The Eco-cell

PhD by Project

An Education for Sustainability Genesis Aid.

By Mr Ragnar J. Haabjoern

B.Teach.(Secondary.) B.App.Sci.(Environmental Science/ Earth Science) M.Ed.(Science & Environmental Education.) Grad.Cert Sustainable Practice.

The world is in distress.

• “The scientific evidence is now overwhelming, climate change presents very serious global risks, and it demands an urgent global response.” (Stern, 2006)

Loss of plants and animals.

Land degradation

Greenhouse pollution

Degraded water resources

Sustainability Snapshot

State of the Environment

Report

2006

PM: Biggest challenge is economy, not climateMr Howard said to call climate change Australia's overwhelming moral challenge "de-legitimises other challenges over which we do have significant control".

How long can people tinker with the old machine when what is needed is a new design

altogether, for a new age.

Design for the Eco-cell will be developed from four research questions.

• (i) How can Deep Ecology be used to assist education practioners in teaching for sustainability?

• (ii) What role can Buddhist philosophy play in assisting teaching ecological values and ethics?

• (iii) How can systems theory understandings assist with the evolution of beyond compliance education for sustainability strategies?

• (iv) How can Biomimicry assist with the design of an education for sustainability framework?

Education for Sustainability

"Meeting the needs of the present

generation without compromising the

ability of future generations to meet

their needs."

Brundtland-1987

• Critical Sustainability Themes– Scale– Human Connections to the physical and

Natural World– Ethics and Values– How Natural Systems Function– Technological and Economic Relationships

to Sustainability– Motivating Environmentally Sustainable

Behaviour– Pedagogical Strategies for Integrating

Sustainability

Education for Sustainability

Deep Ecology: The work that re-connects

Seeks to develop ecological wisdom through:

deep experience

deep questioning

deep commitment.

“Love

in

Action”

“Love

in

Action”

Ecosophy T

The search for the ‘Ecological Self’

The Eco-cell

(iii) How can systems theory understandings assist with the evolution of beyond compliance education for

sustainability strategies?

The Eco-cell ComponentsNucleus: Self-Realisation/re-connection/religio

Cell Membrane: Deep ecology

Recycling Centre: Self Determination/Ethics/Buddhist Philosophy

The First Noble truth: The existence of impermanenceThe Second Noble Truth: The Arising of Suffering because of cravingThe Third Noble Truth: The cessation of sufferingThe Fourth Noble truth: The Middle Way or the noble eightfold Path1. Right Understanding2. Right Thought3. Right Speech4. Right Action5. Right Livelihood6. Right Effort7. Right Mindfulness8. Right Concentration

The Eco-cell Components

Solar Station: Communication (Eco literacy) Allows ⇔

Mini Nucleus: (4 pillars of sustainability:

The Eco-cell ComponentsPowerhouse: Self-Sufficiency & Cooperation (permaculture Design principles)

ecosystem

1. Observe and interact

2. Catch and Store energy

3. Obtain A yield

4. Apply Self-regulation and accept feedback

5. Us and vale renewable resources and services

6. Produce no waste

7. Design from patterns to Details

8. Integrate rather than segregate

9. Use small and slow solutions

10. Use and vale diversity

11. Use edges and vale the marginal

12. Creatively use and Respond to change

The Eco-cell Components

Storage Sac: Experiential Learning, Acclimatization (we remember experiences)

Production Centre: Ecological Self –Autopoetic

Cell Fluid: Cognition is a phenomenon that expands throughout the organism…integrates our mental, emotional and biological activities.

Buddhist Philosophy(ii)(ii) What role can Buddhist What role can Buddhist

philosophy play in assisting philosophy play in assisting teaching ecological values teaching ecological values

and ethics?and ethics?

“Spirituality I take to be concerned with those qualities of the human

spirit – such as love and compassion, patience, tolerance, forgiveness,

contentment, a sense of responsibility, a sense of

harmony-which bring happiness to both self and

others.”

The Science of Mind.

General environmental ethics/values that are commonly associated with Buddhism:

Buddhist Philosophy

CompassionLoving kindnessEffort/responsibilityEquanimityCharityHumilityGratitude/thankfulnessNon-selfMindfulnessInterrelatedness/interbeing

Biomimicry(iv) How can Biomimicry assist with the design of an

education for sustainability framework?

• Nature runs on sunlight.• Nature uses only the energy it needs.• Nature fits form to function.• Nature recycles everything.• Nature rewards cooperation.• Nature banks on diversity.• Nature demands local expertise.• Nature curbs excesses from within.• Nature taps the power of limits.

Methods

• The research Paradigm– Qualitative– A case Study– Intrinsic Case Study Analysis– Case Description- (Terrestrial Plant

Ecology)– Emergent Design Flexibility– Green is dynamic

The way is the goal!

The goal is the way!Gandhi

Green Emergent Design• Holistic Perspective (Gestalt)

• A systems Perspective and Systems Theory (organic)

• Chaos and Complexity Theory: Nonlinear dynamics (Metaphors for thinking about what we observe, how observe, and what we know as a result of our observations

Methods (Continued)

• Educational Research Design– “a series of approaches, – with the intent of producing new theories,

artifacts, – and practices that account for potentially

impact learning and teaching in naturalistic settings.”

Educational Research Design• Interventionist: The research aims at designing an intervention in the

real world.

• Iterative: The research incorporates a cyclic approach of design, evaluation and revision

• Process Orientated: a black box model of input-output measurement is avoided; focus is on understanding and improving interventions.

• Utility- orientated: the merit of a design is measured, in part, by its practicality for users in real contexts.

• Theory-orientated:the design is based upon theoretical propositions.

Guidelines for good design Studies

• Riskier designs– Design research discovers ways to build

systems based on theories and to determine the effectiveness of these systems in practice

– “…therefore needs to balance boldness and caution in a different way.”

Rigor

• Triangulation:– Data Triangulation– Investigator Triangulation– Theory Triangulation– Methodological Triangulation

Literature review• Ecology Community and lifestyle

Arne Naess• Web Of Life: Fritjof Capra• Hidden Connections: Fritjof Capra• Eco Literacy: Fritjof Capra• Thinking Like a Mountain: John

Seed• Is it painful to think: David

Rothenburg• Deep Ecology: George Sessions• Wisdom in the open Air: Peter Reed• Deep Ecology and Buddhism: David

Henning• Green Buddha: C Titmus• Dharma Rain• Ethics: Spinoza• Mutual causality J Macy

•Looking for Spinoza: Antonio Dimasio•Biomimicry Janine Banyshus•Permaculture: David Holmgren•Universe in a single Atom: Dalai Lama•Ethics for a new millennium: Dalai Lama•Gaia: James Lovelock•Wisdom of the elders: David Suzuki•The sacred Balance: David Suzuki•Tela paper No 8: John Fien•Evaluation: Victorian Sustainable Schools pilot Project: (Laaraine Larri)•Qualitative research Methods, Patton, Burns•Art of Case study: Stake•Dharma Gaia:

Interviewees, Consultants• Sue and Col Lennox founder of Ozgreen• Dr Jeff Su: Business development Manager

Gould Group• Jason Alexander: Director of Earth Institute• John Seed: Director of Rainforest information

centre• Dr Kathleen Sullivan UN Nuclear

disarmament educator

“There is no scientific method as such, but the vital feature of a

scientist’s procedure has been merely to do his utmost with his

mind, no holds barred”

Nobel prize winning physicist Percy Bridgman