Lifeshift - Climate Change and lifestyles

Youthwork that can shift Lifestyles

Workshop – Some interaction

• Both educators and youth leaders want to know how to help young people understand climate change, make lifestyle choices about their own consumption, and voice their concerns to the wider world.

• This workshop will enable participants to explore a range of approaches and activities to post-13 education and youth action based on consumer, media, citizenship and development education.

• It focuses on how educators and youth leaders can develop activities that respond to these challenges.

• Building on climate change issues, concerns and policies from different parts of the world.

• Variety of short presentations, group activities and discussions, videoclips and podcasts.

• Approaches and activities with young people from different cultures (inter-cultural learning) and older people (inter-generational learning); work in different subject areas (inter-disciplinary and cross-curricular learning)

• Examples of work in schools, colleges and youth groups from a range of countries.

• Opportunities for international collaboration and funding

Hands Up…

• Hands up - who is primary teacher, secondary teacher, teacher of teachers, curriculum development, education manager etc.

• Hands up - who specialises - sciences, languages/ media, social sciences, arts, technologies, professions and trades?

Activity – Intergenerational

Learning4 generations of a family – Parent (36 yr old), Child (16 yr old),

Grandchild, Great Grandchild (not yet born) - are each given 1000 Baht, representing Earth’s natural resources.

Ask parent - Where to go for holiday of a lifetime/ new car, house?

Living as though we have several planets is stealing from the future.

P16 Sustainability Handbook

Activity - Learning from Others – Inter-generational

• With a neighbour roleplay as Parent (20-50 years old) and unborn Great Grandchild (in 50-100 years, not yet born). On a piece of paper describe your personal lifestyle journey – along a line from birth to now and with optional routes into the future

• What would you each ask and say about your Concerns, Challenges, Choices, Culture etc?

• What has been learnt about and from each? What needs to be changed by each?

• On a flipchart mark single word/phrase comments as Unsustainable(red) or Sustainable(Green) for both Parents and Great Grandchildren.

Caring for self?

Caring for others?

Caring for earth?

What are your personal drivers for a sustainable lifestyle?

Attracting others?

Impressing others?

Pleasing others?

Joining others?

Following others?

?

Saving money?

Making money?

Being legal?

?

Being healthy?

Being happy?

?

Challenges across the Earth

Change Cause Consequence - Choice Care Culture

Human Consumption

Up for water, food, oil, non-renewables, building materials

Climate Change

Up for sea level, temp, weather disasters, up/down for rainfall

Resources

Down for freshwater, habitable land, food-growing land, non-renewables, oil, biodiversity

Human Population

Up and Up

Linear Economy/ System

Buy Now – Pay Later Culture Cradle – Grave EconomyMechanical, Industrial Worldview

Make

Fossil Fuels

Buried Sunshine

Take Dump

Nature as unlimited resource

Circular Economy/ System

Invest Now – Borrow/Return Later Culture Cradle – Cradle EconomyLiving Systems Worldview Closed Loop

Make

Sunshine

Take Dump

Nature as natural capital, Teacher

Re-Make

Give Give

Restore, Return, Recycle

BorrowRethink, ReDesign, ReUse

Circular Economy/ System

If we are to succeed … it is very important to develop a circular economy based on cradle-to-cradle design principles. These principles represent what China’s central government wants to achieve.

Madame Deng Nan, China’s Party Secretary for Science and Technology

Activity – Consumer Product Choices

Look at the consumer products from a UK Argos catalogue

What benefit or service do these goods provide?

How could they be provided by a circular economy?

Consequence of our Linear Economy

Not enough planets to support our current lifestyle

Ecological footprint• Area of biologically productive land needed to sustain specific

individual, regional or national lifestyles.

• Measures resource consumption against our stock of natural capital using biologically productive space.

• Includes energy, transport, buildings, food, consumables

• Compound or component based

A means of quantifying the environmental impacts of various lifestyles

Summarises into a single value (Hectares) the level of sustainability of an individual, organisation, region, state or country

Estimates the area of land needed to support a household, a school, a business or society as they currently operate

Provides a simple way of identifying whether or not lifestyles and activities fit within the carrying capacity of the earth

Countdown…

By 2050 at current consumption we will need:

• 8.5 planets to absorb our carbon dioxide• 6 planets worth of steel• 3.5 planets to sustain cement supply• 3.5 planets to meet current timber

demand

Our current situation

If everyone else in the world consumed resources and energy and produced wastes the way we in the UK currently do, we would need at least three Earths to support such behaviour

UK footprint = 4.6 hectares/personUK capacity = 1.5 hectares/personUS footprint = 9.6 hectares/personUS capacity = 5.5 hectares/personTh footprint = 1.9 hectares/personTh capacity = 1.3 hectares/person

www.unesco.org/education/tlsf

0

2

4

6

8

10

12

USA Australia UK Japan Brazil China Bangladesh

Ec

olo

gic

al

Fo

otp

rin

t (h

ec

tare

s p

er

cap

ita

)

GlobalAverage

(2.3)

Per Capita Ecological Footprintfor Selected Countries

Earth’sCapacity

(1.9)

Three Planet Living

To One Planet Living

Which Economy/ System?

Either Green after Gold Need to have “More and More”, Western Lifestyles before considering “Better and Better”, Sustainable Lifestyles

Business as usual but greener and fairer

Trying to Survive

Join the adventure of a lifetime – Work - Buy – Consume - Die

Or Gold after Green` Can have “Better and Better”, Sustainable Lifestyles, without “More and

More” or “Less and Less” Lifestyles

Greener and fairer

Aiming to Thrive

Societies that are less unequal describe themselves as happier

Which Economy/ System?

Societies that are less unequal describe themselves as happier

Which Economy/ System? - Bhutan

What is Wellbeing, Happiness?

GNH Index - Nine Key Indicators– Living standard

– Health

– Education

– Ecosystem diversity and resilience

– Cultural diversity and vitality

– Time use and balance

– Good governance

– Community vitality and

– Psychological well-being

www.happyplanetindex.org

ESD:Linking Learning and Happiness, UNESCO Basngkok, 2007

Valuing family and friends

Living and working close to them

Keeping healthy

Work-Life balance

Feeling/ Being part of a culture and community

Etc

etc

Activity - Lifestyle, Wellbeing of Others

In new pairs, Tell your own story of the lifestyle, wellbeing of people you have met or known – with the most and least consumables?

What lessons are there from these stories?

PromptsSurviving or thriving?

Valuing family and friends

Living and working close to them

Keeping healthy

Work-Life balance

Feeling/ Being part of a culture and community

Concern

Choice Collaborate Care Culture

Crisis Competition Controls Conflict

Activity – Climate Change in other countries

Find a partner from another country/ regionLearn about the Change-Cause-Consequence of

Climate Change in their country/region

PromptsWhat changes have you noticed/ heard about?

What changes should you see/ notice in the future?

What problems of climate change are in their country?

How do they differ from yours?

What will be more, less, the same in 50 years time, as a result of climate change?

How will these differ in high-consuming and low-consuming countries? eg. Thailand – UK

Changemakers of Lifestyle and Workstyle

Choice Collaboration Care Culture

Citizenship Education

Consumer Education

Communication Education

Conflict Education

Crisis Competition Controls Conflict

Curriculum Campus Community Culture

For Low Carbon, Sustainable Lifestyle and Workstyle

Changemakers

Teacher - Learner, Speaker – Listener

Leader - Follower, Champion - Advocate, Role-model

Mentor, Facilitator, Observer, Timekeeper

Make Changes in themselves

In order to enable others to make Changes in themselves,

Each making their own specific Choices,

For specific Care,

As part of a specific Culture

ChangemakersBy finding opportunities where learning can happen, with the right group

dynamics, culture, time, place, resources, people

Offering 8Es:Engagement – by dialogue, debate, argument, with other cultures and people

Enablement – by building confidence, competence, capacity, access to information

Encouragement – with challenges, positive solutions

Empowerment – as and with decision-makers, consultation

Examples – as role-models, with stories

Experience – of and in community, homes, workplace, other cultures, countries and generations

Experiment – by idea, theory, plan, design, testing, evaluation, with critical analysis

Extrapolation – by Systems Thinking to understand Change – Cause – Consequence

Changemakers for a LifeshiftWith a Mind-shift of:

Better and Better - WellbeingNOT More and More – GrowthLess and Less

Part of nature NOT Apart from nature

Care for SelfCare for OthersCare for Earth

Sustainable LifestyleThinking GoodFeeling GoodLooking GoodDoing Good

Good for youGood for your family and friendsGood for your communityGood for the Earth

Changemakers for a Lifeshift

Learning to know – how to learn – acquiring instruments of

understandingto do – be able to act creatively and responsibly in one's

environmentto be – acquiring universally shared values. Self-knowledge.

Immersed in one's own culture. Seeing oneself as the main actor in defining positive outcomes for the future

to live together – social dimension – cohesion, diversity, respect, toleration, welcome, celebration – participate and cooperate with other people in all human activities

to transform society and change the world – esp. for ESD.

Activity – How can you be a Changemaker Teacher?

In small groups, discuss how you can practically be a Changemaker of the lifestyle of different learners in your role as a “teacher”

By looking at the next slide, through the approaches of either:Citizenship Education – including rights, responsibilities,

participation, decision-making, lawsConsumer Education – including consumer rights, choicesCommunication Education – including media use and abuse,

ICTConflict Education – including development, peace, harmony

Would you/ Should you want to be?

Changemakers of Lifestyle and Workstyle

Choice Collaborate Care Culture

Citizenship Education

Consumer Education

Communication Education

Conflict Education

Crisis Competition Controls Conflict

Curriculum Campus Community Culture

For Low Carbon, Sustainable Lifestyle and Workstyle

Lifestyle mattersThriving – Surviving as a consumerEating - food is essential for survival, but also for pleasure, tradition,

community

Drinking - safe water and other drinks are needed every day

Moving - travelling and transport are essential

Building - gives us shelter, light, privacy, places to live, work and play

Wearing – clothes, shoes, cosmetics

Enjoying - relaxing, socialising and having pleasure are essential to a happy, healthy lifestyle

Investing/ Insuring - for the future

Wellbeing – in terms of health and happiness for now and the future

Activity – Choose a sustainable design?

The personal conflict between desire and conscience in an overheated world

Desire ConscienceIn new pairs, Consider these different containers for orange juice, on the next slide?

How would you choose which one to buy?How can you decide on the most sustainable

design?

Cyclic? PromptsSolar?Safe?Efficent?Social?Economic? www.biothinking.com

Convenience- Availability – Cheapness - Sustainability

1. Product price2. Product quality3. My family4. My finances5. Product reliability6. Myself7. My peers8. The brand9. The media10. Product sustainability

John Fiens et al, RMIT, Australia

Young People’s Choice - Influences on Consumption

Principles of sustainable design

• Efficiency

• Reduction

• Equity

• Scale

• Sufficiency

• System

Buckminster Fuller

Efficiency

• Disassembly• Substitution• Lifecycle thinking• Dematerialisation• Durability• Cascading• Recycling• Factor 4

Equity

• Environmental justice• Fair trade• Green economics – the

economics of ‘enough’

Scale

• Interactions• Schumacher• ‘Glocalisation’• Sustainable production and

consumption

Sufficiency

• How much is enough?• The power of design“Advertising preys on the weakness of its host,

creates insatiable hunger & leads to debilitating over-consumption…in biological terms things of this nature are parasites!”

Alan Durning

Other factors…

• Gross National Product (Economists have to learn to subtract!)

• Purpose of consumption?• What is a need?• Design for sustainability

System• Everything is connected• Natural cycles are key to sustainable design• Photosynthesis vs Fossil Fuels• Functional design vs Stylised design

it's a shame that designers are becoming more and more fixated on outward appearance and degrade themselves

into mere stylistsAxel Thallemer

Activity – What makes a Sustainable Lifestyle?

In new pairs, Draw a sustainable stick person showing and describing features from their head, arms, hands, body, legs.

Show and discuss this with another pairWhat lessons are there from these features?

PromptsGender, Culture, Age

Feeding, Drinking, Moving, Wearing, Communicating, Working, Enjoying, Building

Care for self, others, Earth

Thinking, Feeling, Looking and Doing good

47

What is a socially and environmentally responsible person?

Some Suggested Features!

• Big eyes to see the big and the small worlds• Big ears to hear a 1,000 voices• Big head to have long memory, think wisely• Small mouth and stomach to eat so little• Multi-coloured skin• Big lungs and kidneys to cope with pollutants• Big hands to give practical help• No genitals!• Fit body, big leg muscles to walk and cycle• Small feet to reduce the footprint

What makes a Sustainable Community?

Circular Economy/ System

With One Planet Living

Low Carbon Lifestyles and Workstyles

And a way of measuring this

• Calculates the carbon emitted by particular lifestyle choices

• Allows baseline measurement to then reduce carbon emissions to lower carbon lifestyle (eg. Energy Descent Plan, Carbon Reduction Action Group)

• Allows you to offset your carbon emissions by investing in carbon saving (eg. forests) or reduction (eg. Green management plans)

Adam 10 tonnes in one week (Av. 3 tonnes/yr.)CO2 emission growth in last 10 years

– China 87% Japan 14%– Indonesia 69% US 13%– India 35% UK 4%

Carbon Calculators

• Calculates the carbon emitted by particular lifestyle choices

• Allows baseline measurement to then reduce carbon emissions to lower carbon lifestyle (eg. Energy Descent Plan, Carbon Reduction Action Group)

• Allows you to offset your carbon emissions by investing in carbon saving (eg. forests) or reduction (eg. Green management plans)

Carbon Calculators

ExamplesExamples of post-16 from schools, colleges, universities and

youth groups and online networks

Oakham School, Stamford High School, Vocational and Technical Colleges, LILY Groups, People and Planet

Videoclips – docu-dramas, interviews, cartoons,

Podcasts – interviews

Posters – using bodies, cartoons

Social Networking – Lifeshift, BC Climate Cool,

Events – Sust Event, Climate Changing Day

Campaigns – Switchoff, No Buy, Fairtrade, Youth Action Groups

Action – Transition Campuses, Student Permaculture allotments

Lifeshift siteVariety of short presentations, group activities and discussions,

videoclips and podcasts from the Lifeshift site (http://lifeshift.ning.com).

ExamplesExamples from schools, colleges and youth groups, BC networks

ExamplesExamples from schools, colleges and youth groups, BC networks

ExamplesExamples from schools, colleges and youth groups, BC networks

ExamplesExamples from schools, colleges and youth groups, BC networks

ExamplesExamples from schools, colleges and youth groups, BC networks

ExamplesExamples from schools, colleges and youth groups, BC networks

PermaculturePrinciples of ecological and social design, based on the circular

systems of nature• Observe and interact

• Catch and store energy

• Obtain a yield, harvest

• Apply self-regulation and accept feedback

• Use and value renewable resources and services

• Produce no waste

• Design from patterns to detail

• Integrate rather than segregate

• Use small and slow solutions

• Use and value diversity

• Use edges and value the marginal

• Creatively use and respond to change

International Collaboration and

Funding• British Council’s Climate Cool project

http//:climatecoolnetwork.ning.com• UNEP’s YouthXchange www.youthxchange.net• Tel and web conferencing www.skype.com, www.dimdim.com• Links with RCEs www.rcesesd.ning.com • Funding

– EU Switch – Asia-Europe Foundation (ASEF) Youth Partnership Fund– To develop a project related to young leaders (as students, employees

or recent graduates) on placements 1) promoting carbon security and more sustainable production with less carbon emissions in SMEs, or 2) working with consumer groups to encourage peers and employees to consume more sustainably)

– To develop an international youth partnership on climate change, exploring “v-holidaying”, arts/ sciences and the 4 classical elements etc.

Websiteshttp://lifeshift.ning.comhttp://climatecoolnetwork.orgwww.stepin.orgwww.sda-uk.orgwww.senseandsustainability.comwww.12simplethings.orgwww.worldchanging.comwww.peopleandplanet.orgwww.unesco.org/ccivswww.youthxchange.nethttp://www.eauc.org.uk/sorted/

happy_planet_sustainable_development_and_citizensh

Challenges for ChangemakersCommit – Self and othersChange – Self and othersContextualise – Different EducationsCollaborate - othersCirculate – systems and thinkingAnd others, including 10 Cs of Pat Collarbone on Leadership!