Showing posts with label Education. Show all posts
Showing posts with label Education. Show all posts

Wednesday, August 31, 2011

Free and open education on climate change

One of my colleagues and mentors, Don Brown of Penn State and primary author of the blog Climate Ethics, has written, "climate change must be understood as a civilization challenging ethical issue" It is the greatest technical and ethical problem human beings have ever faced.

Global? Check. Complicated? Check. Hinged on human activity? Check. Hinged on natural processes humans don't control? Check. It's possible that human-induced climate change could in the next century create an atmosphere more CO2-intense and warmer than any since the Jurassic period 150 million years ago. Sadly, there will be no dinosaurs*.

Challenges issues of justice, rights, and responsibilities? Check. Faces us with our own limits? Check. If this is the case, and climate change is a civilization challenging ethical (and technical issue) then education must respond. At colleges and universities across the world faculty have set up all kinds of courses to introduce students to the science, ethics, politics, and policies that deal with climate change. There are even signatory agreements between colleges and universities like the American College and University President's Climate Commitment, University Leaders for a Sustainable Future, Second Nature, the Copernicus Charter and others mandate that signatory institutions create greenhouse gas reduction and mitigation programs with curriculum for environmental literacy. Climate change education occupies a central part of that curriculum these days.

But all universities and colleges have limited enrollment. They have maximum student capacity made possible by people's ability to gain admission and their ability and willingness to pay. How can someone something like course in climate change without going to college?

The Pacific Institute for Climate Solutions now offers online courses that take the lay person through the science of climate change. They have an Introduction, a lesson on CO2 and the greenhouse effect, Mother Nature's influence on climate, observable changes in climate, and finally climate modeling. What's great to see as teachers is that there are learning outcomes for each of them that build upon the previous lesson and enabling further understanding, connected to other resources through the home website, and also linked to education for sustainability in British Columbia and abroad (pdf here).

It might be the case that understanding the what and the how of climate change are very important. But at some level answering the question "Why have humans used technologies that caused climate change to begin with?" might be more important. If we can answer that question, we might be able to figure out how we can change society to mitigate our impacts on the climate and thus ourselves. But that might be a really radical form of education and possibly the kind of education that ethically grounds a better civilization.

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* There has been woolly mammoth DNA found and some people would like to engineer and birth a mammoth. Jurassic Park may be less fictional than we thought.

Monday, August 29, 2011

Reimagining education for resilient and sustainable people and communities

We have to change educational systems. Failing schools. Dropouts. Low rates of literacy. Scientific illiteracy. Achievement gaps a mile wide between ethnicities and socio-economic brackets. America has problems in its educational systems. But we have perhaps a much bigger problem of education looming behind everything.

Ecocide. The industrial people of the world have used so much fossil fuel so fast that we have fundamentally altered the planet's atmosphere, hydrosphere, lithosphere, and biosphere. In the Arctic we're melting glaciers, displacing Inuit people, melting tundra and ruining boreal forest soil, and messing with polar bear, walrus, seal, caribou, reindeer, wolf, and migratory bird habitats. The Amazon and southeast Asian tropical rain forests are being falling, transforming it from a water and carbon sink into a carbon releasing territory, changing rainfall patterns all around it, turning a biodiversity hot spot into an extinction hot spot, and eradicating indigenous populations. What's to be done?

If you're a teacher you must believe you have some agency in the world and that touching people's lives and awakening them to new knowledge or deep connections can happen in school. How about awakening them to their connection to and reliance on the Earth and its systems? Albert Einstein is credited with saying, “We cannot solve our problems with the same thinking we used when we created them.” That must include school too.

How are people trying to build a bridge to a better future? Creative Change Education Solutions is taking some steps in this direction.

A new vision is taking hold —a future where communities thrive, the environment is healthy, traditions matter, and green economies provide real prosperity for all. We believe everyone has a stake in this future and that education must inspire learning and leadership towards it.

Creative Change Educational Solutions is a nonprofit organization advancing educational leadership and transformation through a lens of sustainability. Based in southeast Michigan, we serve K12 schools, nonprofits, universities, and teacher education programs at the national level.
They are taking on the critical problems of the world and offering what I've been calling "gorgeous solutions." It's not just doom and gloom and the notion that we're all just about to get dunked with the sinking Titanic. We have choices ahead and great things to learn, interesting and compelling people to meet, relationships to develop, technologies to advance, and communities to thrive in. So how?

Take for example their materials from Sustainable by Design:
Our world is filled with “stuff”, but where does it all come from, and where does it go when it’s done? How—and why—do we design, create, use and dispose of the things we use each day? This program explores ways to make design, building, and manufacturing greener and more equitable. Programs explore how scientific, economic and cultural factors influence decisions, and the implications for workers, consumers and business leaders.
What's really interesting about this resource is that they have scaled it so that you can work on it from elementary through higher education. I, for example, work in a teacher education program and have been seriously contemplating a course that would develop sustainability awareness for teachers, administrators, policy makers or analysts, architects, and engineers by using the built environment - from whole cities to single buildings - to understand and learn about our interactions with the more-than-human environment. From a newly developed understanding, how could we teach children, make better policies, and individually and collectively lead more sustainable lives? And here is a resource to get me started with something more substantial than what I'd had on my own.

If you're a third grade or tenth grade teacher now you have the same opportunity. If you're really lucky you can integrate curricula like these into school gardening, environmental footprint, and/or contemporary government work. This is a whole new way to arrange schooling that could work in many of the schools highlighted in Smart by Nature published by the Center for Ecological Literacy.

"The implications" they could be referring to above are considerable. Confronted with the patterns of waste we generate, our consciences might be piqued. So piqued, we could act better for ourselves and our world. This is getting at a whole other kind of thinking that gets away from the linear mechanical industrial school and gets at the webs of living and life we actually are in. [This isn't the only such resource. Peruse the this blog's right sidebar for many many more.]

Now that might be some really worthwhile schooling. It might be not only sustainability education but actually be sustainable education. Imagine that.

Tuesday, June 14, 2011

Arne Duncan's speech on "Education for Sustainable Development"

Last September the U.S. Department of Education held a summit on Education for Sustainable Development, something I think we in 3E-COE have been interested in since we got going. Current Secretary of Education spoke to the conference. He notes some of the incredible challenges and opportunities before us as working teachers:

In my experience as secretary I've seen the impact of climate change first hand. Last year, I travelled to Alaska with a delegation of Cabinet members. We visited the remote village of Hooper Bay. Scientists have documented that more and more carbon dioxide in Alaska's oceans is affecting fishing for crab and salmon. But we heard directly from the village elders that they had noticed for years the changing water temperature—and that the changes were affecting their livelihood of fishing for salmon. We need to address these issues head on—and education must be part of the solution.

This week's sustainability summit represents the first time that the Department is taking a taking a leadership role in the work of educating the next generation of green citizens and preparing them to contribute to the workforce through green jobs. President Obama has made clean, renewable energy a priority because, as he says, it's the best way to "truly transform our economy, to protect our security, and save our planet."

Educators have a central role in this. A well educated citizen knows that we must not act in this generation in ways that endanger the next. They teach students about how the climate is changing. They explain the science behind climate change and how we can change our daily practices to help save the planet. They have a role in preparing students for jobs in the green economy.

Historically, the Department of Education hasn't been doing enough in the sustainability movement. Today, I promise you that we will be a committed partner in the national effort to build a more environmentally literate and responsible society.

You can read the entire piece at this link. What do you think of Duncan's ideas? Are incentives and money the way to go? Is it about jobs? What would you like the federal government to address on this issue?

Thursday, February 10, 2011

Inspire

Take a tip from our secretary Jared Blumer and let's get some inspiration in this joint.

Sunday, January 2, 2011

Teach children to be good stewards

I (Peter Buckland) was recently invited to write an opinion piece for the Centre Daily Times on my vision of education. It is a broad appeal for democratic place-based education. I wrote:
There are three ways to retool school and society for a sustainable future: First, most schools are not democratic. Children generally do not have meaningful influence on school policies. But the sustainable future will require people to fully participate in civic life, to make the decisions that affect their lives. Given opportunities to help govern their schools with caring adults working with them, children will have an opportunity to learn the skills of self-governance by self-governing: informing themselves of issues and perspectives, persuading others to adopt new points of view, negotiating compromises and implementing solutions.

Second, most schools reflect the biases of the larger economic system, minimizing the crucial historic and current roles of indigenous people, nonwhite immigrants and women. We need to honor and focus on those roles and live into their cultural practices and beliefs. By grounding ourselves in part in movements for justice and how they changed society in the past, the sustainability movement can build on those successes.

Third, schools should better connect children with the places where they live. Here in central Pennsylvania, our children can learn the histories of Penns Valley, Bellefonte and surrounding towns. They can learn how the stream water in Galbraith Gap Run flows from Bear Meadows to meet Spring Creek. They can come to know the subtle changes in tree stands in Cooper’s Gap,learn to recognize by sight and sound the myriad birds that cohabitate with us and understand the cyclical seasons of the wild and domesticated plants and animals we live among.
Read the entire piece at this link.

Monday, December 20, 2010

Penn State's Strategic Plan & Sustainability

Biophiles! This just in from Penn State's Office of Sustainability:
What would a sustainable Penn State look like to you? This is the key question to an ambitious sustainability strategic planning effort that was kicked off this fall with all the University’s top leadership—and the guidance of some of the world’s leading sustainable businesses. Town hall meetings and various other forums are being planned now to gather input. For more information, and to contribute, visit: http://www.green.psu.edu/SustPlan/default.asp
What do you think Penn State needs to do? What should the university's curriculum do to move us on a more sustainable path?

Friday, December 3, 2010

Learning Progressions, National Standards, and Environmental Science Literacy

This just in:

Waterbury Lecture

Learning Progressions, National Standards, and Environmental Science Literacy

Professor Charles W. (Andy) Anderson

Department of Teacher Education, Michigan State University

Anderson

December 9, 2010 11:00-1:00

Ballroom AB, Nittany Lion Inn

“Buffet Lunch Available Following Talk”

We are currently developing new national standards for science education. This gives us a rare chance to reconsider what is REALLY important in our science curriculum and teaching. This presentation focuses on research exploring two ideas. The first is "environmental science literacy:" We should prepare students who understand the environmental consequences of lifestyle, political, and economic decisions. The second is "learning progressions:" We should organize the curriculum around increasingly sophisticated ways of thinking about or understanding the most important scientific ideas and practices.

Charles W. (Andy) Anderson is Professor in the Department of Teacher Education, Michigan State University, where he has been since receiving his Ph.D. in science education from The University of Texas at Austin in 1979. He is past president of the National Association for Research in Science Teaching. He has been co-editor of the Journal of Research in Science Teaching and associate editor of Cognition and Instruction. He recently served as a member of NRC’s Committee on Science Learning, K-8 and of the NAEP Science Standing Committee, and NRC’s Climate Change Education Roundtable. His current research focuses on the development of learning progressions leading to environmental science literacy for K-12 and college students.

Contact Information: Jennifer Glasgow 814-865-180


Saturday, November 27, 2010

World Sustainable Development Teach-In Day

This coming Friday, December 3rd, marks World Sustainable Development Teach-In Day.
Sustainable development is an issue all countries in the world are currently looking at. The degree of emphasis and the level investing resources invested however varies from one country to another; but regardless of whether we are talking about industrialised or developing countries, the quest for environmentally sound, socially just, economically viable and ethically acceptable development needs to be regarded as a priority by all nations of the world.

For many years now, a large number of initiatives have been carried out throughout the world to attempt to stoke up awareness about sustainable development and promote initiatives to achieve it.

The 1987 Report "Our Common Future" produced by the World Commission on Environment and Development (WCED), "Agenda 21" produced by the UN Conference on Environment and Development (UNCED) in Rio de Janeiro in 1992 and the "Johannesburg Declaration" produced following the World Summit on Sustainable Development in 2002 are examples of the type of initiatives being worked on internationally. These have been complemented by the various "National Sustainable Development Strategies" produced prior to UNCED and after Johannesburg.
As a club committed to sustainability, this marks a great opportunity to learn from others around the world about the myriad faces and facets of this thing called "sustainable development."

What is being developed and what is being sustained? So far, much of sustainable development seems to have been a global corporate-governmental collusion that has served the advantage of the already wealthy and powerful. Looking at just water issues in India, Bolivia, and Africa, the idea and practice of sustainable development might seem an oxymoron. There is no doubt we have a conundrum on our hands if we hope to bring health and material prosperity to 6.8 billion people and counting. Maybe we should be going for what James Lovelock, father of the "Gaia theory" has called a "sustainable retraction" and/or get in on the Transitions Initiatives. Or maybe that's just doomsville.

As teachers, we have a significant role to play. What do hope to sustain? Who do we develop? What and whose purpose does all of this serve? In a world of uncertain futures, how and for whom do we conceive of our teaching? These are the biggest questions we have to answer. Ultimately, we are servants and we have to serve people well.

What should education for sustainable development look like right here at Penn State and in the Centre Region? Where should we go?

Tuesday, November 2, 2010

Expanding Sustainability: Rights, Global Economics, and Human Transformation

Expanding Sustainability: Rights, Global Economics, and Human Transformation
A Public Talk with Chilean Environmental Economist, Diplomat and
Spiritual Teacher Alfredo Sfeir-Younis

Tuesday, Oct. 26
Noon —1:30 PM
124 Sparks

Brown Bag Lunch Talk (drinks and dessert provided)
Sponsored by
Penn State’s Center for Sustainability & Global Studies Institute

"It is impossible to attain the aims of a sustainable civilization without agreeing on a bundle of rights, be it for this generation or future generations. Sustainable Development embodies a social contract which must unfold from a vision and a set of human values that prove essential to human transformation in our global reality.”
—Alfredo Sfeir-Younis

Learn more about our speaker at: http://www.policyinnovations.org/innovators/people/data/07539

Update: You can listen my interview with Alfredo Sfeir0-Younis here.

Tuesday, September 28, 2010

Green Careers in Energy

We have had a splash in the nation's educational/schooling publishing wing with the release of Green Careers in Energy (linked through Powell's Books). I wrote an essay, titled "Education and Action to Achieve Sustainability" featured in Chapter 1: Essays on the Importance of Sustainability. Several people in the club, especially Zach B, Jared B, and Derek L contributed to the thinking and writing of the essay. Having read the other essays, we are the "bomb throwers" so to speak because we/I reject the global growth economy outright and demand place-based solutions.

I concluded the essay (with Zach's input!):
In the end, we must reduce our economy. We must not just learn about reduction. If we want a verdant planet, then we will need to educate ourselves by unlearning the consumption economy and retool culture to live while using less. Only then, will we live in a truly green economy, and will humans and all life flourish on Earth.
I think it's a hallmark of our progress and our society's progress that this can even make it into a book that informs "the economy." While not mainstream, we have people listening and reading and that is reason for hope.

The book, by the way, is a reasonably comprehensive guide to the opening field of renewable energy jobs and programs. Certainly, it provides a way for people to think and act on ways to retrain themselves in the emerging "green economy" and it helps students out there in undergraduate and graduate degrees or in their searches for the "greenest one." By the way, 3E-COE has a big fat blurb on page 242! Nicely done folks. Keep it up!

Tuesday, September 14, 2010

Wednesday, August 25, 2010

"The wisdom to follow nature’s example..."

These were my statements to the press today for the National Wildlife Federation's call for more sustainable action:

Thank you for coming today.

It is my great joy to say that the Centre region gifts us with abundant rainfall, mountain gap streams, deep wells, fertile soil for agriculture, gorgeous forests, and wildlife that brings rich experiences to all lives. As a modest gardener and naturalist (and I do mean modest), mountain biker, teacher, and father I love this place so much.

By disposition, I am an optimistic person. What isn’t to love about the Seven Mountains or the fields of the Penns Valley? Just go to Allen Seeger or Penn’s Creek and you will know what I mean.

But by forecasts and data, I am a pessimist. I doubt our collective ability to get out of this mess. As a nation, we are failing to act responsibly in the brotherhood and sisterhood of nations. As a wealthy community, much of whose wealth comes from the dizzying success of Penn State University, we are failing to act responsibly in the brotherhood and sisterhood of interconnected Pennsylvania communities. Why?

If you look at the data of the recent past and the experience of too many people in Pennsylvania and the American northeast you find troubling trends.
- Pennsylvania, according to an assessment released last year by Pennsylvania Department of Environmental Protection and the Governor’s office, generates 1% of the world’s greenhouse gas emissions though we only house a smaller portion of that global population.
- We see fish kills in rivers because of rising temperatures that make life great for fish parasites and awful for fish. Fishermen can tell you this. This is climate change in action.
- If you listen to farmers, like my Uncle Tony from Whitney Point, New York you know that hay crops come in almost a month earlier than they did in the 60s. And it’s not because of advances in fertilizers. Steadily rising seasonal temperatures.
- If you listen to the Union of Concerned Scientists you’ll see that temperature spikes caused by climate change hurt everything from the hemlock tree susceptible to bark beetles to dairy cows who have trouble thermoregulating in extreme heat let alone produce milk under duress. Many of us eat beef and drink milk. This will be a challenge.
- If you examine the wake of our fuel consumption, you see tragedy. Whether it’s the TVA coal ash spill almost two years ago, the Gulf oil gash and geyser, or the natural gas tragedies across the Marcellus Shale in Pennsylvania and the delinquent companies that run them, we are confronted with the limits of our progress at the expense of people and the places where they live with the plants and animals that support them

All of these things align with the sad and quite certain statement contained in the National Wildlife Federation’s 2010 report.

Let us speak plainly. Poor and weak people and the non-human environment have paid, are paying, and will increasingly pay for our way of life. These may seem like radical statements but they are corroborated by too much data to be waved away.

If we want to live with something approximating the standards of living we enjoy, we need to act now to maximize our collective welfare in a way that stops doing what President Lyndon Johnson called an experiment with the atmosphere. This is no longer an experiment. Today, the United States plays a game of chicken with other “developing nations” that is running millions of humans off the road, runs over thousands of non-human species a year, and is in a collision course with the physical limits of our planet. The United States, for all its power and might, cannot overcome planetary physics. Nature limits us.

We rely on fossil fuels the way that dope fiends rely on heroin. We all do. In this room almost every piece of technology that we use relies on coal, natural gas, or petroleum. They will run out. Everyone knows this. You. Me. Ed. Dr. Mann. We all know. And yet we do not collectively act to change it knowing that we are driving ourselves right over an abyss. It’s like we are the alcoholics on the Titanic who’d rather fight for the last bottle of bourbon when we know that we can survive if we just drop it and get on the lifeboat…if we only knew where the lifeboat is.

I think we do know where it is. It is in a more sustainable way of life. To start, and only to start, it lives in the reduction of our dependence on the obviously disastrous path before us that will bring us to 600 ppm CO2. In part, that means a retooling of our national economy, our industry, and our education systems away from fossil fuels and focus them on the sources that have fueled organisms on this planet for billions of years – plants have harnessed the sun and birds and insects have taken flight on the wind and we all need water. With all of our ingenuity and intelligence, I hope that we can have the wisdom to follow nature’s example and sustain ourselves without eating ourselves, and the rest of nature, in the process.

Thank you. (Peter Buckland)

Tuesday, August 24, 2010

Let's follow one of our own through the process of teaching

Derek Luke was a member of both 3E-COE and EcoAction at Penn State. He now teaches in Alaska. Derek organized the PowerShift conference in 2009 at Penn State and so many other events. And he is not one to shy from risk...And as someone who is a perfect commodity for the globalized educational economy why not take a kid from Pennsylvania and move him to Alaska?!?

So let's follow him on YouTube! Here is installment #1:



Here is installment #2:



Installment #3:



Installment #4:



...and #5 is at this link.

An adventure for sure.

Monday, May 17, 2010

Greenhouse update...weeks later

The saga of our plastic bottle greenhouse continues...

Today, about 10 parents of children who attned the Corl Street Elementary School in State College worked with 2 members of 3E and a scad of third graders to get us to the next phase. We washed, cut, and sorted a few thousand more bottles while the physical plant guys for the district planted the posts and poured the concrete to set them in. Because the concrete has to set and part of the wall frame was used for it, we couldn't carry on with the frame and fix bottles to it.Kind of a bummer but so it goes. It started raining heavily anyway so it's not so bad that I've gotten to come back in.

That said, I am blown away by two things
1. Those third graders are awesome. They were enthusiastic while they washed and cut bottles, sorted them, and cut dowel rods. Our own Becky M. made this whole fun workstation thing and the children worked together on it so well. Some of them came back during recess to help us. I was personally pretty touched.

2. Holy giant amount of work that uses a giant amount of junk! I said in a previous post, "I am personally dumbfounded by the sheer volume of bottles we’ve gotten from the Office of Physical Plant’s bar pit. And these are the bottles that have been recycled. For every bottle that we’ve gotten from the recycling here, another one was probably thrown away." Putting that sheer volume into workable shape using just ordinary tools (water, soap, scissors, razors, dowel rods, nails/fencing staples, hammer, nails, screws, and power drill) is pretty crazy. I'm thinking that today's pure human work hours is somewhere around 50.
We should have some pictures pretty soon to show some more of this. Once the weather clears, I'll be heading over in the mornings to put the frame up piece by piece.

[To track back go here, here, and here.]

Saturday, April 24, 2010

Plastic bottle greenhouse door: Update #3

So we have a door for this plastic bottle greenhouse now (see the explanation video here). Here it is on the ground of the HUB lawn. Monday, I'll be working on sides, crossbars, and the larger frame. Phew!

Look at how many bottles are in that picture alone...about 200-250. All told, we will end up reusing something like 2000 in this project which is somewhere near half of of the daily recycled bottles that Penn State University Park's Office of Physical Plant collects, which is itself just over 1/2 of the total that PSU University Park disposes of every day. This total rough estimate leads me to believe that we could make 600-700 of these 5'x5'x6' gabled plastic bottle greenhouses out of just PSU University Park's recycling. That's a lot of waste.

We met a few parents today who were really into this thing. A few were from the Corl Street Elementary School who had heard about it and thought that it at least looked cool. Moreover, they said that they thought it was a really interesting way for their kids to engage their schooling. They were also quite interested in sharing, and having their kids share, how they are engaging the natural environment at school via the garden, the 3 Rs of Reduce-Reuse-Recycle, and composting. One girl said that she wants one at her school - the Gray Wood's Elementary. That sounds great, but we might need this to be a full-time job with benefits if it gets to that point.

Stay tuned for more.

Pic courtesy of Garrett.

Kid's Earth Day


Come on out and bring kids for a fun and beautiful day. Like the flier says, there are some great activities in store for everyone, including an enactment of Dr. Seuss's The Lorax. We'll be there, putting a portion of the plastic bottle greenhouse together. More pictures will be on the way.

Thursday, April 22, 2010

The bottle house! Update one

Our greenhouse is really in full swing. We have THOUSANDS of bottles that we’ve been washing, cutting, and arraying into lines to form the house’s walls. We’ve done just some starts to fix them to the frame to start and it’s looking promising.

A few things are striking at this point:
1. People are impressed by this idea. Moms have walked by with kids and given us bottles to use.
2. Everyone who we tell that this is going to be used by a school has congratulated us. This is smart. A lot smarter than the intended use of the bottles themselves.
3. Wow! People at Penn State create a lot of waste. I am personally dumbfounded by the sheer volume of bottles we’ve gotten from the Office of Physical Plant’s bar pit. And these are the bottles that have been recycled. For every bottle that we’ve gotten from the recycling here, another one was probably thrown away.
4. This is fun and it’s community-building. We’re meeting people we haven’t met before. A Corl Street School mother and her 14-year-old son came by and helped. We have future teachers. We have passersby. The HUB lawn today has been a commons for people interested in furthering sustainability and education for sustainability.
5. Our group has rerouted something from upstream that would have gone downstream to further commodififcation or ugliness and turned it into something that can be potentially beautiful, useful, and good!

So come on by today and/or Saturday April 24th to the HUB lawn and help us reuse for a better tomorrow.

Tuesday, March 30, 2010

Climate change education workshop

Orion Magazine and Unity College in Maine are teaming up to teach us how to teach climate change. The following release explains it all:

Education in a Changing Climate Workshop
August 1 - 4, 2010

Climate change is not just for scientists to deal with. It’s a challenge for us all, and we need everybody’s skills and perspectives to confront it—now. But the scope and complexity of the issue can seem intimidating and frustrating, like trying to grasp hot air. How can we understand global and long-term problems when we live and work in the here and now? Do we need to be experts before we even mention climate change in public or add it to our teaching?

Join us at Unity College for a 4-day workshop that will give you powerful, practical ways to move past anxiety and educate yourself, your students, and the public.

We’ll offer a climate change primer on basic climate science, likely effects on ecosystems and people, some ethical, literary, and artistic responses, and a sampling of potential solutions that range from political to personal, technological to philosophical. In each case, we’ll show you where to find the best current information and teaching resources.

Through hands-on activities, we’ll explore how to combine place-based teaching with this global problem. We’ll explore outdoors with a Unity College naturalist, write, make art, and consider how to deal with the perspective-bending nature of climate change. In short, we’ll exercise our brains and imaginations in the service of practice.

Education in a Changing Climate is an annual event jointly sponsored by the Orion Magazine and Unity College. Orion is a bimonthly, advertising-free magazine that stakes out the territory of ecology, the arts, action, education, and social justice. Unity College is a learning environment where sustainability and environmental awareness are central to the school’s mission and vision and is intrinsic to all aspects of college life—ranging from the curricular focus on the environmental liberal arts, to the campus-wide emphasis on energy efficiency and local foods.


Wednesday, February 24, 2010

Compassion. Responsibility. Respect. Human decency. A conversation with Gene Baur

On February 23rd, I had the good fortune of sitting down with Farm Sanctuary’s co-founder Gene Baur. He is a friendly and healthy man with graying hair and a broad smile. Gene has been a vegan since 1985 and one of the country’s most active animal rights advocates for the last 23 years since Farm Sanctuary started. He is eager to understand modern people’s place in nature, our interaction with animals, and what the human implications are of how we treat animals in factory farms, a problem he calls “the commodification of sentient life," a concept he develops in his book Farm Sanctuary (pictured at right).

How does what we eat affect nature? What do people do to each other as a result of the way we treat animals? Do we really eat according to the ethics we say we do? And finally, what can informal and formal education do to help us understand our place in the world? [They do have a guide for teachers here.]

Gene thinks that it’s “important for people of conscience and who recognize the harm to do something about it.” Many of us agree. But some of us act on principle more than others.

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Me: I am sitting here with Gene Baur of Farm Sanctuary. How are you doing Gene?

Gene: I am well Peter. How are you?

Me: Great. So you co-started Farm Sanctuary?

Gene: I co-founded Farm Sanctuary back in 1986.

Me: What is that led you to decide to start it?

Gene: Well in the early 1980s I hitch hiked around the country and I became familiar with various concerns including what happens to them on farms. Prior to that I had been involved with environmental groups. I have a degree in sociology so I worked with kids who were having difficulties. I just always wanted to do something to make a positive difference.

As time went by I started realizing that industrialized farming really combined so many issues of concern whether it was animal cruelty, justice, truth in advertising, consumer rights issues, environmental issues. All these things converge on a factory farm so that was an area that needed attention in the 1980s. So to address it we wanted to learn and see first hand what was going on. So we started visiting stockyards and farms and finding living animals thrown in trashcans or on piles of dead animals. We rescued them and took care of them.

The organization just grew from there and we were always responding to needs. We’d see an animal on the dead pile you take them home. Now we need a sanctuary. People came and wanted to come and visit so we put in bed and breakfast cabins and a visitor program. We didn’t really have a five-year or ten-year plan. We just responded to various needs as we grew.

Me: Was there a particular instance that happened that you made you say, “Wow. This is really terrible.”

Gene: There was no real particular instance that moved me completely in this direction. There were several instances or events that got me thinking.

One of those was when I was in high school, maybe fifteen years old. I had come home from school and my mother had made a chicken dinner. And I saw the chicken on the plate on its back. I saw the legs. I saw the wings. And I didn’t like the idea of eating an animal. So through a lot of high school I was a vegetarian. I didn’t call myself a vegetarian but I just didn’t want to eat meat. But, in college as I interacted with more people who were eating meat I got back into the habit.

And then when I hitchhiked around the country in the early 80s I went to some farm areas. I learned about Francis Moore Lappé’s book Diet for a Small Planet. I saw Ralph Nader speak in college. He talked about how we grow up learning about how to market and sell things but we don’t learn how to be smart consumers. So that was another thing that I saw.

And I’ve always just wanted to make a difference. I’ve been very interested in the movement in the 1960s to challenge assumptions and challenge common behaviors. So that’s part of a framing that these other instances sort of fed and led me toward this area.

Again, this was an area that wasn’t really being looked at and citizens were unwittingly involved in and purchasing products that were raised in a way that was appalling if they looked at it, was unhealthy, was destroying the planet, and was harming rural communities.

So in 1986 there was very little attention going to industrial farming and so we wanted to learn about it and take it on.

Me: It sounds like you were an on-the-ground Peter Singer in a way. You saw this huge amount of waste and suffering and just thought it was ethically undefensible.

Gene: Absolutely. We wanted to see firsthand, not just read a book and talk about it. I wanted to see firsthand what was going on. So I spent a lot of time going to stockyards and farms and crawling around these places and it was not fun. But was important to so that we could see the reality.

Me: I know from some of Farm Sanctuary’s material that you talk about and write about social human costs, costs to animals with their suffering, and these natural environmental costs. Can you talk about those different kinds of costs that this industrial system causes?

Gene: In terms of the food and our own health, what we eat has profound consequences and most people in this country are eating in a way that is making them sick and killing them prematurely. Cancer and heart disease are the top two killers in the United States and the risk of both can be lessened significantly by eating healthier plant-based foods instead of animal-based foods. We are eating in a way that is inconsistent with our own interests.

We are also supporting an agricultural system that is inconsistent with the wellbeing of the planet. The industrial agricultural system depends on enormous quantities of land, water, and other resources including fossil fuels. A New York Times article that ran a few years ago compared the fossil fuel use that goes into producing a meat-based meal versus a vegetarian meal. It concluded that the meat meal required sixteen times more fossil fuels. So it’s an extremely wasteful system that also contributes to global warming. The United Nations found that the livestock industry contributes more to global warming than the entire transportation industry. There’s massive environmental consequences that are inconsistent with our global interests in living on a clean and healthy planet.

Then, what happens to animals today is an abomination. These animals live their whole lives in cages and crates so tightly confined that they can barely move. Sometimes they can’t turn around, they can’t walk, they can’t exercise, they can’t exhibit natural behaviors and they suffer both physically and psychologically. Finally, they are killed at a very young age.

When people see what happens to the animals they’re upset, they’re usually appalled, and sometimes they say, “I don’t want to look at it.” And I would say that people should be aware of what they are supporting and should be able to look at it and feel okay about it. But right now people are eating in a way and supporting a system that abuses animals horribly and is inconsistent with their values. So a key part of our message is to encourage citizens to make choices that are consistent with their values and consistent with their interests.

And I think that if we saw that happen, we would see factory farms’ profits plummet and we’d see a move toward a different kind of agricultural system where people are eating more plants than animals, people are getting food from local sources, from farmer’s markets, from community supported agriculture (CSAs), from community gardens where people would be growing their own food. And by doing this you feel connected and empowered and you feel better because you are eating better food as opposed to food raised in toxic environments.

Me: CSAs are becoming way more popular too.

Gene: Yes. In the last five years we’ve seen enormous growth toward community gardens and CSAs. Even the USDA has put in a community garden at its headquarters in Washington, DC. The Obamas have planted a garden at the White House that is an example of eating healthy food.

This issue touches on so many aspects of how we live on this planet. What we eat has profound ramifications.

And it’s an emotional issue because we grow up eating a certain way and we develop certain habits. We were taught this by our parents and we share food with family and friends so it has a lot of emotional components. But when those foods are harmful we need to look at them with an open mind and make changes despite the fact that often doing so often causes some social distress.

Often when people become vegan, their families think that they are being rejected, that the person who becomes vegan is rejecting their family. But I would argue that the person choosing the vegan lifestyle is actually making choices for compassion and against cruelty and exhibiting values that they were taught by their parents. They are positive values.

Me: Are you saying that vegans are embracing something that people say they want to believe in but that a vegan is actually acting on it?

Gene: That’s right. They are acting on it in a way that is consistent with their values and with most people’s values. Most people don’t think that it’s okay for animals to be abused.

Me: The Michael Vick dog incident for example.

Gene: Oh gosh. When people heard about that they were appalled and they wanted him penalized and he was penalized. But what happens on factory farms is all over the place and it is much worse frankly when you look at all of the ramifications.

On factory farms you have the commodification of sentient life. The animals are seen as pieces of meat from the day they are born until the day they die. They are denigrated, disrespected, and abused. That’s bad for the animals but it’s also bad for the people.

Me: So I hope that you can say a little about that. You can say, “Oh. The animals are treated so badly and the people who work there must be treated badly.” But can you give an example with hens or cattle?

Gene: Well, with hens who are used in egg production live their whole lives in small wire battery cages where they can’t stretch their wings, develop bruises and abrasions, and when they are no longer profitable they are killed. They used to be sent to slaughterhouses. But increasingly slaughterhouses don’t want them because they are so skinny with no meat on their bones. They’re beaten up and bruised so the flesh isn’t profitable. So a lot of these “spent hens” as they’re called are just killed.

There was a case in California where an egg factory disposed of 30,000 spent hens with a wood chipper. We tried to prosecute them for cruelty to animals but they were found not guilty because this was considered to be a common practice. On farms bad has become normal. And people start to rationalize cruelty as acceptable.

We had another case in New Jersey where I found two hens thrown in a trashcan with other dead birds. They were alive. So we tried to bring a case in that situation.

The egg factory’s lawyer argued in court that they could legally treat the birds like manure. The judge asked, “Isn’t there a difference between live birds and manure and their attorney affirmed the position that there is not a difference. So you have people making these arguments that are inhumane and, I would say, out of touch with basic human decency. That’s what happens in these places. Bad has become normal. Cruelty and violence become routine and acceptable.

If you look at human history, there have been a number of instances where a lot of people have gone along and done bad things and accepted bad as normal. So when bad things are happening it’s important for people of conscience and who recognize the harm to do something about it.

Me: You’ve seen Food, Inc. right?

Gene: Yes.

Me: There’s a scene in Food, Inc. where they go to the chicken barns of a woman who has a contract with a major poultry producer. She lets the film crew into see the broiler chickens who can barely walk. And then there’s this brutalization of the animals by, it seems reasonable to infer, by a group of undocumented workers. And this treatment of workers is this whole other thing that I hope you can talk about regarding the human costs.

Gene: I think that when there’s an insensitivity to animals it can jump the species barrier. Violence and callousness is an attitude that can spread. I’d say that in factory farming it begins with a disregard for the animals’ sentience and suffering, a lack of empathy, and a lack of responsibility for one’s own conduct which is then legitimized and justified instead of observed from a humane standpoint. When you start to justify cruelty to animals you can justify other kinds of cruelty.

Animals are seen as resources to be extracted from. We take eggs from hens, milk from cows, and kill them for meat, extracting value. It’s a mindset. We extract water from underground to such an extent that we are running out of it. We act in irresponsible and short-sighted ways. We extract value out of workers in the same short-sighted way.

Me: It sounds like you’re saying it’s economic value at all costs.

Gene: That’s right – short-term economic value without a concept of the broader costs, the external costs. There are social ills where you have these factory farms.

Back in the 1940s there was an anthropologist named Glodschmidt who came up with what is called the “Goldschmidt hypothesis.” He looked at two farming communities in central California: one of them was an industrial farm town with one big operation and the other was made up of more diversified small farms. What he concluded was that in the diversified community social health was much better. Money stayed in the community. There was better healthcare and services. But in the industrial operation there lots of problems. And we’re seeing that today.

We see industrial farms getting big tax breaks. They pollute the environment and they don’t clean it up. They treat their workers badly and their workers get sick. And because they aren’t paying their fair share of taxes the healthcare system in place cannot accommodate workers. Also, workers are oftentimes in the United States illegally so there are problems with that. And agribusiness has been happy with that arrangement because these are people who will do the work and when they get sick they aren’t going to try to get protection. They’ll get their cousin to come and replace them for a little while and there’s a revolving door of workers who can stand it for a while but then leave and then come back. So there’s an underground network of labor that supports these systems that exploit animals, workers, and the environment.

I’d also say they exploit consumers too because they market things and represent them as something they are not. For example, saying that you need to drink cow’s milk to get calcium to prevent osteoperosis. That shouldn’t be said. It’s a myth. But it’s something the dairy industry promulgates because when people think that way they will buy more cow’s milk. If you look at our country, we drink a lot of cow’s milk, and we have a lot of osteoperosis. So I don’t think that’s the answer. They’re selling products that disrespect animals, workers, consumers, nature and even their neighbors because they are polluting. They’ve passed “right to farm” laws so that they can do whatever they want without any consequences.

Me: It’s a “right to farm” if you have an enormous amount of money to invest you might say.

Gene: Those are the ones that are really pushing it. It’s the golden rule. Whoever has the gold makes the rules.

Me: In the last few presidential election cycles there’s been talk about “outsourcing.” We are outsourcing jobs for this and that and sending them overseas. But it sounds as though part of what you are talking about is that we outsource jobs right here to people who have the least power and that we outsource to them our cruelty so that we don’t have to do it.

Gene: That’s part of it too. These are people who are made to do very difficult jobs. You know it results in psychological harms. Alcoholism. Violence to animals is a precursor to violence against people.

In my book, I talk about a worker at a poultry slaughterhouse. He explains how became very hardened to the suffering of the animals and how that went home with him. A lot of workers have that happen.

Me: There is a big and growing movement to develop responsibility about our food and about our relationship to animals, and to nature, and climate change and all this stuff. So I hope we can talk about that.

Gene: Sure.

Me: Farm Sanctuary has promoted forms of public education with these Green Food Resolutions and others. And the Green Food Resolution seems especially good because you can do things right where you are.

Gene: Exactly.

Me: Can you explain those?

Gene: Sure. The Green Food Resolutions are urging cities to make a statement that they want to promote more local plant-based agriculture and local plant-based food consumption. The way we eat affects our health in huge ways. One of the reasons that our healthcare costs are so high is that we are eating so poorly. We are so disconnected from our food and making choices that are bad and not aligned with your own values and interests. So a Green Food Resolution puts it out there that we should be eating food that is grown responsibly and sustainably and healthy for ourselves that supports a healthy economic community.

We’ve had one passed in Tennessee and we anticipate others being passed. Hopefully, they will encourage expanding farmer’s markets, CSAs, community gardens.

We are in the midst of a growing grass-roots movement where people are tired of eating junk. They are tired of eating food that makes them feel ill and being tired.

Me: This food makes you tired.

Gene: It’s awful. It’s crazy that we are eating the way we are. If you think about it logically why would you eat food that makes you feel bad and makes you sick.

Me: There has been a study done by an anthropologist I believe that showed how far from our evolved diet, from say a human thousands of years ago in the Pacific Northwest, we have come. So from our evolutionary history all these buttons are being pushed in us when we eat Doritos. Don’t get me wrong. Sometimes I eat Doritos. But the kinds of things that happen to people are not things that we have adapted to in these quantities.

Gene: We have certain old evolutionary tendencies to eat a lot because we have come from a place of scarcity. But now we have so much around us that we are continuing to eat and obesity is an epidemic. Right. So we have certain historic propensities…

Me: Michael Pollan talks about salt, fat, and sugar.

Gene: Right. We have a real strong desire for those things and in certain environments those might work. But in a different environment we have a problem. So today we have a convergence of those historical roots leading to problems. And the environment we’ve created needs to be assessed. We have to decide what works and what doesn’t. Most of what we’ve done today in farming doesn’t work.

Me: And a Green Food Resolution is a way for people to bring that into their local commerce then.

Gene: Bring it into the community. Absolutely.

You know there are a lot of problems in the world and there are lots of things we can’t do very much about. But when it comes to what we eat, each of us has a lot of control. Each of us can decide, for example, not to buy hamburgers from McDonald’s. We can decide to get a veggie burger or something from the farmer’s market.

We vote to choose politicians. And that’s important. But that only happens a couple times a year or less. But every time we eat and spend a dollar, we are supporting something in the food system. So every time you give a dollar to McDonald’s you are supporting their activities. But every time you give a dollar to a farmer at a market or CSA you are supporting that. Each time you do that, it grows. I think consumers now have had enough and are moving toward a system that makes more sense. It makes me very optimistic.

Me: I’m a teacher. I study education and schools and I work with future teachers. Everyone agrees that school is an important place and has been a really important place in the U.S. since at least child labor laws came into effect. We shape people in school.

Gene: Yeah.

Me: So the kinds of activity that go on in there regarding food are kind of important.

Gene: I’d say very important, yes.

Me: I know that something that happened with Farm Sanctuary that I hope you can help me understand.

Gene: Sure.

Me: Farm Sanctuary rescued twenty chickens from the Conendegua Academy in New York. They had an ecology program. One of the ecology program’s goals was to teach their students about where their food came from. And their way of doing this was to take twenty broiler chickens, rear them in cages, and I think students were going to do this, and then they were going to kill them at the end. This caused an uproar and Farm Sanctuary came in at the end and you got twenty chickens. Two are named Andre and Albert. This was in 2008.

So I wonder what could be good in that lesson and what’s not good in that lesson?

Gene: What could be good is for people to realize where their food comes from because we are so disconnected from it. What is bad, though, is that in this instance they were teaching a form of violence and callousness against birds. Those birds are individuals with feelings that want to live.

I think schools are places where children should learn to live as humanely and sensibly as possible and make choices that are as healthy as possible. Unfortunately, the school system as it operates teaches kids many bad habits regarding food.

Food served through the school lunch program is leading to our health problems. What happened at the Conendegua Academy was not as bad like that. Students were learning about food. But it would be better to learn about plant foods by growing gardens. That doesn’t require violence or killing.

When you have to give a kid a knife and say, “Kill that bird,” I think that that could border on child abuse. If the child doesn’t want to kill is being forced to kill…

Me: Or even watch killing?

Gene: Or even watch killing. That could be traumatizing and I think that’s wrong.

Me: But I think it’s kind of interesting that the industrial food system we’ve been talking about and you criticize does this exact thing and then still expects those children to eat a chicken. But we can’t ask kids to do it themselves because it might be sort of traumatizing. So maybe it’s what you were saying earlier that it’s a values conflict.

Gene: It is absolutely a values conflict. People say they love animals and they care about animals and they want to believe that they love animals and care about them but ironically most people are still eating animals raised in brutal conditions and then killed in inhuman ways. It is a values conflict and that’s why we think it’s important for people to examine where their food comes from and then make choices consistent with their actual values.

As that happens, I think we will see a shift away from industrial models to a new kind of food production system. One that doesn’t abuse animals. One that does not exploit workers. One that does not mistreat the environment with callous disregard. One that is respectful of consumers where there is transparency and citizens can see how their food is produced and feel good about it. I think we need to push for transparency and encourage people to make choices that they can feel good about by aligning them with their values and interests.

Me: So it sounds like in some way that if we were to have The Gene Baur School that it would be a school about compassion.

Gene: It would be a school system about compassion. It would be a school system about responsibility, and respect, and about human decency. I think most people hold the same values but that we have developed some really bad habits. And as we become uncomfortable with them we get good at rationalizing them. People are really good at rationalizing bad behavior. [laughs]

Me: We sure are. [laughs]

Gene: If you look at human history we’ve done a lot of really bad things and come up with good reasons to do them. But we need to step back and examine our conduct and make sensible choices. It would be about compassion, responsibility, and what is appropriate. What we are doing is just out of whack.

Me: But we might be moving in the right direction.

Gene: There are some very positive signs that people are showing. But industrial farming is entrenched and holding on and trying to expand. There’s a battle going on but there are some really positive signs.

Me: Cool. I want to thank you a lot Gene.

Gene: Thank you Peter. I really enjoyed it.

Friday, February 19, 2010

Brooklyn School Farmyard

Check this out guys.

Food. We love it and can’t live without it. It keeps us happy, healthy, and smart. We’re making local, organic food available to everyone, one yard at a time. And we need your help to keep the mission alive.

Based in Brooklyn, BK Farmyards transforms under-utilized land into tasty edible landscapes. We partner with homeowners, schools, developers, and community members to build micro-farms and distribute produce weekly. Not only can the community follow the food from seed to table, they are helping us build a much-needed alternative to the abundance of cheap processed foods and fast-food restaurants. We rely exclusively on the power of volunteers and the endless energy of the bk team instead of gas-guzzling machinery. We strive to make our food so affordable that anyone can access fresh food.

In 2009, we have done so much with so little, feeding 6 people for 12 weeks off of 600 square feet in Ditmas Park, Brooklyn. A lot of people really loved the idea: visit a video of Foxtrot, our first micro-farm http://www.vimeo.com/6137263

If you'd like to donate to the project or learn more go to this link.