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Fish and Chips Game Guide An Exploration of Private Profits and Public Goods

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Title: Fish and Chips Game Guide An Exploration of Private Profits and Public Goods


1
Welcome Participants
Jaimie P. Cloud President www.cloudinstitute.org
Formerly The Sustainability Education Center, Inc.
Inspiring young people to think about the world,
their relationship to it, and their ability to
influence it in an entirely new way.
2
What is our intention? What do we want to
sustain? What does education have to do with it?
3
What are indicators of un-sustainability? and W
hat are schools doing (and not doing) to
educate for un-sustainability? (brainstorm with
your neighbor)

4
Un-sustainability indicators
What are schools doing/not doing?
  • Consuming natural resources 20 faster than the
    replenishment rate
  • Widening gap between rich and poor
  • 70 of U.S. students feel hopeless and
    disconnected

Interdisciplinary curriculum/instruction
lacking Many schools dont function as learning
organizations Were not testing for education
for sustainability (EfS) outcomes Systems
thinking is lacking Pre-Service EFS lacking
5
What is Sustainability?
"A sustainable society is one that is far-seeing
enough, flexible enough, and wise enough not to
undermine either its physical or its social
systems of support." Donella H. Meadows, et
al., The Sustainability Institute, "Beyond the
Limits"
6
What is Sustainability?

Achieving a quality of life for all within the
means of nature.
7
Why Education for Sustainability?
We have to learn how to live well in our places
without undermining their ability to sustain us
over time. The foundations of our knowledge,
skills, and habits of mind are cultivated in our
schools.
8
How Can Education for Sustainability Contribute?
  • Ensure sustainable communities
  • apply knowledge
  • employ skills
  • develop the habits of mind
  • to increase our capacity to make the shift toward
    a sustainable future.

9
Why arent schools educating for sustainability?
  • One Key Reason Is…
  • MENTAL MODELS
  • (paradigms/frames)
  • Mental models are representations of reality
    that people use to understand the world.
  • They are formed and reformed over time by
    experiences, beliefs, values, and perceptions.

10
Characteristics of Mental Models
  • They are incomplete and constantly evolving.
  • They are usually not accurate representations of
    a
  • phenomenon they typically contain errors and
  • contradictions.
  • They often contain measures of uncertainty about
  • their validity that allow them to be used even
    if
  • incorrect.

11
How Do They Effect Us and the World Around Us?
They drive Structures, Rules,
Strategies, and Behaviors
12
Classic Mental Models…
Titanic Syndrome There isnt enough to go
around (assumption of scarcity). Therefore…
If were going down, we might as well go 1st
class!
13
Classic Mental Models…
Bummer Things are the way they are and there
is nothing I/we can do about it.
14
Classic Mental Models…
The Social Trap If others do it, I might as
well… OR If no one else is doing it, why should
I? (What is true if one person does it is not
true if everyone does it)
15
Classic Mental Models…
Maximizing Gains for Self (The "invisible
hand" that leads all individuals, in pursuit of
their own self-interests, to produce the greatest
benefit for society as a whole. Market mechanism
described in 1776 by Adam Smith in The Wealth of
Nations) My responsibility is to myself and my
family. I will take care of usyou take care of
you!
16
Classic Mental Models…
Theory of Confidence The market or
technology or someone/ something will take care
of it.
17
Classic Mental Models…
Life is Just a Game Lets play and see what
happens.
18
Classic Mental Models…
I Want to Win Playing by the rules of a
Zero-Sum Game (i.e., winners/losers) when we
are in reality playing a Non-Zero-Sum Game
(i.e., everyone has to win for anyone to win
because the players are interdependent on one
another).
19
Classic Mental Models…
Greed I want a lot and I dont care about
the consequences.
20
Classic Mental Models…
(What People Never Say) Im anthropocentric,
so I dont really even think about the health
of natural systems
21
Classic Mental Models…
(What People Never Say) We (people) are in
control If we need something, we can make it
ourselves.
22
We say, It doesnt have to be this way
  • If you are headed toward a cliff,
  • slowing down is not going
  • to solve your problem.
  • Try turning…

23
The Good News…
The significant problems we face cannot be
solved with the same level of thinking we used
to create them. -Albert Einstein
24
Mental Models for a Sustainable Future…
Operate with Ecological Literacy The
structure and design of our planet require that
we operate within natural laws and principles
rather than attempt to overcome them.
25
Mental Models for a Sustainable Future…
Abundance within Reality There is more
than enough to go around, but everything has
limits. (For example, carrying capacity requires
that we must live within the means of nature.)
26
Mental Models for a Sustainable Future…
Reciprocity In the context of
interdependence, the pursuit of self interest is
best served through the development of mutually
beneficial relationships.
27
Mental Models for a Sustainable Future…
We Are All Responsible Intergenerational
leadership and collective action are
required because…everything we do and
everything we dont do makes a difference
(and were not just saying that).
28
Education for Sustainability
29
Learners and Education for Sustainability
Multiple Intelligences and Learning Styles
Questioning
Reflective Thinking
Meta-Cognitive (Thinking about Thinking)
Brain Research
Transference
Lateral Thinking
Constructivist Approach to Learning
Critical Thinking
Systems Thinking
Self-Regulating/ Motivated
Self-Concept and Identity
Strategic/ Problem Solving
30
Habits of Mind of Education for Sustainability
31
Core Content and Instruction of Education for
Sustainability
32
Schools that Learn for Education for
Sustainability
In Schools that Learn everyone is encouraged to
keep thinking, innovating, collaborating, talking
candidly, improving their capabilities,
self-correcting, and making personal commitments
to a shared future…
33
Schools that Learn for Education for
Sustainability
Disciplined Inquiry and Rigorous Discourse
Intellectual Perseverance
Self-Regulating and Self-Correcting
Risk Taking
Collegial Relationships
Visioning and Goal Setting
Commitment to Dissemination of Expertise
Reflective Thinking
Utilizing the Community as a Resource
34
Physical Plant, Procurement, and Investments for
Education for Sustainability
Green buildings, regenerative designs, green
rooftops, no waste, energy effective, regional
materials, healthy, cost saving, recycled
materials, socially and environmentally
responsible…
35
Physical Plant, Procurement, and Investments for
Education for Sustainability
Organic, Regional, Fair Trade Food Systems
Green Building/Ecological/ Regenerative Design
Green Space, Gardens, and Natural Habitats
Socially and Environmentally Conscious Investing
Efficient/Renewable Energy Utilities
Energy and Water Conservation
Closed Loop/No-Waste Cycles
Green Products and Services
36
Communities that Learn for Education for
Sustainability
Everyone (businesses, local government, community
members, etc.) is encouraged to keep thinking,
innovating, collaborating, talking candidly,
improving their capabilities, self-correcting,
and making personal commitments to a shared
future…
37
Communities that Learn for Education for
Sustainability
Disciplined Inquiry and Rigorous Discourse
Intellectual Perseverance
Self-Regulating and Self-Correcting
Risk Taking
Collegial Relationships
Visioning and Goal Setting
Commitment to Dissemination of Expertise
Reflective Thinking
Utilizing the Schools as a Resource
38
Education for Sustainability
39
What are Schools Already Doing that Sets the
Stage for Education for Sustainability?
  • Applied Research on Instructional Methodologies
  • Brain Research
  • Multiple Intelligences
  • Learning Styles
  • Constructivist Approaches to Learning
  • Student-Centered Learning
  • Creative Root Cause Problem-Solving
  • Cooperative Learning
  • Inquiry-Based Learning
  • Critical Thinking and Analysis

40
What are Schools Already Doing (contd)
  • Utilizing the Community as a Resource
  • Service Learning
  • Project-Based Learning
  • Place-Based Learning
  • Authentic Instruction and Assessment
  • _______________________________
  • _______________________________

41
Selected Fields of Study that Contribute to
Education for Sustainability
  • Sciences
  • Environmental Science and Education
  • Science Education (Physics, Biology, Chemistry,
    Earth Science…)
  • Economic
  • Sustainable Economics

42
Selected Fields of Study (contd)
  • Social
  • Global Education
  • Ecological Design and Architecture Education
  • Holistic Education
  • Future Studies
  • Organizational Learning and Change
  • Environmental Ethics and Philosophy
  • Ecological Psychology
  • Conflict Resolution Education
  • System Dynamics Education
  • Game Theory

43
The Mission of the Cloud Institute
  • The mission of The Cloud Institute is to ensure
    the viability of sustainable communities by
    leveraging changes in K-12 school systems to
    prepare young people for the shift toward a
    sustainable future.

44
Cloud Institute Products and Services ? Awareness
? Skill Development ? Design ? Leadership ?
  • Education of Sustainability Workshops
  • Curriculum Materials
  • Units of Study
  • Full Courses of Study
  • Assessment Tools
  • Consulting Services
  • Curriculum Mapping
  • Gap/Strength Analysis
  • Organizational Change
  • Research and Development

45
Contact Information
Formerly The Sustainability Education Center, Inc.
Jaimie P. Cloud Maya
Agarwal President Director
of Programs jaimie_at_sustainabilityed.org
maya_at_sustainabilityed.org
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