Insight and inspiration in turbulent times.
This final part of the series presents a vision of new type of university, exemplified in the world-spanning Ecoversities Alliance, and dreamed of in Transition U and Eco Vista U, two prototypes that I am involved in co-creating with students, staff, faculty, and community members in Santa Barbara, California, and in the Transition US movement.
When looking for solutions to climate change, this case reminds us that we sometimes already know what we should do, but are reluctant to choose options that involve cultural or behaviour change or challenge deep-seated social norms and practices.
The point about education is that you put money in and get education out, not that you get rich. If you don’t put the right amount of money into the right things, you don’t get a good education out; you get wasted years, resentful and uneducated graduates, and an unprepared citizenry and workforce. How profitable is that?
Despite the fact that I am recommending shorter school days and fewer subjects, I am convinced that reading aloud should be a big part of every class plan.
Reading and writing are a fundamental part of the curriculum, and have been for many centuries, we know that; but we forget how unnatural they are.
Last week I wrote about the overloaded and ineffective schedule of the typical public school. I made the claim that students should be spending much less time in school and, while in school, much less time in desks. The immediate effect of this change would have to be fewer subjects taught to children of all ages.
I outlined earlier the essential elements of human beings: we’re physical, cultural, social, linguistic, spiritual, and mortal. If an education system were designed to educate real human children, with all of those capacities, it would look different from our current one.
We have to undo our whole way of thinking about education. The process may be unsettling, but the results will be worth it. Join me for the next few weeks as I pick apart the things many people take for granted in our schools.
Education over the last two centuries has had the unprecedented and noble goal of reaching everyone, of every race, gender, and economic class. That’s a good thing and shouldn’t be lost; but we have to ask ourselves: Is the universal public . . . experience . . . we foist on our children actually education, and is it any good?
Students need to make a real connection between natural resources, the infrastructure we live in, the things we buy, the tools we use, and the energy it all demands. For that, we need to connect education to the Earth System for students to understand why it is so essential to change the way we live in a time of climate crisis.
Climate literacy, which should by now be universal, lags out of all proportion to the crisis — and yet it promises large returns for a relatively small investment. If every student was climate literate, we could begin to effect change on a large scale. If every person was truly climate literate, imagine the change we could make.
What I’ve learned is in these band hunter gatherer cultures, children play. They are free to play all day long. There’s no such thing as anything like school. There’s no sense that it’s the adults job to educate children. Children learn on their own and they learn in play. They learn by watching, observing, and incorporating what they see in to their play. That’s how children are designed to grow up.
The better that one understands a problem, the greater the chance of solving it. So it is with climate change, a crisis demanding far-reaching social transformation.
But just how far-reaching? A broad curriculum that develops activists’ clarity and unity of vision could be an essential pillar to advance the climate movement’s preparation, ambition, and cohesiveness.
