Desire ConscienceIn new pairs, Consider these different containers for orange juice, on the next slide?
How would you choose which one to buy?How can you decide on the most sustainable
design?
Cyclic? PromptsSolar?Safe?Efficent?Social?Economic? www.biothinking.com
Convenience- Availability – Cheapness - Sustainability
1. Product price2. Product quality3. My family4. My finances5. Product reliability6. Myself7. My peers8. The brand9. The media10. Product sustainability
John Fiens et al, RMIT, Australia
Young People’s Choice - Influences on Consumption
Principles of sustainable design
• Efficiency
• Reduction
• Equity
• Scale
• Sufficiency
• System
Buckminster Fuller
Efficiency
• Disassembly• Substitution• Lifecycle thinking• Dematerialisation• Durability• Cascading• Recycling• Factor 4
Equity
• Environmental justice• Fair trade• Green economics – the
economics of ‘enough’
Scale
• Interactions• Schumacher• ‘Glocalisation’• Sustainable production and
consumption
Sufficiency
• How much is enough?• The power of design“Advertising preys on the weakness of its host,
creates insatiable hunger & leads to debilitating over-consumption…in biological terms things of this nature are parasites!”
Alan Durning
Other factors…
• Gross National Product (Economists have to learn to subtract!)
• Purpose of consumption?• What is a need?• Design for sustainability
System• Everything is connected• Natural cycles are key to sustainable design• Photosynthesis vs Fossil Fuels• Functional design vs Stylised design
it's a shame that designers are becoming more and more fixated on outward appearance and degrade themselves
into mere stylistsAxel Thallemer
Activity – What makes a Sustainable Lifestyle?
In new pairs, Draw a sustainable stick person showing and describing features from their head, arms, hands, body, legs.
Show and discuss this with another pairWhat lessons are there from these features?
PromptsGender, Culture, Age
Feeding, Drinking, Moving, Wearing, Communicating, Working, Enjoying, Building
Care for self, others, Earth
Thinking, Feeling, Looking and Doing good
47
What is a socially and environmentally responsible person?
Some Suggested Features!
• Big eyes to see the big and the small worlds• Big ears to hear a 1,000 voices• Big head to have long memory, think wisely• Small mouth and stomach to eat so little• Multi-coloured skin• Big lungs and kidneys to cope with pollutants• Big hands to give practical help• No genitals!• Fit body, big leg muscles to walk and cycle• Small feet to reduce the footprint
What makes a Sustainable Community?
Circular Economy/ System
With One Planet Living
Low Carbon Lifestyles and Workstyles
And a way of measuring this
• Calculates the carbon emitted by particular lifestyle choices
• Allows baseline measurement to then reduce carbon emissions to lower carbon lifestyle (eg. Energy Descent Plan, Carbon Reduction Action Group)
• Allows you to offset your carbon emissions by investing in carbon saving (eg. forests) or reduction (eg. Green management plans)
Adam 10 tonnes in one week (Av. 3 tonnes/yr.)CO2 emission growth in last 10 years
– China 87% Japan 14%– Indonesia 69% US 13%– India 35% UK 4%
Carbon Calculators
• Calculates the carbon emitted by particular lifestyle choices
• Allows baseline measurement to then reduce carbon emissions to lower carbon lifestyle (eg. Energy Descent Plan, Carbon Reduction Action Group)
• Allows you to offset your carbon emissions by investing in carbon saving (eg. forests) or reduction (eg. Green management plans)
Carbon Calculators
ExamplesExamples of post-16 from schools, colleges, universities and
youth groups and online networks
Oakham School, Stamford High School, Vocational and Technical Colleges, LILY Groups, People and Planet
Videoclips – docu-dramas, interviews, cartoons,
Podcasts – interviews
Posters – using bodies, cartoons
Social Networking – Lifeshift, BC Climate Cool,
Events – Sust Event, Climate Changing Day
Campaigns – Switchoff, No Buy, Fairtrade, Youth Action Groups
Action – Transition Campuses, Student Permaculture allotments
Lifeshift siteVariety of short presentations, group activities and discussions,
videoclips and podcasts from the Lifeshift site (http://lifeshift.ning.com).
ExamplesExamples from schools, colleges and youth groups, BC networks
ExamplesExamples from schools, colleges and youth groups, BC networks
ExamplesExamples from schools, colleges and youth groups, BC networks
ExamplesExamples from schools, colleges and youth groups, BC networks
ExamplesExamples from schools, colleges and youth groups, BC networks
ExamplesExamples from schools, colleges and youth groups, BC networks
PermaculturePrinciples of ecological and social design, based on the circular
systems of nature• Observe and interact
• Catch and store energy
• Obtain a yield, harvest
• Apply self-regulation and accept feedback
• Use and value renewable resources and services
• Produce no waste
• Design from patterns to detail
• Integrate rather than segregate
• Use small and slow solutions
• Use and value diversity
• Use edges and value the marginal
• Creatively use and respond to change
International Collaboration and
Funding• British Council’s Climate Cool project
http//:climatecoolnetwork.ning.com• UNEP’s YouthXchange www.youthxchange.net• Tel and web conferencing www.skype.com, www.dimdim.com• Links with RCEs www.rcesesd.ning.com • Funding
– EU Switch – Asia-Europe Foundation (ASEF) Youth Partnership Fund– To develop a project related to young leaders (as students, employees
or recent graduates) on placements 1) promoting carbon security and more sustainable production with less carbon emissions in SMEs, or 2) working with consumer groups to encourage peers and employees to consume more sustainably)
– To develop an international youth partnership on climate change, exploring “v-holidaying”, arts/ sciences and the 4 classical elements etc.
Websiteshttp://lifeshift.ning.comhttp://climatecoolnetwork.orgwww.stepin.orgwww.sda-uk.orgwww.senseandsustainability.comwww.12simplethings.orgwww.worldchanging.comwww.peopleandplanet.orgwww.unesco.org/ccivswww.youthxchange.nethttp://www.eauc.org.uk/sorted/
happy_planet_sustainable_development_and_citizensh
Challenges for ChangemakersCommit – Self and othersChange – Self and othersContextualise – Different EducationsCollaborate - othersCirculate – systems and thinkingAnd others, including 10 Cs of Pat Collarbone on Leadership!