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How Can Social Contracts be Renegotiated to Better Reflect Social-Ecological Resilience Principles?

                                                     ***

We are in a time of great transformation - making the invisible visible regarding implied social contracts of citizens and governmental responsibilities (Loucks, 2017). How then do we ensure our basic, fundamental rights and liberties are being met in a resilient, social-ecological way?

I believe the answer to this question is persistence and patience.

We need persistence in summoning the intelligence of multiple levels of knowledge including traditional/local, scientific, qualitative, and experiential, and then utilize them as agencies for change. We need to bridge values from across municipal, provincial, and federal jurisdictions (Westley, Tjornbo, Schultz, Olsson, Folke, Crona & Bodin, 2013) to address varying collective action dilemmas (Loucks, 2017) that affect all levels either directly or indirectly.

We need to persist for the validity and legitimacy of citizen science and youth involvement for data collection of meaningful projects. Loucks, Berkes, Armitage, & Charles (2017) advocate that as the utilization of citizen science increases, social learning inflates and lessens the governance gap. This in turn creates understanding and awareness of cross-scale needs, and begins to change boundaries and thresholds of once “colonial homeostasis” (Davidson, 2017) -oriented states.  

We also need to persist that the direction, distribution, and diversity of change and innovation (Leach, Rockström, Raskin, Scoones, Stirling, Smith, Thompson, Millstone, Ely, Arond, Folke, & Olsson, 2012) is equitable and impactful. We need to be mindful of power discrepancies and ethnocentric attitudes when creating change (O’Brien, Hayward, & Berkes, 2009). It is imperative that we attempt to understand the motivations of differing levels of government in order to broaden our awareness (Loucks, 2017) and minimize our ignorance.

We need to persist that systems-thinking strategies are critical for understanding complex issues; many variables and leverage points contribute to the statement of a problem (Loucks, 2017). People should be able to tell their story and have their experiences not only heard, but accepted as a valid source of evidence for a solutions-oriented plan moving forward.

Lastly, we need patience. We need patience to embrace the fact that change is gradual and takes time. We need to accept that only through crisis and chaos can creative destruction and renewal emerge (Holling, 1986). Patience allows us to strive for stability and resilience through uncertain and disconnected times.  As a concerned indigenous Labrador woman states in Lament for the Land (Youtube, n.d.), “You cannot beat the land.” We need patience to listen to what the environment is telling us and respond as the stewards we are intended to be. 

We need patience to have dialogue about the current needs of communities. We need to talk about changes and observe shifting ecological patterns in order to (attempt to) remedy them effectively. After all, “What cannot be talked about can also not be put to rest; and if it is not, the wounds will fester from generation to generation” (Bettleheim, 1984 from Charleson-Touchie, 2017).    

                                                 References

Charleson-Touchie. (2017). Intergenerational trauma [Power Point Presentation].

Davidson, D. (2017). [Personal Communication].

Holling, C. S. (1986). Chapter 10: The resilience of terrestrial ecosystems: local surprise and global change. In Clark, W. C. & Mann, R. E. (eds.), Sustainable development of the biosphere (pp.292-317). Cambridge, UK: Cambridge University Press.

Lament for the Land. (Youtube, n.d.). Lament for the Land. Retrieved from https://www.youtube.com/watch?v=yi7QTyHERjY

Leach, M., Rockström, J., Raskin, P., Scoones, I., Stirling, A. C., Smith, A., Thompson, J., Millstone, E., Ely, A., Arond, E., Folke, C. & Olsson, P. (2012). Transforming innovation for sustainability. Ecology and Society, 17(2), 11.

Loucks, L. (2017). Transition or social transformation: Tackling the systemic nature of environmental issues. [Personal Communication].

Loucks, L., Berkes, F., Armitage, D., & Charles, A. (2017). Emergence of community science as a transformative process in Port Mouton Bay, Canada.  In D. Armitage, A. Charles & F. Berkes  (Eds.), Governing the coastal commons: Communities, resilience and transformation (pp. 43-59). New York, NY: Routledge.

O'Brien, K., Hayward, B. & Berkes, F. (2009). Rethinking social contracts: Building resilience in a changing climate. Ecology and Society, 14(2), 1-17.

Westley, F. R., O. Tjornbo, L. Schultz, P. Olsson, C. Folke, B. Crona & Ö. Bodin. (2013). A theory of transformative agency in linked social-ecological systems. Ecology and Society, 18(3), 27.

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Instability of a Social-ecological System in Moose Mountain Provincial Park, SK: ATV Users in the Back-country 

Moose Mountain Provincial Park in Saskatchewan was originally designated as a Natural Environment Park since its creation in 1931. It was given over from the federal government as a Forest Reserve and was one of the original provincial parks in Saskatchewan.

Recently however, due to a political decision to get more people through the gates and increase profit, the park was appointed as an ATV (all-terrain-vehicle) park approximately ten years ago. I view this as the original Exploitation phase from Holling’s (1986) infinity cycle framework of Exploitation, Conservation, Creative Destruction, and Renewal (p. 307).  

Initially, this decision facilitated a positive social feedback loop. During the designated off-roading season, families can bring their ATV’s into the park, tour the backcountry trails, camp, and enjoy nature. The attendance greatly increased and so did the park profit. At first, this decision positively contributed to multiple levels of the economy from individual, community, regional, even national levels (Berkes & Ross, 2016).

However, ecological damage has started to take its toll on the ecosystem’s ability to be resilient and stable. Boundaries of various system components are being pushed as a consequence of inappropriate ATV use. These impacts include: 

-          Destroyed habitat: quads rip-up sloughs that are home to many bird species (nesting sites) and protected plants such as tiger lilies

-          Pollution: garbage and waste contaminants including oil and gasoline spills in wetlands

-          Unlawful fire building: potential to ignite forest fires

-          Species reduction: increase in poaching and hunting

-          Vandalism (social issue): Some users cut farmers’ fences for ease of access and have also been reported to chase cattle for fun

These consequences continue to push the park system’s ecological boundaries and thresholds in an unsustainable way. I am concerned that a revolt is going to occur in which these individualized, small events are going to add up and overwhelm the large (slow) whole ecosystem at this vulnerable stage (Berkes & Ross, 2016). I predict Creative Destruction (Holling, 1986) is going to inevitably occur soon after a collapse of the whole system such as a forest fire that decimates the park or polluted wetlands kill off the inhabiting species. The ultimate threshold will be a specific number of ATV’s (I’m unsure of the exact data) that could cause irreparable damage to the ecological systems of the park if the number of ATV users in the park continues to increase and are utilized inappropriately.  

The decision to allow 4X4 vehicles into the park also has negative effects on the social system surrounding my community. The reason for this is because during the off-season, most ATV’ers are forbidden to use the trails as they are too wet and have the potential to be permanently damaged. However, First Nations peoples in surrounding communities are still allowed to access the trails via motorized vehicles as it is their inherent right (stated in the treaties) to use whatever means necessary to retrieve their harvested animal(s) year-round.

This has sparked many racial, prejudiced and discriminatory acts by the non-native residents of the park as they watch First Nations people utilize their ATVs in the backcountry during banned seasons, but are not allowed to do so themselves. This obviously affects the stability of social relationships between the native and non-native community members in the park. White hunters have developed a lateral violence (Charleson-Touchie, 2017) mentality of - “if I can’t use my quad to hunt on the back-country trails then neither should he”. 

This disruption in the previously civil native/non-native social system finally reached a critical threshold and created a chaotic state when some white hunters got into a verbal confrontation with native hunters in the backcountry. The Subjective Dimension boundaries such as cultural values, beliefs, fears, aspirations, etcetera, of the Social Well-Being triangle (Armitage, Bene, Charles, Johnson, & Allison, 2012) created a cultural clash when these thresholds created an unequal state between park users.

A Renewal phase of Holling’s (1986) cycle is now needed to re-stabilize both the ecological and social relationships of this panarchy, and provide resilience for Moose Mountain Provincial Park.

 References

Armitage, D., C. Bene, A. Charles, D. Johnson & E. Allison. (2012). The interplay of well-being and resilience in applying a social-ecological perspective. Ecology and Society, 17(4), 15.

Berkes, F. and Ross, H. (2016). Panarchy and community resilience: Sustainability science and policy implications. Environmental Science and Policy, 61, 185-193.

Charleson-Touchie. (2017). Intergenerational trauma [PowerPoint Presentation], [Personal Communication].

Holling, C. S. (1986). Chapter 10: The resilience of terrestrial ecosystems: local surprise and global change. In Clark, W. C. & Mann, R. E. (eds.), Sustainable development of the biosphere (pp.292-317). Cambridge, UK: Cambridge University Press.

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The Value of Moments

Steve jobs said that “Life is about creating and living experiences that are worth sharing.” The last 21 days was an invaluable testimony to this quote. Just a few short weeks ago, 19 strangers (and two professors) came together, united by one small piece of paper – an acceptance letter.

I’m certain we all wrestled with our own insecurities and trepidations prior to arriving on campus. I assume we all struggled with personal fears of inadequacy and wonder in regards to the possibility of not fitting in. If my cohort was experiencing any emotions similar to mine, they would have been down-right terrified.

I was wrong.

My qualms about fitting in were immediately obliterated by the outstanding characters of my peers. I felt welcomed, even celebrated. Of course we all have weaknesses. However, I found my class’ ability to highlight strengths and promote diversity among experiences, second-to-none. They were genuinely interested in me as a person, and in each other.

We soon got to know all of the personalities, learning styles, senses of humour, and so on. I am very surprised at how close our group came together in three short weeks. We spent time together in class, on the trails, at the lake, and even the occasional pub or two (or three). I think I speak on behalf of my cohort when I say it was extremely refreshing to be around open-minded, enthusiastic, and positive people. Their energy was contagious.

In the last couple days of our Environmental Communications class we talked about self-care and helping others. We took part in a ‘Reciprocity Ring’ exercise that became emotional. The premise of the activity was to make individual ‘wants’ (wishes – big or small), and then respond to the desires of others. People wrote down ‘big’ items, “I want $17,500 for tuition” as well as ‘small’ requests, “I want a beer.” The reaction to people’s needs was overwhelming. There was contact information shared, options offered, solutions-type brainstorming happening, and others I’m sure. The appreciative inquiry that took place was profound. It is quite magical to witness people deeply caring about each other. It is honourable to see the selflessness and compassion in others. There is something special about people going out of their way to help others.

There are no written rules about when to hug someone (or display any type of reassuring physical contact for that matter). Yet a lot of us over the past few days have been hugging and high-fiving our peers and encouraging them to keep sharing their knowledge and ideas.

I don’t think you can put a tuition-price on the value of moments like that.

Through our conversations, projects, and activities, we bonded. We encouraged risk-taking and created a safe space for sharing. Our transparency and vulnerability was respected and appreciated. I think that’s what environmental education is all about. The collaboration and communication skills that we developed over the past few weeks is priceless. We learned some very intriguing theories, models, and philosophies from our knowledgeable teachers. We were confused together, overwhelmed together, and proud of our accomplishments together. I think it’s going to be extremely difficult to articulate this experience to family and friends back home.

I know that the next chapter, the online courses, will be challenging. I know that I will be able to call on any member of this cohort for support.  Yet I am saddened, I must admit, that I won’t get to see these amazing people for another year. I hope that we will stay in touch and continue celebrating our successes (and venting our frustrations). I know that my social networking connections have sky-rocketed and I hope to be able to utilize their wealth of knowledge for a long time to come. I’m so grateful for this experience of personal and professional growth; thanks everyone!

Photo credit: Elin Kelsey

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Nature Kindergarten - An Emergent Curriculum

Today in our Environmental Communications class we experienced a very special presentation. Dr. Enid Elliot came and spoke to us about the Nature Kindergarten program that she was instrumental in establishing. She explained all of the logistical components of the program such as years of implementation (this September will be the 5th year), barriers and safety concerns, class sizes (approximately 22), daily routines, and much more. For me however, the most fascinating part of her presentation was the discussion around pedagogy and an emergent curriculum.

Enid enlightened us about the goals of an emergent curriculum. She stated that their daily schedule is less structured than a traditional classroom approach to teaching and learning. She spoke about taking advantage of teachable moments and scaffolding on what the children discover out in the forest (as opposed to telling them what they should be discovering). She explained that the teacher and students build a trusting relationship in a space that fosters creativity and imagination. She spoke to the interdisciplinary and multisensory benefits of hosting class outside. It was interesting to hear her stories about how the children cooperated and took care of each other at their selected sites.  She stressed the importance of developing life skills such as critical thinking, curiosity, risk-management, and the ability to monitor themselves. One of my favourite quotes (in regards to some of my peers’ questions about the children’s ability to cope in a forest environment) that she said was “If we treat children as competent, they are.” I loved this statement because she is highlighting the importance of giving students responsibility and accountability not just for their actions, but for their learning.

I enjoyed hearing her talk about encouraging children to take risks and manage their own safety: “Most children will only do what they can do.” Enid had many stories to share about probing students’ imaginations with open-ended questions such as, “Is water alive?” She also shared with us a few videos of the children’s interactions in the forest and it was really quite magical.

As inspired as I was by Enid’s presentation, I also felt deflated at the same time. I started thinking about my past experiences attempting to take school-aged children outside for lessons and field-trips and it was, for lack of a better term, a nightmare. I am so excited that Enid’s program has really taken off and been fully supported. However, the recollections of my own experiences were very different.

In my first year teaching, I launched an outdoor education program at my school (something that had never been done before). I had doors slammed in my face constantly: “What are the liability issues? Do you have parent consent forms? How are you going to get there (our school didn’t have a van)? Are you certified in Wilderness First Aid? Are you a certified canoe instructor? Are you a lifegurard? Do you have a safety plan/ambulance route completed? Do you have permission from administration? Are the curriculum objectives outlined in a letter to administration? What equipment will you need to supply those that don’t have any? Are you supplying lunch? What time will you be back? You know you can’t interfere with their other classes right? Who will cover your supervision duties? Do you have at least one male and one female parent chaperone?”

The list goes on and on.

I recall being so full of enthusiasm and energy at the beginning of my first year teaching – not so much in my second year.  I had so many bureaucratic hoops to jump through; it was exhausting. I was so frustrated that my admin and school division weren’t trying everything in their power to make my desired outdoor lessons a reality. I could not possibly understand why they weren’t on board and more supportive. Later, I realized that it came down to two things: liability and money. It became easier for me to just keep kids inside the box of their confined classrooms. I’m not proud of this attitude but for those that are possibly judging my conformity I say . . . try it. Try teaching in a rural school with minimal-to-no available funds, a lack of equipment, a lack of access to ‘nature’ while being a teacher that isn’t specialized with all the required outdoor certifications.

It’s not easy. It takes a tremendous amount of imagination, preparation, and energy to provide learning experiences that are unique and out-of-the-box. I am pleased that so much of the communications class is very solutions-oriented because it’s renewing my inspiration to try and get kids outside even more. I understand that where there’s a will, there’s a way. I know that I need to continue to try and advocate for children to get outside more, and become exposed to experiences that will enrich their education. Consequently, I’m beginning to formulate the idea of taking on a topic like this for my thesis research – how can one effectively plan and implement valuable environmental experiences into the educations of rural, low-funded, low-populated community schools?

I am extremely grateful for Enid’s presentation today and I am so happy that the students here at Sooke are living this dream. I really wish I had an opportunity like this when I was their age. I especially wish that all the students in my home province had access to these types of programs too.  These students do not realize how lucky they are!

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                                                   Nature Rx

     This week’s focus highlights the importance of communicating the value of time spent in nature. I can attest to the validity of this topic as I regularly “use” nature to alleviate stress, clear my mind, and become grounded. For me, nature has always been a source of therapy. I have my favourite places that I go when I need to recharge. There are many health studies that articulate the benefits of incorporating nature into one’s daily routine. Conversely, there are various articles that emphasize the dangers and effects of insufficient nature-exposure.  

     Louise Chawla’s Benefits of Nature Contact for Children (2015) explains Aristotle’s notion of “eudaimonia” which also means ‘happiness’ or ‘human flourishing’ (p. 434). Upon reading this article I could not help but ask myself, “What does true happiness look like? How can humans truly flourish?” After much consideration and brainstorming, I was able to curate a personal list of criteria for (what I think is necessary in order to have) a truly happy life:

• Freedom from disease and suffering • Ability to love and be loved • Right to free education and equal opportunity • Ability to adequately provide for one’s family • Freedom of choice

     Upon completing my wish-list for a happy life, I was surprised that nowhere did I mention any aspect of the natural environment (especially since this is an area that I am passionate about). I wondered why nature appreciation, preservation, and promotion was not a high priority on my list. Have I overlooked nature as being a vital component of my life? Do others belittle the role of nature in their lives as well? I was troubled as I deduced the possibility that a large percentage of people may not consider quality time spent in nature as an important factor in their everyday lives.  

     In Richard Louv’s book, Last Child in the Woods (2005) he constructs the phrase “nature deficit disorder” to explain the challenges and consequences of children’s lack of exposure to environmental play. He discusses the importance of allowing youth to experience unstructured, wondrous playtime in their natural environment in order to promote their overall health and wellbeing. The University of Minnesota’s Center for Spirituality and Healing speaks to Louv’s message:

     Being in nature, or even viewing scenes of nature, reduces anger, fear, and       stress and increases pleasant feelings. Exposure to nature not only makes         you feel better emotionally, it contributes to your physical wellbeing, reducing       blood pressure, heart rate, muscle tension, and the production of stress               hormones. It may even reduce mortality, according to scientists such as public     health researchers Stamatakis and Mitchell.

     The attached commercial is a light-hearted platform to advertise the positive effects of spending quality time in nature. It plays on stereotypical western medicine’s promotional jargon when it advocates that “nature is recommended for humans of all ages.” It speaks to the inevitable stressors of daily challenges when it implies that nature can assist with the “crippling symptoms of modern life,” perhaps even preventing “murderous rage.” 

      Although the commercial is amusing and humorous, the message is meaningful and provocative. It is an unfortunate reality that the individuals that created this video felt the need to have to encourage people to try and “use” nature as they would prescription medication. This commercial accentuates the fact that people have become disconnected from their natural environment and are generally looking for “quick fix” solutions to their ailments. The inspiration behind this commercial is to motivate people to reconnect with nature in order to ensure their continued physical, mental, emotional, and spiritual well-being.

Note: When viewing this commercial, please use discretion as side effects “may include being in a good mood for no apparent reason.”

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Today in our Environmental Communications class we engaged in dialogue around inter-species communication and ‘giving voice to those from the “more than human” world.’ We discussed the importance of humility, respect and awareness for those that have no say in the decisions that are made on this planet. We talked about some of the issues regarding language barriers and speciesism that results in superior-minded attitudes. These attitudes create a hierarchy that is very heavily weighted in favour of privileged human animals. We also conversed about the idea of animals as “beings” and whether or not they should have rights equal to that of a human (an inevitably controversial topic of course).  

These conversations reminded me of one of my favourite short videos entitled “Evolution and Pollution.” In a very eye-opening fashion, this video encapsulates some people’s attitudes of superiority over nature, resources, and the environment. This video is a satire depicting how human-nature relationships have evolved over time and the liberties that humans have imposed over the environment. It also illustrates the predicted, pending consequences of the anthropocene and the sixth mass extinction.  To quote one of the readings from The New York Times, ‘I thought to myself, well if I’m interested in social justice, I can’t imagine beings who are being more brutalized than non human animals” (Link: http://www.nytimes.com/2014/04/27/magazine/the-rights-of-man-and-beast.html?_r=1). I think this quote is impactful not just for animals but also for trees, water, and other non-renewable resources. 

It is important to be mindful of the interrelatedness and interconnectedness of plants, animals, and humans to be aware that each relies on the others. The videos ‘How Whales Change Climate’ {https://www.youtube.com/watch?v=M18HxXve3CM} and ‘Do Trees Communicate’ {https://www.youtube.com/watch?v=iSGPNm3bFmQ} really emphasizes this point. We are all connected and it’s important to remember that “when I {nature} falter, you falter” (Julia Roberts as Mother Nature in Nature is Speaking: https://www.youtube.com/watch?v=WmVLcj-XKnM ). 

Although this satire is executed from a predominantly doom-and-gloom perspective, I think it can provide a powerful learning tool on which to build our constructive, solutions-based methodologies. It is a good awareness-clip that we can view to help move forward and re-orient our current practices in the hopes of building a more sustainable planet (before the aliens come in and drag us from our thrones...).  

[shelbyadamssk]

Environmental Leaders (a poem for my cohort)

If I could change the world

To care and dream like me

It’d be a better place, no?

Is it possible, could it be?

 If I could make all see it,

The beauty of this place

Inspire hope and purpose

To combat fear and race

 Could I summon courage

To lead, to help, to try

Put fear and uncertainty in its place

Stare oppression in the eye

 If I could reach all others

To learn how they learn best

Perhaps ignite a movement

A common force to rest

 Upon tired, weary shoulders

That carry all the weight

Disseminating information

Statistics far too late

 To heed all of the warnings

A dangerous tale foretold

To keep living in the present

A status quo grows old

 It’s time for resolution

For questioning, for change

For voicing one’s opinion,

Despite the cynics’ range

 All of the people listen

But surely not all hear

For if there was compassion,

Justice would thrive here

 Bring forth all of your worldviews

Your morals and beliefs

Come rest your mighty judgements

At the mercy of mankind’s feet

 Cast aside your motives

Your doubts and your despair

We are environmental leaders

We live, we hope, we care

[shelbyadamssk]

Saskatchewan’s Turn for the Blame Game

Today in our EECO 503 class we discussed, debated, and dissected the devastating outcome(s) of the horrific wildfires that plagued Fort Mac, Alberta this past May. Some of our conversations were primarily tailored around critical thinking questions such as:  Who shared responsibility and blame? What was the resulting characterization of nature? Which stories were silenced (and why)? What kind of communication was most-needed during this time of crisis? And last but certainly not least, how did this affect me?

Through our dialogue we sorted out our perceptions, our knowledge (or the knowledge that was constructed for us via the media), and our emotions. We came to an agreement that it was an extremely complex tragedy that carried with it many levels of local, national, and global implications which brought about discussion around politics, climate change, and social justice. 

And now it’s Saskatchewan’s turn. As you can see in the above article, Saskatchewan is currently dealing with the ramifications of a massive oil spill in one of it’s major rivers. As a permanent resident of Saskatchewan I am obviously personally invested in the effects of this environmental nightmare. I find myself asking similar questions to the Fort Mac disaster. How could this happen? Who is responsible? What parts of the story are we not being exposed to? And of course . . . where do we go from here? 

I do not have concrete answers to any of these questions. 

It is occurring to me that these types of unfortunate events are not isolated; people from many areas are being affected by these catastrophes in a multitude of ways. People are requiring immediate support whether that be evacuation assistance, medical care, a plan for relocation or emigration, financial aid - the list goes on and on. Inevitably, each calamity unveils a villain. Someone, some industry, or some ‘thing’ is needed to scapegoat all of the consequential pain and suffering upon (a journalist’s dream perhaps). The usual suspects of course are oil (resource) extraction and climate change. 

The effects of these horrific events leave politicians quickly busying themselves with formulating plans to address the public, brainstorming ideas to rebuild communities, and attempting to heal a country that has been broken. After awhile when the initial shock of the magnitude of the crisis slows, the ashes settle, and the oil is finally diluted from the rivers, questions begin to linger on the minds of troubled, concerned, citizens. Is there an overarching, emergent theme present? Is there an elephant in the room that no one wants to talk about? Will bringing up an anthropocentric conversation result in hisses of derision and denial? For some, most likely. For others though, perhaps a sense of awakening and realization that human impact is having a far-reaching effect on Earth’s systems, important conversations for solutions-based strategies just might begin to emerge. I think if people stopped pointing fingers and blaming others and looked into the root-causes of some of the greatest environmental hardships we’ve had to, as a country, face in the last 10 years . . . we might start to challenge the status quo and rethink our own actions and prejudices for the betterment of the collective whole.         

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Framing Change

When you see a snapshot of an event, challenge, issue, or topic . . . what do you see? What influences your viewpoint? What assumptions and biases do you carry with you?

 These are all questions I have never had to address - before today. Today I was challenged to think about my opinions of environmental challenges and solutions, and understand why I feel the way I do. It wasn’t easy. 

While reading some material around the idea of framing environmental communications from a solution-based perspective, I came across a simple yet profound idea that really resonated with me. Milstein (2012) stated that “what we say is what we see” and “what we see shapes how we behave.” This is so true. If all we ever see are doom-and-gloom-type mass messages regarding environmental issues, we develop attitudes of helplessness, hopelessness, and fear. If we see images that are disturbing to us, that frighten us and intimidate us, are we likely to act with fearlessness and bravery? Maybe for some, definitely  not for others. In our open space-time today we discussed the idea that people are more apt to act if they feel connected to an issue, if they feel important, empowered - potentially even heroic. We discussed the success rate (or lack thereof) of scare tactics and authoritarian style methods of reaching people; these just don’t seem to be effective. Conversely, when people feel empowered and hopeful that they are having a positive impact they are much more likely to give of themselves and sacrifice their time and resources for the betterment of the collective whole.

Is there one quick-fix or solution? Absolutely not. But that’s the beauty of personal growth and discovery - the decision to change is always a different journey that affects individuals uniquely. The importance of intrinsic motivation to help people make positive choices is critical to the success of any beneficial mass movement - social, political, or otherwise. An important question according to The Frameworks Institute is “how do you get people to think about issues and how do you make them want to solve them?” 

That’s a million dollar question. 

I think the key is to understand that everyone brings a unique set of beliefs, assumptions, and experiences to all types of challenges, and how they respond to those challenges will also be unique. You can’t fault people for ‘not knowing what they don’t know. You can’t hold a person entirely responsible for the stereotypes and prejudices they carry because if it’s all they’ve ever been exposed to . . . how could they possible think any differently? I believe education and enlightenment is a crucial combative to fight such ignorances and attitudes. I’m not making excuses for discriminatory behaviours, acts of terrorism, and/or wreckless/environmentally destructive actions - everyone has choices to make and consequences to live with. But I think people would make wiser choices if they were exposed to truth and knowledge in a meaningful way.   

In closing I’d like to share a poem that as a high school teacher really resonated with me that I think is extremely applicable to the discussions and readings we had today. I think it would also be appropriate to substitute the word ‘children’ with “adults’, ‘countries’, ‘ethnicities’, ‘cultures’ etc. It’s called “Children Learn What They Live” by Dorothy Law Nolte:

If children live with criticism, they learn to condemn. If children live with hostility, they learn to fight. If children live with fear, they learn to be apprehensive. If children live with pity, they learn to feel sorry for themselves. If children live with ridicule, they learn to feel shy. If children live with jealousy, they learn to feel envy. If children live with shame, they learn to feel guilty. If children live with encouragement, they learn confidence. If children live with tolerance, they learn patience. If children live with praise, they learn appreciation. If children live with acceptance, they learn to love. If children live with approval, they learn to like themselves. If children live with recognition, they learn it is good to have a goal. If children live with sharing, they learn generosity. If children live with honesty, they learn truthfulness. If children live with fairness, they learn justice. If children live with kindness and consideration, they learn respect. If children live with security, they learn to have faith in themselves and in those about them. If children live with friendliness, they learn the world is a nice place in which to live.

Retrieved from: http://www.empowermentresources.com/info2/childrenlearn-long_version.html

[shelbyadamssk]

Students of Legacy

Last night (Sunday, July 24th 2016) was an intense night for me; my emotions were running wild. I was experiencing everything from excitement, anxiousness, nervousness, fear, ambition, and everything in between. You see, it was the night before my first day of residency here at Royal Roads for the Environmental Education & Communication Masters’ program. I think the magnitude of this new journey that I am about to embark on really hit me hard. I realized that from this point forward, everything is going to be different. Not only is the physical geography of Royal Roads and Victoria unique to my previous experiences, but I’m sure that the progressive teachings this modernly innovative program will provide me will be unlike any other I have experienced thus far. I know that I will leave this place a different person. I know that the experiences I will be immersed in will change me most definitely for the better. 

Today was my first day of the MAEEC program and a memorable one at that. My EECO500 professor - Mitch Thomashow, stated an interesting point that I’d like to share. He asked us to think about the fact that there are billions of people on this planet yet we, the 2016 cohort, are a part of only a handful of people that are, or ever will be, taking this program. This statement made me feel incredibly small but it also distilled a humbling sense of responsibility and accountability within me. He explained to us that we are a part this legacy. A legacy for innovative change and forward thinking. We are stewards for hope and positive change. I feel motivated and challenged to accept this task head-on, I feel ready. He also expressed that his belief for a recipe to a satisfying life is to be of service to others - to help others. He explained that if you can “turn people on to the joy of being alive”, you will feel a sense of accomplishment and personal pride. These statements really resonated with me because I am a helper, I have always had a helper-type personality and I feel the best about myself when I am making a difference to others. I feel extremely energized to be among people that share my passions and desires to make things better. It’s very refreshing to be around people that want to have a positive impact on the places that mean the most to them, just as I want to be a force for progressive change in the place that I love the most.  We discussed the importance of being self aware and connected to a sense of place - whatever or wherever that place may be. It is interesting that although we all come from uniquely different backgrounds and experiences, we all share a common dream to incorporate our strong morals, beliefs, and ethics, into forward action to ultimately benefit others. I am excited for us to give of ourselves and ultimately contribute to our communities in a constructive and passionate way. We are students of legacy, let’s enjoy the ride!