Transcript YouthworkClimateChangeWorkshop_v0.1

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 (intercultural 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
Learning
4 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.
What are your personal drivers
for a sustainable lifestyle?
Caring for self?
Caring for
others?
Caring for earth?
Being healthy?
Being happy?
?
Attracting others?
Impressing others?
Pleasing others?
Joining others?
Following others?
?
Saving money?
Making money?
Being legal?
?
Challenges across the Earth
Climate Change
Up for sea level, temp,
weather disasters,
up/down for rainfall
Human
Consumption
Resources
Down for freshwater,
habitable land, food-growing
land, non-renewables, oil,
biodiversity
Up for water, food,
oil, non-renewables,
building materials
Human
Population
Up and Up
Change Cause Consequence - Choice Care Culture
Linear Economy/ System
Fossil Fuels
Buried Sunshine
Take
Make
Nature as unlimited
resource
Buy Now – Pay Later Culture
Cradle – Grave Economy
Mechanical, Industrial Worldview
Dump
Circular Economy/ System
Sunshine
Nature as natural
capital, Teacher
Take
Make
Dump
Borrow
Restore,
Return,
Recycle
Rethink,
ReDesign,
ReUse
Give
ReMake
Give
Invest Now – Borrow/Return Later Culture
Living Systems Worldview
Cradle – Cradle Economy
Closed Loop
Circular Economy/ System
If we are to succeed … it is very important to
develop a circular economy based on cradle-tocradle 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/person
UK capacity = 1.5 hectares/person
US footprint = 9.6 hectares/person
US capacity = 5.5 hectares/person
Th footprint = 1.9 hectares/person
Th capacity = 1.3 hectares/person
www.unesco.org/education/tlsf
Per Capita Ecological Footprint
for Selected Countries
12
Ecological Footprint (hectares per capita)
10
8
Global
Average
(2.3)
6
4
2
0
USA
Australia
UK
Japan
Brazil
China
Bangladesh
Earth’s
Capacity
(1.9)
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
Valuing family and friends
Living and working close to
them
Keeping healthy
– Cultural diversity and vitality
Work-Life balance
– Time use and balance
Feeling/ Being part of a
culture and community
– Good governance
– Community vitality and
Etc
– Psychological well-being
etc
www.happyplanetindex.org
ESD:Linking Learning and Happiness,
UNESCO Basngkok, 2007
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?
Prompts
Surviving 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
Crisis
Competition
Care
Controls
Culture
Conflict
Activity – Climate Change in
other countries
Find a partner from another country/ region
Learn about the Change-Cause-Consequence of
Climate Change in their country/region
Prompts
What 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
Crisis
Competition
Care
Culture
Controls
Conflict
Curriculum
Campus
Community
Citizenship
Education
Consumer
Education
Communication
Education
Culture
Conflict
Education
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
Changemakers
By 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 Lifeshift
With a Mind-shift of:
Better and Better - Wellbeing
NOT
More and More – Growth
Less and Less
Part of nature NOT Apart from
nature
Care for Self
Care for Others
Care for Earth
Sustainable Lifestyle
Thinking Good
Feeling Good
Looking Good
Doing Good
Good for you
Good for your family and friends
Good for your community
Good for the Earth
Changemakers for a Lifeshift
Learning
to know – how to learn – acquiring instruments of
understanding
to do – be able to act creatively and responsibly in one's
environment
to 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, laws
Consumer Education – including consumer rights, choices
Communication Education – including media use and abuse,
ICT
Conflict Education – including development, peace, harmony
Would you/ Should you want to be?
Changemakers of Lifestyle
and Workstyle
Choice
Collaborate
Crisis
Competition
Care
Controls
Curriculum
Campus
Community
Citizenship
Education
Consumer
Education
Communication
Education
Culture
Conflict
Culture
Conflict
Education
For Low Carbon, Sustainable Lifestyle and Workstyle
Lifestyle matters
Thriving – Surviving as a consumer
Eating - 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
Conscience
In 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?
Prompts
Solar?
Safe?
Efficent?
Social?
Economic?
www.biothinking.com
Convenience- Availability – Cheapness - Sustainability
Young People’s Choice Influences on Consumption
1. Product price
2. Product quality
3. My family
4. My finances
5. Product reliability
6. Myself
7. My peers
8. The brand
9. The media
10. Product sustainability
John Fiens et al, RMIT, Australia
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 stylists
Axel 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 pair
What lessons are there from these features?
Prompts
Gender, Culture, Age
Feeding, Drinking, Moving, Wearing, Communicating, Working,
Enjoying, Building
Care for self, others, Earth
Thinking, Feeling, Looking and Doing good
What is a socially and environmentally
responsible person?
47
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
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)
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)
Examples
Examples 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 site
Variety of short presentations, group activities and discussions,
videoclips and podcasts from the Lifeshift site
(http://lifeshift.ning.com).
Examples
Examples from schools, colleges and youth groups, BC networks
Examples
Examples from schools, colleges and youth groups, BC networks
Examples
Examples from schools, colleges and youth groups, BC networks
Examples
Examples from schools, colleges and youth groups, BC networks
Examples
Examples from schools, colleges and youth groups, BC networks
Examples
Examples from schools, colleges and youth groups, BC networks
Permaculture
Principles 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.
Websites
http://lifeshift.ning.com
http://climatecoolnetwork.org
www.stepin.org
www.sda-uk.org
www.senseandsustainability.com
www.12simplethings.org
www.worldchanging.com
www.peopleandplanet.org
www.unesco.org/ccivs
www.youthxchange.net
http://www.eauc.org.uk/sorted/happy_planet_sustainable_devel
opment_and_citizensh
Challenges for Changemakers
Commit – Self and others
Change – Self and others
Contextualise – Different Educations
Collaborate - others
Circulate – systems and thinking
And others, including 10 Cs of Pat
Collarbone on Leadership!