|
HOME
LOGO
MISSION
RESEARCH
LINKS
NEWS
TOOLS
LETTERS
DOWNLOADS
ARCHIVE
CALL FOR PAPERS
FREE SUBSCRIPTION
SELECTED
EDUCATION
RESOURCES
FOR
SUSTAINABLE
DEVELOPMENT
(click on the
images for
more info)
EARTH
CHARTER
EARTH
CHARTER
ESD
MILLENNIUM
DEVELOPMENT
GOALS
MAP OF
HUMAN
KNOWLEDGE
INTERNET ARCHIVE
UNITED NATIONS
UNESCO ESD
UNESCO ESD
GOOD PRACTICES
UNU IAS ESD
UNU GEIC ESD
GENDER
EQUALITY
TWO WINGS
OF A BIRD
SIENA
VIRTUAL
COLLEGE
UNICEF's
PHOTOS OF
THE YEAR
SOCIO-
ECONOMIC
DEMOCRACY
GLOBAL
CITIZENSHIP
MEDIA
GLOBAL
GLOBAL
FOOTPRINT
WORLD
ENV ORG
BIBLE
GATEWAY
QURAN
GATEWAY
SEXUAL
VIOLENCE
RESEARCH
BIODIVERSITY RESEARCH
ECOLOGICAL
INTERNET
FACING THE
FUTURE
EDUCATION
RESOURCES
WEBQUEST
EDUCATION
RESOURCES
EARTH INSTITUTE
ESD TOOLKIT
GEOGRAPHY
OF HUNGER
DIVINE
COMMUNION
WORLD
COUNCIL OF
CHRISTIAN
CHURCHES
ISLAM
JUDAISM
BAHÁ'Í
GIRARDIAN
BIBLICAL
REFLECTIONS
RELIGIOUS TOLERANCE
BCCA IEF ESD
IISD ESD
GDAE ESD
INTUTE
WCESD
APRIL 2009
UNDP
HUMAN DEVELOPMENT
UNDP
HDR 2009
WORLD BANK
GCAP
ISER
IFPRI
DEV ORGS
IICD
OECD
ELDIS
GSDRC
PEP NET
DEMOGRAPHIC
RESEARCH
WORLD
GOVERNMENTS
WORLD
UNIVERSITIES
GLOBAL
NONKILLING
WORLD
NEWSPAPERS
PLANET 2025
SHAPING
TOMORROW
WORLD
FUTURES
LITTLE EARTH SHOW
PAINT
FOR THE
PLANET
UNION OF
CONCERNED
SCIENTISTS
NEW
CIVILIZATION
NETWORK
DAMIETTA
PEACE
INITIATIVE
SLUM DWELLERS
INTERNATIONAL
INTEGRAL
ECOLOGY
CENTER
MICAH CHALLENGE
GRIST MAGAZINE
PUBLIC POLICY RESEARCH
LEARNING FOR A SUSTAINABLE LIVING
PLANET GREEN
GLOBAL
GOVERNANCE
LONDON SCHOOL OF ECONOMICS
INTEGRAL
INSTITUTE
DEVELOPMENT
CROSSING
WORLD DIGITAL LIBRARY
OXFORD
OPHI
USP ESD
LANGUAGE
OF THE HEART
|
|
Education for Sustainable Development - Part 2
SUMMARY
|
This issue is Part 2 of the current SSNV series on Education for Sustainable Development (ESD). It provides a report on Version 0 of the SSNV/ESD consultation (Part 1 - April 2009) and the preparation of Version 1 of the consultation (May 2009). It is gratifying to report that, as of April 20th, 65 persons had taken time to enter their answers to the questionnaire. The survey instrument has been redesigned and rewritten in response to feedback received. However, some useful "lessons learned" can be reported based on the Version 0 exercise:
At the risk of oversimplification, the following is a summary of "lessons learned" in Version 0 of the ESD consultation:
Confirmation that sustainable development is the only feasible way forward for humanity
Confirmation that education for sustainable development is the most urgent priority
Confirmation that the each of the UNESCO areas for ESD is highly relevant
Confirmation that sustainable development is more than just a matter of balancing material resource flows
Confirmation that sustainable ***human development*** is the core of sustainable development
Finding that ESD is rarely perceived to require a shift from traditional education to "learn by doing"
Finding that SD is mostly perceived as a collective problem beyond the reach of individual initiatives
Feedback to the effect that the survey questionnaire is too long and takes over an hour to complete
Feedback to the effect that the language of the survey questionnaire needs careful editing to minimize bias
Feedback to the effect that the survey questionnaire needs improvement to maximize coverage of all issues
The eight areas identified by
UNESCO as top priorities were discussed in Section 1 of the April issue:
All the questions and answers for each of these 8 educational priorities can be viewed in the V0 online consultation spreadsheet. A summary report that includes review and qualitative analysis of the answers is available online. All the participants will receive a separate notice with links to these results.
This issue is mainly concerned with Version 1 of the consultation form. Version 1 is a revised version of Version 0, and still considered a test version. Hopefully, Version 2 will be judged to be good enough to wider dissemination. It would be great if those who participated in the V0 test can also participate in the V1 test. In addition, it is hoped that many more subscribers will participate in the Version 1 test. Again there are 40 questions (5 for each of the 8 UNESCO categories) and it takes about one hour. These are the links for Version 1:
The Version 1 questionnaire retains Paulo Freire's educational philosophy (iterative questions and answers pursuant to "learning by doing"), but it further structured in terms of Ken Wilber's AQAL (All Quadrants, All Levels) model in order to ensure coverage of all possible perspectives in ESD. The AQAL model includes four quadrants:
ULQ = Upper Left Quadrant - Consciousness - "What I experience"
URQ = Upper Right Quadrant - Behavior - "What I do"
LRQ = Lower Right Quadrant - Systems - "What we do"
LLQ = Lower Left Quadrant - Culture - "What we experience"
|
Please write to this email address if you have any questions, suggestions, or problems using this form.
In brief, this issue includes the following:
In sections 1 and 2, a report on the ESD consultation preliminary test (V0)
In section 3, a reconsideration of Paulo Freire's educational framework
In section 4, a description of Ken Wilber's integral framework
In section 5, a redesigned Freire-Wilber framework for ESD
In section 6, a summary of the redesigned ESD consultation
In section 7, a comparison of the V0 and V1 consultation forms
In section 8, a plan for stepwise refinement of the survey
In section 9, some suggestions for prayer, study, and action
In pages 2 and 3, two short but very insightful research articles:
- Eliminating Gender Inequalities Reduces Poverty. How?, by Joana Costa and Elydia Silva, UNDP IPC-IG,
Brasilia, Brazil, November 2008
- To Pray Like A man, by Joseph Gelfer,
School of Political and Social Inquiry, Monash University, Melbourne, Australia. March 2009
|
| |
|
TABLE OF CONTENTS
INVITED PAPERS
| |
1. ESD Consultation Preliminary Test (Version 0)
As of 21 April 2009, 61 persons had completed the online consultation form. The computer counted 66, but we found 61 records, so the analysis is based on 61. The Google tool we are using is a bit clunky, but it is free -- a very powerful feature. There was a significant amount of feedback about this form, most of it to the effect that it needs a lot of work to improve coverage and reduce bias. Some of the comments received were very extensive and very professional. So there is interest out there in doing collaborative work pursuant to better ESD theories and practices.
If you go to Google News and enter "earth day 2009," you get hundreds of articles and reports about Earth Day activities around the world. So the general public is being saturated with news about the urgency of the situation, and the avalanche of news are research reports has increased steadily since Rachel Carson published Silent Spring back in the early 1960s. And yet we have a long way to go before a critical mass of the global population (or even the population in the First World) have reached the point at which awareness leads to actions that are politically viable. Such is the power of inertia!
As we improve the quality of the consultation form, more people will participate. The consultation process is both a way to test for awareness and a way to reinforce and hopefully increase awareness. In this regard, it is of some interest to see what kinds of people are taking time to enter their answers and submit the form. The following histogram makes this clear, at least for the initial 61 participants:
|
Histogram for #s
|
Figure 1. Participation by Role in Sustainable Development
People could select more than one role, so the numbers add up to
more than 61 and the percentages add up to more than 100%.
In brief, most of the participants are in the categories of researchers and educators. Then we had some planners, evaluators, volunteers, and consultants. Very few executives and government officials participated in this preliminary test. But this is by no means based on a large randomized sample, so it will be interesting to see how the histogram changes as the project unfolds.
2. Analysis of Preliminary Test Results
Given the many deficiencies in the Version 0 Test Form, the main goal for this issue is to offer an improved Version 1 Test Form. However, the analysis of the preliminary results gathered in Version 0 have been useful in the preparation of Version 1. The analysis has included both analysis of the questions and analysis of the answers.
The analysis of the questions is based on textual feedback received via the test form and letters to the editor. The analysis of the answers is based on tallies of choices made by the participants. The automated "summary report" generated by the Google Documents tool includes histograms of the frequency distributions of answers for each question, and including it here would make this web page too long. So it was decided to make it available as a separate web page (annex 1 to page 1). This annex includes the question statements, the histograms of answers, and a brief Pareto analysis of the histogram.
Analysis of the Questions
Most of the feedback was about two key issues:
- Inadequate coverage of all issues related to sustainable development. Specifically, see the
online summary report, analysis of answers to questions 2, 7, 12, 17, 22, 27, 32, 37, and 39.
- Need to ensure that bias is removed from the statement of the questions. Specifically, see the
online summary report, analysis of answers to questions 5, 15, and 30.
Analysis of the Answers
The Pareto principle, also known as the "80-20" rule, basically states that there are many situations in which 80% of the problems or issues are induced by 20% of the obstacles, or set of possible root causes. Conversely, 80% of the benefits derive from 20% of the set of possible corrective actions. It is a rule-of-thumb that must be used with care, but is often useful to rank possible courses of action so as to get the biggest "bang for the buck." This is just an initial attempt to start the process of isolating the most difficult obstacles to sustainable development and the most effective catalysts for sustainable development.
Combined Analysis of Questions and Answers
The following is a summary of "lessons learned" during the V0 test exercise:
Confirmation that sustainable development is the only feasible way forward for humanity
Confirmation that education for sustainable development is the most urgent priority
Confirmation that the each of the UNESCO areas for ESD is highly relevant
Confirmation that sustainable development is more than just a matter of balancing material resource flows
Confirmation that sustainable ***human development*** is the core of sustainable development
Finding that ESD is rarely perceived to require a shift from traditional education to "learn by doing"
Finding that SD is mostly perceived as a collective problem beyond the reach of individual initiatives
Feedback to the effect that the survey questionnaire is too long and takes over an hour to complete
Feedback to the effect that the language of the survey questionnaire needs careful editing to minimize bias
Feedback to the effect that the survey questionnaire needs improvement to maximize coverage of all issues
The two highlighted "findings" may be significant, as they are both indicative of excessive (?) reliance on the reformation of collective systems and institutions. But these are very tentative. They may not be valid due to insufficient coverage and biased language in the Version 0 questionnaire. Let's keep them in mind for subsequent iterations of questions and answers. It may take several iterations to converge on a "validated" consultation instrument.
3. Paulo Freire's Educational Framework
The suitability of Paulo Freire's educational framework for sustainable development, and specifically for the UNESCO ESD program, was established in Section 1 of the April issue. Basically, Freire's approach entails an iterative succession of questions and answers between teachers and students, with teachers always allowing students to identify (via questions) the answers they want to elicit from the teachers. The key concept is that the students know what they need to learn in order to escape the cycle of poverty and oppression. Thus the teachers' mission becomes one of answering the students' questions while, at the same time, enabling them to ask better questions as their education unfolds from cradle to grave.
Most educational systems in the world do not follow this wise pattern. The teachers decide what the students need to learn, and this remains the modus operandi even in adult education. The students are always the passive recipients of the established "wisdom," including the established prejudices and misconceptions. Most often, the established "wisdom" is defined by the elites, and the elites have a vested interest in keeping poor people where they belong, i.e., in the "favelas" and other similar "neighborhoods" where they can indulge in sex and beer without ever thinking about monstrous concepts such as social justice and environmental justice, let alone distributive justice. Thus Freire's educational paradigm is aptly called the "pedagogy of the oppressed."
But while Freire's method protects against bias, it does not ensure full coverage of all the issues that should be translated into questions. Thankfully, it can be implemented in many ways ranging from unstructured iterations of questions and answers to more structured guidance to ensure that each iteration of questions and answers covers all the dimensions of human life that are relevant in a given educational program. The students always remain the questioning subjects. But both the students and the teachers can benefit by producing sets of questions (and eliciting sets of answers) that cover (over time) all the pertinent human issues and learning needs. Ken Wilber's "integral theory" can be helpful for this purpose, and therefore could be useful to improve the "coverage" of the SSNV-ESD consultation questionnaire. This possibility is explored in the next section.
4. Ken Wilber's Integral Framework
Ken Wilber, of the Integral Institute, has developed an Integral Theory that helps with the issue of coverage. A basic reference is Ken Wilber's Introduction to Integral Theory and Practice, Integral Institute, 2004. Wikipedia has good tutorial articles on Integral Theory and the Integral Institute.
Coverage is not only a matter of taking into account an (almost never complete) list of issues. When the issues are complex, any given issue may have to analyzed form many different perspectives. Some of these perspectives are disciplinary, e.g., the anthropological perspective, the economic perspective, the ecological perspective, etc. Even within each discipline, it may be necessary to analyze any given issue at multiple subjective levels (the personal conscience of each individual and the collective unconscious of local communities, national communities, regional communities, the global community) as well as multiple objective levels (the observable behavior of individuals, groups, and communities, and the complex behavior patterns of complex physical, living, human, and social systems).
Wilber proposes a model with four quadrants:
Upper-Left
Quadrant
(ULQ)
"I"
Interior-Individual
Intentional
e.g. Freud,
Jung
|
Upper-Right
Quadrant
(URQ)
"It"
Exterior-Individual
Behavioral
e.g. Skinner,
Girard
|
Lower-Left
Quadrant
(LLQ)
"We"
Interior-Collective
Cultural
e.g. Gadamer,
Pesch
|
Lower-Right
Quadrant
(LRQ)
"Its"
Exterior-Collective
Social
e.g. Marx,
Forrester
|
Figure 2. The AQAL (All Quadrants, All Levels) Integral Theory
Adapted from Ken Wilber, Wikipedia, 2009
Reference: Introduction to Integral Theory and Practice, Ken Wilber, Integral Institute, 2004.
Barrett Brown, also of the Integral Institute, building on Wilber's AQAL model, has developed a theory and practice guidelines for integral sustainable development. The basic references are:
- Theory and Practice of Integral Sustainable Development - Part 1: Quadrants and the Practitioner, Barrett Brown, Integral Institute, AQAL: Journal of Integral Theory and Practice, 1 (2), 2005, pp. 351-386.
- Theory and Practice of Integral Sustainable Development - Part 2: Values, Developmental Levels, and Natural Design, Barrett Brown, Integral Institute, AQAL: Journal of Integral Theory and Practice, 1 (2), 2005, pp. 368-448.
- The Four Worlds of Sustainability: Drawing Upon Four Universal Perspectives to Support Sustainability Initiatives, Barrett Brown, Integral Sustainability Center, Integral Institute, 2007.
Brown's AQAL model extended for integral sustainable development is as follows:
This model is fully explained in the Brown reports listed above. Another useful reference is Integral Sustainability 101, Barrett Brown, Integral Institute, 2004.
A diligent study of these publications is highly recommended.
5. A Freire-Wilber ESD Framework
In this section we attempt to integrate Freire's educational method, Wilber's integral theory, and UNESCO's eight key areas of education for sustainable development. This is the expanded concept:
- Freire's method of iterative questions and answers remains as the intrinsic educational philosophy. This means that the iterative succession of questions and answers is always open to adaptation and is never constrained by elitist agendas.
- Wilber's AQAL model is used to improve coverage of all pertinent issues in the consultation questionnaire. This means that the questionnaire must take into account the individual-interior, collective-interior, individual-exterior, and collective-exterior quadrants.
- Within each quadrant of the AQAL model, attention is focused in the eight areas prescribed by UNESCO. This means that there must be at least eight questions for each of the quadrants, one for each of UNESCO's key educational themes.
Consider the AQAL visualization of this concept as shown in Figure 4 and Figure 5:
Figure 4. Freire-Wilber Framework - Present
Figure 4 represents the current situation in which human communities (at all levels, in all places) must struggle with the consequences of individualism, violence, mismanagement of natural resources, and the culture of consumerism.
Figure 5. Freire-Wilber Framework - Future
Figure 5 represents a situation of solidarity and sustainability as might be reached in the future, after the right incentives have translated the common good so it becomes part of self-interest, the power of nonviolence prevails, there is harmony between humans and the human habitat, and the culture of consumerism has been translated into a culture of both social and environmental justice.
6. ESD Consultation Revised Test (Version 1)
The revised test questionnaire (Consultation Form Version 1) again has five questions for each of the eight UNESCO areas, for a total of 40 questions. For each UNESCO area, the first question remains unchanged and is a continuing reality check on the relevance of the eight areas. Thus for the first UNESCO area, "gender equality," the question is "What is the importance of gender equality for sustainable development? Select the level of importance in a 1-10 scale (1 is irrelevant, 10 is critical)." And so for the other seven UNESCO areas. As long as the ratings remain high for the eight areas, there is confidence that the relevancy of the eight areas is stable. If the ratings for one or more of the areas start decreasing over time, perhaps it is because things are changing and the definition of the areas should be reconsidered. During the sustainable development transition, nothing should be expected to remain constant for long.
For each of the eight UNESCO educational priority areas, the second, third, fourth and fifth questions will be stated from the perspective of the AQAL quadrants, one question for each quadrant. In other words, for each area:
- The 1st question will be a continuing check on the relevance of the area
- The 2nd question will cover issues from the perspective of the ULQ
- The 3rd question will cover issues from the perspective of the URQ
- The 4th question will cover issues from the perspective of the LRQ
- The 5th question will cover issues from the perspective of the LLQ
The ULQ, URQ, LRQ, and LLQ questions will be multiple choice and request the selection of the "best" answer. This should mitigate some of the ambiguities in the Pareto rankings. The questions must change if the definitions of the areas change, but the change must preserve the coverage of the four quadrants. Even if the UNESCO areas do not change, the questions can change to converge on the things that really matter to all the stakeholders, but in such a way that all four quadrants remain covered.
7. Comparison of the V0 and V1 Surveys
Successive monthly iterations of the survey will be versioned. It is important to track the questionnaire changes from version to version, as this is the only way to understand changes in the answers over space and time. To get started on this discipline, Figure 6 is a comparison of the questionnaire designs for V0 and V1:
Figure 6. ESD Consultation Forms, Version 0 and Version 1
Notation: Qs = Questions, As = Answers,
ULQ = Upper Left Quadrant (Individual Conscience),
URQ = Upper Right Quadrant (Individual Behavior),
LRQ = Lower Right Quadrant (Collective Systems),
LLQ = Lower Left Quadrant (Collective Culture).
|
In brief, Version 0 included five questions for each area, the area relevance rating question and four additional questions pertaining to the area. Version 1 also includes five questions for each area, but now that area relevance rating question is followed by four questions that pertain to the area and there is one question formulated from the perspective of each of the four quadrants in the AQAL model. The questions, revised per this new fact finding strategy, are listed in the following section.
8. Stepwise Refinement in Monthly Iterations
Survey Version 0 was a preliminary test. Survey Version 1 is a revised (and hopefully improved) test, but still a test. It is difficult to build a survey questionnaire for a consultation on something as complex as ESD. A good questionnaire must maximize coverage of all issues related to ESD. Furthermore, it should minimize biased questions that betray any hidden agendas. Perhaps we can get to something that holds water in Version 2. During the month of May, it will be appreciated if more subscribers find time to try the revised survey form (Version 1). The process of stepwise refinement in monthly (quarterly?) increments will continue until we converge on something that really holds water and can be distributed to a wider audience.
"We cannot create knowledge without acting. The focus of this action is (a) to transform the world, (b) to establish interdependent relationships with human beings, with the cosmos and with God" (Paulo Freire). Thus the Version 1 consultation form has eight sections (one for each of the UNESCO educational priorities), each section has 5 questions that assume (following Paulo Freire) that we are all students and teachers seeking to act for the common good and, in each section, the first question keeps testing the relevance of the UNESCO priorities and the other four questions cover the four quadrants in accordance with Ken Wilber's model. In list format, the structure of the form is as follows:
QUESTIONS ON EDUCATION FOR GENDER EQUALITY
- [RELEVANCE] What is the importance of gender equality for sustainable development?
Select the level of importance in a 1-10 scale (1 is irrelevant, 10 is critical).
- [ULQ] In your experience, what is the root cause of gender inequities?
Select the best answer:
- [URQ] What can you do to help overcome gender inequities?
Select the best answer:
- [LRQ] What institutional (systemic) reformations are required to overcome gender inequities?
Select the best answer:
- [LLQ] What cultural adaptations are required to overcome gender inequities?
Select the best answer:
QUESTIONS ON EDUCATION FOR HEALTH PROMOTION
- [RELEVANCE] What is the importance of health promotion for sustainable development?
Select the level of importance in a 1-10 scale (1 is irrelevant, 10 is critical).
- [ULQ] In your experience, what is the root cause for so many people suffering from poor health?
Select the best answer:
- [URQ] What can you do to help in the promotion of human health?
Select the best answer:
- [LRQ] What institutional (systemic) reformations are required to improve human health?
Select the best answer:
- [LLQ] What cultural adaptations are required to improve human health?
Select the best answer:
QUESTIONS ON EDUCATION FOR ENVIRONMENTAL STEWARDSHIP
- [RELEVANCE] What is the importance of environmental stewardship for sustainable development?
Select the level of importance in a 1-10 scale (1 is irrelevant, 10 is critical).
- [ULQ] In your experience, what is the root cause of environmental deterioration?
Select the best answer:
- [URQ] What can you do to foster environmental stewardship?
Select the best answer:
- [LRQ] What institutional (systemic) reformations are required to improve environmental management?
Select the best answer:
- [LLQ] What cultural adaptations are required for people to live in harmony with the human habitat?
Select the best answer:
QUESTIONS ON EDUCATION FOR RURAL DEVELOPMENT
- [RELEVANCE] What is the importance of rural development for overall sustainable development?
Select the level of importance in a 1-10 scale (1 is irrelevant, 10 is critical).
- [ULQ] In your experience, what is the root cause of rural underdevelopment?
Select the best answer:
- [URQ] What can you do to help promote rural development?
Select the best answer:
- [LRQ] What institutional (systemic) reformations are required to promote rural development?
Select the best answer:
- [LLQ] What cultural adaptations are required to foster rural development?
Select the best answer:
QUESTIONS ON EDUCATION ABOUT CULTURAL DIVERSITY
- [RELEVANCE] What is the importance of cultural diversity for sustainable development?
Select the level of importance in a 1-10 scale (1 is irrelevant, 10 is critical).
- [ULQ] In your experience, what is the root cause of resistance to cultural diversity?
Select the best answer:
- [URQ] What can you do to help overcome resistance to cultural diversity?
Select the best answer:
- [LRQ] What institutional (systemic) reformations are required to improve environmental management?
Select the best answer:
- [LLQ] What cultural adaptations are required to overcome resistance to cultural diversity?
Select the best answer:
QUESTIONS ON EDUCATION FOR PEACE AND HUMAN SECURITY
- [RELEVANCE] What is the importance of peace and human security for sustainable development?
Select the level of importance in a 1-10 scale (1 is irrelevant, 10 is critical).
- [ULQ] In your experience, what is the root cause of violence and the resulting human insecurity?
Select the best answer:
- [URQ] What can you do to help mitigate violence and improve human security?
Select the best answer:
- [LRQ] What institutional (systemic) reformations are required to mitigate violence and improve human security?
Select the best answer:
- [LLQ] What cultural adaptations are required to promote nonviolence and human security?
Select the best answer:
QUESTIONS ON EDUCATION FOR SUSTAINABLE URBANIZATION
- [RELEVANCE] What is the importance of urban growth for sustainable development?
Select the level of importance in a 1-10 scale (1 is irrelevant, 10 is critical).
- [ULQ] In your experience, what is the root cause of unsustainable urbanization?
Select the best answer:
- [URQ] What can you do to enhance the sustainability of urban areas?
Select the best answer:
- [LRQ] What institutional (systemic) reformations are required to foster sustainable urbanization?
Select the best answer:
- [LLQ] What cultural adaptations are required to make progress in sustainable urbanization?
Select the best answer:
QUESTIONS ON EDUCATION FOR SUSTAINABLE CONSUMPTION
- [RELEVANCE] What is the importance of moderating consumption rates for sustainable development?
Select the level of importance in a 1-10 scale (1 is irrelevant, 10 is critical).
- [ULQ] In your experience, what is the root cause of unsustainable consumption?
Select the best answer:
- [URQ] What can you do to help foster sustainable consumption?
Select the best answer:
- [LRQ] What institutional (systemic) reformations are required to promote sustainable consumption?
Select the best answer:
- [LLQ] What cultural adaptations are required for sustainable consumption to prevail over consumerism?
Select the best answer:
Again, respondents please keep in mind that to "select the best answer" in no way implies that all the other choices are wrong. In this pass, we are trying to determine what would be the best choice if several choices cannot be pursued, as is often the case due to various constraints. There are other kinds of questions that can be used in surveys, such as "check all that apply," conditional questions, etc. Let's proceed one step at a time.
The results of this revised test will be reported in the June issue. The plan is to do stepwise refinement of the consultation form in monthly (quarterly?) iterations. Each iteration will be versioned and analyzed. Each iteration will bring to the surface deficiencies to be fixed and, hopefully, some additional insights. Convergence on a well tested and validated consultation form may take several iterations. Then we can attempt to bring the survey to the attention of a wider audience. Your patience and continued collaboration are respectfully requested. To participate in the version 1 test, click on the link below to access the revised consultation form.
REVISED
ONLINE CONSULTATION FORM V1
Clicking on the link above brings up the questionnaire web page, which is very easy to use. For those who prefer working with frames, a "frames" version of the questionnaire is also provided. Either one can be used.
Both the questionnaire and the spreadsheet will be versioned. As before, you can revise your answers any number of times, but remember to click on "submit" at the end so that your answers are recorded.
9. Suggestions for Prayer, Study, and Action
|
Prayer
|
Do What I Can
Do What I Can
If I can stop one heart from breaking,
I shall not live in vain:
If I can ease one life the aching,
Or cool one pain,
Or help one fainting robin
Unto his nest again,
I shall not live in vain.
Emily Dickinson (1830-1886)
|
|
Study
| |
Watch the following video on poisoned water:
|
|Back to SUMMARY|
|Back to OUTLINE|
|Back to SECTION 1|
|Back to SECTION 2|
|Back to SECTION 3|
|Back to SECTION 4|
|Back to SECTION 5|
|Back to SECTION 6|
|Back to SECTION 7|
|Back to SECTION 8|
|Back to SECTION 9|
| Link to Page 2 |
| Link to Page 3 |
|Link to the SSNV Home Page|
|
|
|
Divinity & Humanity
Selected web sites:
Anima & Animus
Dante's Divine Comedy
Gateway to the Holy Bible
Gateway to the Holy Qur'an
Girardian Biblical Reflections
Homo sapiens sapiens
Human Behavior
Human Conscience
Human Emotions
Human Ethics
Human Evolution Table
Human Evolution Timeline
Human Freedom & Free Will
Human Motivations
Human Nature
Human Person
Human Psychology
Human Reasoning
Human Rights
Human Sexual Behavior
Human Sexuality
Human Violence
Humanity & Christianity
Humanity & Islam
Humanist Culture
Humanity & Judaism
Mimetic Theory
One World, Under God
Original Unity of Man & Woman
Origins of Humankind
Religion & Spirituality
Religion and Nature
Science, Religion & Human Brain
Sacrifice & Paschal Mystery
Theology of the Body
Two Wings of a Bird
Homo sapiens sapiens
Homo sapiens sapiens
Poor Girl - Cambodia
Homo sapiens sapiens
Poor Girl - Africa
Homo sapiens sapiens
Joyce Banda
President-Elect of Malawi
2014-2024
Homo sapiens sapiens
Poor Boy - Latin America
Homo sapiens sapiens
Rev. Petra Pohjanraito
Lutheran Church of Finland
Homo sapiens sapiens
Barack H. Obama
President of the USA
Homo sapiens sapiens
Bishop Margarita Martinez
Lutheran Caribbean Synod
Homo sapiens sapiens
Hole in the Wall
Poor Children's Dream:
A Classroom with Computers
Solidarity & Subsidiarity
Selected web sites:
Amnesty International
Christian Solidarity Worldwide
Christian Solidarity
Climate Change-Human Solidarity
Conception of Gender Equality
Crisis & Regulation
Dalit Solidarity Network
Declaration of Human Rights
Fairer Globalization
Gender & Global Change
Gender, Climate & Security
Gender, Democracy & Solidarity
Gender Equality - Men & Boys
Global Economy & Ethics
Global Solidarity (ICTU)
Global Solidarity Dialogue
Global Solidarity
Globalization & Human Solidarity
Human Rights & Gender Equity
Human Solidarity & Climate
Human Solidarity & Economics
Human Solidarity & Gender
Human Solidarity & Security
Human Solidarity & Social Justice
Human Solidarity & World Poverty
Human Solidarity Video
Inter-Sex/Inter-Gender Solidarity
Inter-Parliamentary Union
Market Economy & Ethics
Millennium Development Goals
NCC Eco-Justice Resources
New Civilization Network
No Fast Track on Poverty
Policy Innovations
Poverty Reduction Network
Precautionary Principle - Wiki
Precautionary Principle - Wings
Precautionary Principle - SEHN
Principle Of Acceptance
Principle Of Action And Reaction
Principle of Adaptation
Principle Of Denying Opposites
Principle Of Immediate Action
Principle Of Liberty
Principle Of Pleasure
Principle of Proportion
Principle of Solidarity
Principle of Subsidiarity - Acton
Principle of Subsidiarity - PD
Principle Of Cumulative Actions
Principle of Timely Action
Principle Of Wise Action
Principles of Valid Action
Prophet of Human Solidarity
Social Psychology Network
Social Solidarity - Durkheim
Social Solidarity - Wiki
Solidarity Orgs Directory
Subsidiarity & Human Rights
Subsidiarity in Organizations
Toward Global Solidarity
UN Human Rights Pubs
Values for Human Solidarity
'We are also Human'
When More is Less
Sustainability &
Sustainable Development
Selected web sites:
A Blueprint for Survival
Alliance for Sustainability
Biodiversity International
BP Energy Charting Tool
BP Environment Charting Tool
Climate Change-Biodiversity
Climate-Cost of Inaction
Climate Change - Human Rights
Climate Change-IPCC Gateway
Climate Change-IUCN
Climate Policy - PEER
Climate Change-UN Gateway
Climate Change-UFCCC
Columbia Earth Institute
Development Gateway
Earth Charter Initiative
Earth Policy Institute
Earth Protect (Green Videos)
Earthwatch Worldwide
Ecopsychology/NatureConnect
Eikosphere
Encyclopedia of Earth
Forum for the Future
Forum of Health Research
Fostering Sustainable Behavior
Green Design Institute
Green Design Institute EIOLCA
Impact of Financial Crisis
Int'l Inst of Sust Dev
Learning for Sustainability
Millennium Development Goals
Millennium Eco-Assessment
New Industrial Revolution
Peak Oil - Alternatives
Peak Oil - Big Picture
Peak Oil - Brain Food
Peak Oil - Directory
Peak Oil - Hubbert
Peak Oil - ODAC
Peak Oil - Primer
Planet 2025 Network
Renewable Energy
Renewable Energy Alternatives
Renewable Energy Directory
Sustainability - BIONIS
Sustainability - Brundlandt
Sustainability - Economics
Sustainability - Excellence
Sustainability Institute
Sustainability Journal
Sustainability - Seven Triads
Sustainability - Top 10 Myths
Sustainable Development HB
Sustainable Development Portal
Sustainable Energy E-Book
Technology & Climate Change
The Hannover Principles
The Value-Behavior Gap
The Ecocosm Paradox
UN Environmental Program
UN Human Habitat
UN Population Network
UN Social Development
UN Sustainable Development
UN UNDP Development Program
UN UNEP Environmental Program
UN UNESCO (Education)
UN UNFPA (Population)
UN UNICEF (Children)
UN UNIFEM (Women)
UN UNU Development Economics
UN Women Watch
World Environmental Org
World Resources Institute
World Watch Institute
WTO's Development Crumbs
Educational Resources for Sustainability & Sustainable Development
Selected web sites:
Academic Earth
Academy for Educational Development
Biomimicry Institute
Bioneers
Center for Youth Development
Child Trends
Cloud Institute
Ecoliteracy Center
ESD - AASHE
ESD - Business Cases
ESD - eBook
ESD - GDRC
ESD - HEA - UK
ESD - HEFCE UK
ESD - PLoS
ESD - Toolkit
ESD - UNESCO Bangkok
ESD - UNESCO Nairobi
ESD - UNESCO WC2009
ESD - UNU
ESD - USA
ESD - Wales UK
ESD - Wikipedia
Environmental Ed - EEAO
Environmental Ed - NAAEE
Facing the Future
Green Teacher
Integral Ecology Center
Integral Education
Integral Institute
Integral Sustainability Center
Integral University
Next Step Integral
OER Commons
OER Handbook
OLCOS Roadmap 2012
OpenCourseWare Consortium
Partnership for Global Learning
PBS Videos on Natural Resources
PBS Videos on Social Issues
Sustainability Higher Education
Teachers Without Borders
UNU OpenCourseWare
UNESCO Open Training Platform
WGBH Educational Resources
Violence & Nonviolence
Selected web sites:
Albert Einstein Institution
Center for Nonviolent Conflict
Center Global Nonkilling
Christian Nonviolence
Christianity & Domestic Violence
Christian Patriarchy
Culture of Patriarchy
Culture of Peace
Dalai Lama Foundation
Educators for Nonviolence
Farewell to Pax Americana
Gandhi Nonviolence Institute
Gender Violence Directory
Global Directory Peace Studies
Global Nonviolence
Greenpeace International
Ideologies of War and Terror
Kroc Institute for Peace & Justice
Metta Center
MLK Jr Library & Archive
MLK Jr Principles of Nonviolence
Nonviolence International
Nonviolent Conflict Resolution
Patriarchy & Christianity
Patriarchy & Domestic Violence
Patriarchy & Gender Violence
Patriarchy & Hinduism
Patriarchy & 'Honor Killings'
Patriarchy & Islam
Religion and World Peace
Pax Americana
Pax Christi
Pax Humanitas
Pax Natura
Pax Romana
Peace & Solidarity Network
The End of Pax Americana?
The Patriarchs are Coming!
Understanding Patriarchy
University for Peace
Violence and Religion
Indicators & Trends
Selected web sites:
Basic Capabilities Index
Child & Youth Indicators
Child Development Index
Corruption Perceptions Index
Ecological Footprint
Economic Freedom Index
Education for All Index
Env & SD Indicators
Environmental Performance index
GDP (PPP) Per Capita
Gender Equity Index
Genuine Progress Indicator
Global Corruption Barometer
Global Gender Gap Index
Global Peace Index
Gross Domestic Product
Human Development Index
Human Development Trends
Human Trafficking Indicators
ICT Development Index
Living Planet Index
Population & Population Growth
Redefining Progress
Sustainability Indicators
UN-CSD SD Indicators
UN-MDG Millennium Indicators
USA-IGW SD Indicators
Children & Youth
Selected web sites:
Children & Youth
Children, Youth, and Families
Children's Digital Library
Climate Change for Kids
Education for All
Environmental Education Center
Environmental Links for Kids
Environmental Websites for Kids
Facing the Future
Natural Resources Kids Web
Tunza for Youth & Children
Voices of Youth
WebQuest Education Resources
Our Common Future
Selected web sites:
A Future Without War
Bahá'í Vision of the Future
Corporation 20/20
Facing the Future
Focus on the Future
Future Generations
Future of Humanity Institute
Futures Research Institute
Futures Research Methods
Global Trends 2025
Green Futures
Growth in Transition
Our Common Future
Shaping Tomorrow
State of the Future
Sustainable Futures Institute
World Future Society
Millennium
Development
Goals (MDGs)
MDG Resources:
MDG Atlas
MDG Basic Indicators
MDG Core Strategy
MDG Dashboard
MDG Data (DevInfo)
MDG GMR 2008
MDG Local Resources
MDG Monitor
MDG National Resources
MDG Progress Report 2008
MDG Slides (Columbia)
MDG Slides (SlideShare)
MDG Targets & Indicators
MDG-Net and DGP-Net
MDGs and Governance
MDGs and Health
MDGs and Human Rights
MDGs and Youth
MDGs UN Gateway
MDGs UN Project
Slums in Sub-Saharan Africa
Related Resources:
Earth Charter
Gender Equity Index 2008
Global Trends 2025
HDR Report 2007-2008
Human Rights Watch 2008
Living Planet Report 2008
UNESCO GMR 2008
UNESCO Yearbook 2008
WESS Report 2008
World Development Report 2008
World Disasters Report 2008
World Energy Outlook 2008
World Health Statistics 2008
World Population 2008
World Resources 2008
World's Girls 2008
Industrial Development 2009
World's Forests 2009
State of the World 2009
UNEP Year Book 2009
World's Children 2009
World Water Report 2009
Current Outlook:
MDG Indicators
DevInfo (UN Database)
Good Practices for Using DevInfo
Maps of
Human Knowledge
Selected web sites:
Author Mapper
Biodiversity Info Standards
DDC Classification
DDC - OCLC Version
Encyclopedic - Britannica
Encyclopedic - Directory
Encyclopedic - Wikipedia
Internet Archive
LCC Classification
LCC CyberStacks
Map of Human Knowledge
Map of Knowledge
Maps of Science - LANL
OCLC/WorldCat
SSNV Knowledge Taxonomy
Topic Maps - Cocking
Topic Maps - Biezunski
Topic Maps - Cocking
Topic Maps - ISO 13250
Announcements
GLOBAL CHALLENGE 2009
The International Sustainable Development Research Society (ISDRS), Utrecht, The Netherlands, 5-8 July 2009. See the conference flyer and the conference website. Email contact: FBU Conference Office.
SEXUAL VIOLENCE
The Sexual Violence Research Initiative (SVRI) is pleased to invite you to its first conference, to be held in Johannesburg, South Africa, 6 - 9 July 2009. For more information and points of contact, visit the SVRI Forum 2009 and the SVRI web site.
CONSERVATION BIOLOGY
Society for Conservation Biology, 11-16 July 2009, Beijing, China. See the CONBIO meeting website or contact SCB2009 .
SYSTEM SCIENCES
The 2009 conference of the International Society for Systems Sciences (ISSS), is to be held in at The University of Queensland, Brisbane, Australia, 12-17 July 2009. Focus on sustainability. For further information and registration visit the conference website.
RELIGION, NATURE, AND CULTURE
International Society for the Study of Religion, Nature & Culture (ISSRNC). University of Amsterdam, 23–26 July 2009. Conference director: Kocku von Stuckrad. Contact: ISSRNC2009.
SYSTEM DYNAMICS
International Conference of the System Dynamics Society, 26-31 July 2009, Albuquerque, NM. Visit the conference website and contact the Program Chair.
OSLO SUMMER SCHOOL
The Oslo Summer School in Comparative Social Science Studies 2009. A course on "Liberation and Participation: Theory and Method for a Social and Political Community Psychology." Lecturer: Professor Maritza Montero, Universidad Central de Venezuela, Caracas, Venezuela. Dates: 27 - 31 July 2009. The syllabus for the course is already posted. For more information: Professor Hilde Eileen Nafstad.
RELIGION & CONSUMERISM
International Society for the Sociology of Religion, Santiago de Compostela (Spain), 27-31 July 2009. See the conference website for more information. The point of contact is Hilde Van Meerbeeck-Cravillon.
GREEN ECONOMICS
The 4th Annual Green Economics Conference will take place at Mansfield College, Oxford University, 31 July to 1 August 2009.
Please email us at Green Economics Institute if you want to book or speak or reserve a place.
UNEP TUNZA CONFERENCE
Tunza International Children’s Conference on the Environment, Daejeon, Korea, 17-21 August 2009. For more details visit the Tunza web site or contact the Tunza staff.
PSYCHOLOGY & RELIGION
International Association for the Psychology of Religion (IAPR 2009), Vienna, Austria, 23 to 27 August 2009. Local organizing committee: Susanne Heine and Herman Westerink, University of Vienna.
PRO-ENVIRONMENTAL BEHAVIOR
Royal Geographic Society, 26-28 August 2009, Manchester University, UK. Website: AC2009. Abstracts: Louise Reid and Tom Hargreaves.
FEMINIST ETHICS & SOCIAL THEORY
The Association for Feminist Ethics And Social Theory (FEAST), 24-27 September 2009, Clear Water Beach, Florida. Panels on "Environmental Feminism" and "Evolutionary Psychology." Questions may be directed to Lisa Schwartzman.
WORLD POPULATION
The International Union for the Scientific Study of Population (IUSSP), 27 September - 2 October 2009, Marrakech, Morocco. For more information, visit the conference website and contact marrakech2009.
ISLAMIC THOUGHT
International Seminar on Islamic Thought, National University of Malaysia, Bangi, Selangor, Malaysia, 6-7 October 2009. For more info visit the conference website.
WOMEN, LEADERSHIP & MOSQUES
CFP: Women, Leadership and Mosques: Changes in Contemporary Islamic Authority. Oxford University, 16-17 October 2009. Please send proposals to Hilary Kalmbach.
KNOWLEDGE ECONOMY
International Conference on Knowledge Economy, South Africa, October 20 - 22nd.
See the conference website. The point of contact is Carmen Fitz-Gerald.
SOCIAL RIGHTS
International Symposium on Social Rights, 22-23 October 2009, Akdeniz University, Antalaya, Turkey. For more information, please visit the conference website . The main point of contact is sosyalhaklar. Additional contacts are Prof. Nergis Mütevellioglu, Assist. Prof. Hale Balseven, Research Assist. Mehmet Zanbak.
SCIENTIFIC STUDY OF RELIGION
Discoveries in the Scientific Study of Religion, Denver, 23-25 October 2009. Visit the SSSR2009 conference website. Point of contact: Kraig Beyerlein, Program Chair.
AFRICA GIS
International Conference Africa GIS2009, 26– 29 October 2009, Kampala, Uganda. For more information, please visit the AFRICAGIS2009 web site and contact AfricaGIS 2009.
CLIMATE CHANGE
The world's climate neutral Scientific Climate Conference, 2-6 November 2009 online. Organized by the Hamburg University of Applied Sciences. For more information, visit the CLIMATE 2009 conference website and contact the conference staff at CLIMATE 2009. Note: the website already includes a listing of climate studies available at the Climate Change Studies Library (CCSL).
STATE OF THE WORLD CONFERENCE 2009
November 12-14, 2009, Washington DC. Sponsored by the Integral Institute (Ken Wilber et al). The theme is: "Mobilizing to Save Civilization: A Ten Year Plan to Address Climate Change." From the conference web site: "It is to bring attention to the critical issue of climate change and to catalyze a ten year plan to green our economies that the State of the World Forum is convening a three day conference November 12-14, 2009 in Washington D.C. The 2009 Forum will launch a ten year campaign that will meet in a different world city each year." Current point of contact: DC Hilton Hotel, Washington DC, USA, 1-202-483-3000.
Other contacts will be posted as they become available.
BEHAVIOR, ENERGY &
CLIMATE CHANGE
The 2009 BECC Conference is the 3rd annual conference focused on accelerating our transition to an energy-efficient and low carbon economy through an improved understanding and application of social & behavioral mechanisms of change. Sponsored by the American Council for an Energy-Efficient Economy (ACEEE). When: November 15-18th, 2009. Where: Washington DC. For more details visit the BECC 2009 Conference web site or contact the BECC 2009 Conference Chair.
EARTH SYSTEM GOVERNANCE
"Earth System Governance: People, Places, and the Planet." 2009 Amsterdam Conference on the Human Dimensions of Global Environmental Change. Amsterdam, 2-4 December 2009. Launch event of the Earth System Governance Project, a new ten-year research programme under the auspices of the International Human Dimensions Programme on Global Environmental Change (IHDP). For more information, visit the conference website or contact Frank Biermann.
PARLIAMENT OF THE
WORLD'S RELIGIONS
Parliament of the World's Religions, 3-9 December 2009, Melbourne, Australia. Key topics: Healing the Earth with Care and Concern, Reconciling with Indigenous Peoples, Overcoming Poverty in a Patriarchal World, Securing Food and Water for all People, Building Peace in the Pursuit of Justice, Creating Social Cohesion in Village and City, Sharing Wisdom in the Search for Inner Peace. For more info: PWR2009.
NEW GREEN ECONOMY
The National Council for Science and the Environment (NCSE) is pleased to request your participation at the 10th National Conference for Science, Policy and the Environment: The New Green Economy: Aligning Science, Education, Markets and Systems for Sustainability to be held January 20-22, 2010 at the Ronald Reagan Building and International Trade Center in Washington, DC. Please plan to join NCSE in a large interactive conference to develop and advance science-based solutions for the creation of a “green print” to achieve a sustainable, new green economy. See the conference website. Questions? Contact the NCSE Green Economy Conference
APPLIED ENERGY
International Conference on Applied Energy (ICAE2010). Sponsored by the University of Singapore. Theme: "Energy Solutions for a Sustainable World." 21-23 April 2010, Singapore. Call for papers and other conference information: ICAE 2010 Web Site. Point of contact: ICAE 2010.
SOCIOLOGY CONGRESS
International Sociological Association (ISA) World Congress of Sociology, 11-17 July 2010, Gothenburg, Sweden. Session on "Peace, Conflict, and Climate Change" currently scheduled for Wednesday 14 July 2010. See the conference web site for more details or contact the conference chair, Hans Joas, Universität Erfurt, Germany.
RELIGION: A HUMAN PHENOMENON
International Association for the History of Religions (IAHR), 15-21 August 2010, Toronto, Canada. Visit the conference website. The conference director is Professor Donald Wiebe.
STUDY OF THE COMMONS
The International Association for the Study of the Commons (IASC) is accepting for hosting the 13th Biennial Conference, Summer or Autumn 2010. For more information contact Jim Robson and visit the IASCP website.
PEACE CONVOCATION
The International Ecumenical Peace Convocation (IEPC) will be the Harvest Festival of the Decade to Overcome Violence and at the same time a planting season for fresh initiatives. May 2011, Kingston, Jamaica. Sponsored by the World Council of Churches (WCC). Visit the IEPC web site, which provides points of contact worldwide.
CALL FOR PAPERS
SUSTAINABILITY SCIENCE
Proceedings of the National Academy of Sciences of the United States of America (PNAS). PNAS has launched a new section of the journal dedicated to sustainability science, an emerging field of research dealing with the interactions between natural and social systems, and with how those interactions affect the challenge of sustainability: meeting the needs of present and future generations while substantially reducing poverty and conserving the planet’s life support systems. PNAS seeks original research contributions for this new section on both the fundamental character of interactions among humans, their technologies, and the environment, and on the use of such knowledge to advance sustainability goals relevant to water, food, energy, health, habitation, mobility, and ecosystem services. PNAS welcomes outstanding sustainability science papers addressing spatial scales from the global to the local and drawing on a wide range of disciplinary and multidisciplinary approaches. For more information, please contact Josiah Armour.
CALL FOR PAPERS
RELIGION & SPIRITUALITY
This issue of Feminist Review, edited by Lyn Thomas and Avtar Brah, will explore a range of religious and spiritual practices through the lens of gender, and will encompass both theoretical and empirical approaches. We hope to engage with feminism’s long history of critique of the patriarchal nature of world religions such as Christianity, Judaism and Islam, and more recent problematisations of these approaches in light of feminism’s relationship to the Enlightenment and to colonialism. Recent work on the gendering of secularisation theories and on women’s practice of faith and spirituality has complicated and nuanced feminist approaches to religion; this issue will address these questions, while attempting to broaden the debate beyond the binary oppositions and alignments of religion (and most notably Islam) with tradition and ‘backwardness’, and of feminisms with modernity and secularism. Submissions for the issue are welcomed from now until February 28th, 2010. Point of contact: Dr Lyn Thomas.
Call for Papers
|
Both subscribers and nonsubscribers are cordially invited to submit a paper to be considered for publication in the SSNV e-journal as an "invited paper." It should be related to the journal's theme about solidarity, sustainability, and nonviolence as the three pillars of sustainable development. Some suggested themes:
Gender equality as a positive factor for sustainable development.
Successful initiatives to foster solidarity, sustainability, and nonviolence.
Removal of obstacles for progress toward any or all the UN MDGs.
Management of technologies for social and environmental justice.
How to foster changes in human behavior that are conducive to SSNV.
Invited papers will be published in a separate web page. If you have a friends who could submit a good paper, please invite them to do so.
Please email your papers to the SSNV Editor.
| |
SUBSCRIBE
|
|
![[groups_medium]](groups_medium.gif)
