Publications

Teaching for a sustainable world: international edition

Griffith University and the Department of the Environment, Sport & Territories, 1997

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Module 26

• Introduction
• Objectives
• Workshop Outline
• Materials Required
• Further Reading
• Activities
• Overhead Transparancies
• Resources

PERSONAL POWER AND PLANETARY SURVIVAL

Don Gobbett
University of South Australia
Australia

INTRODUCTION

This workshop seeks to enable participants to explore their feelings surrounding a range of global and environmental issues and to empower them to contribute professionally and personally to changes directed towards planetary survival. Acknowledging and confronting our pain and other strong feelings about the world is important for our own empowerment and for social and global transformation.

Education must address both the cognitive and affective domains and should empower people to act. Individual development begins with an acknowledgment and acceptance of the individual's existing ideas and feelings. As human beings we are not always rational. Our feelings frequently influence our behaviour. Our inner lives influence our outer ones. In our educational activities it is important that our means and ends should be consistent. Our methods should match our objectives and there should be congruence between our theory and our practice. Our educational efforts to facilitate the attainment of their full potential by each individual should recognise that every human being is unique and has a special contribution to make to the world.

OBJECTIVES

During this workshop, participants will begin to:

• acknowledge their feelings concerning environmental problems and their responses to them;
  
• feel able to take some action to bring about change; and,
  
• relate their experiences in this workshop to their future work as teachers.

WORKSHOP OUTLINE

There will be a series of activities to help participants acknowledge and address their awareness and feelings concerning environmental issues, and to enable them to find ways in which they can act to contribute constructively to global, national and/or local changes which contribute to environmental sustainability.

1. Introduction

A. Initial Activity: Participants introduce themselves and indicate to the group one of their strengths and/or the group plays the game 'Envirobingo'. This game enables participants to identify other members of the group who act in an environmentally conscious way.

B. Overview: The workshop structure is outlined and the underlying assumptions and 'ground rules' discussed.

C. Song: Introduces some environmental issues and concerns.

2. Letting Responses Arise

Two activities that encourage participants to share their thoughts and feelings about the condition of the world and their own life journey and events.

3. Individuals Making a Difference

Two activities designed to develop participants' appreciation that individuals have the power to shape events, both on a personal level and a global one.

4. Identifying Goals and Resources

Participants work in pairs to respond to questions designed to highlight what the individual requires for change to occur. This is followed by a mini-lecture/discussion on the notion of interconnectedness between people and people and between people and our planet. The third activity asks participants to consider the situations they have experienced in school/the classroom.

5. Debriefing

A. Debriefing Activity: Participants work in pairs and discuss what they have valued from the workshop.

B. Final Evaluation: Participants choose a word or short phrase to sum up their feelings about the workshop.

MATERIALS REQUIRED

It is preferable that the space should enable participants to sit in a circle and be able to move about easily.

A. Provided

Overhead Transparency Masters

OHT 1: Person-People-Planet

OHT 2: Questions for Debriefing

Resources

Resource 1: Envirobingo

Resource 2: The Global School

B. To Obtain

Activity 1C: Facilitators should obtain a tape of a contemporary song, performed by a local group if possible, which is about environmental and global issues.

Activity 2 A/B: A3 sheets, coloured pens, pencils.

ADDITIONAL READING

Greig, S. et al. (1989) Greenprints for Changing Schools, WWF/Kogan Page, London.

Hicks, D. (ed.) (1988) Education for Peace - Issues, Principles and Practice in the Classroom, Routledge, London.

Hicks, D. (ed.) (1995) Preparing for the Future: Notes and Queries for Concerned Educators, Adamantine Press, London.

Macy, J.R. (1983) Despair and Personal Power in the Nuclear Age, New Society Publishers, Philadelphia.

Peavey, F. (1986) Heart Politics, New Society Publishers, Philadelphia.

Pike, G. and Selby, D. (1988) Global Teacher, Global Learner, Hodder and Stoughton, London.

Roszak, T. (1981) Person/Planet, Paladin, New York.

Seed, J. et al. (1988) Thinking Like a Mountain - Towards a Council of All Beings, New Society Publishers, Philadelphia.

Shields, K. (1991) In the Tiger's Mouth - An Empowerment Guide for Social Action, Millenium Books, Newtown.

ACTIVITIES

N.B. The Role of the Facilitator: It is important to create an atmosphere of acceptance, safety, trust and mutual support, especially when dealing with the strong feelings which may be expressed in this workshop.

Attention needs to be constantly given to both the content of the session and to the process being experienced. Because this can be quite demanding it is often valuable to work with another facilitator.

Facilitators must be clear about their own feelings and responses to issues, and at appropriate times be prepared to share these. Preferably this work should be done prior to working with a group so that the facilitator can concentrate on what is happening in the group.

Tensions and conflicts may arise in the group, and it is important that there is some group commitment to working through these. Similarly, it is necessary to avoid endless arguments and to prevent members from putting each other down.

Workshop leaders who are unfamiliar with this approach may wish to do some background reading. In particular, Chapters 1 and 2 of Macy and Chapters 1 and 14 of Shields. (Listed in Additional Readings above).

In the activities which follow, some choice is provided to enable facilitators to select those with which they and the particular group may feel comfortable.

1. Introduction

A. Initial Activity

• If it is the first meeting of the group, use a name game, e.g. each person says their name and indicates one of their strengths.
  
  Or, alternatively, if members of the group already know each other a little, use the game 'Envirobingo' (Resource 1) as a warm-up activity.
  

B. Overview

• Briefly outline these to the group, indicating some of the underlying assumptions described in the notes to the facilitator and in the introduction.
  
• Point out that the workshop:
  - is planned as a personal as well as a group experience;
  - involves sharing personal ideas, experiences, feelings, fears and hopes with others;
  - may lead to strong feelings being expressed by people in the group; and
  - allows participants the unconditional right to abstain from any activity, at any time.
  

C. Song: Focusing Activity

If a suitable song has been obtained, listen to it without comment.

2. Letting Responses Arise

Depending on time available, use either Activity A (Imaging with Colours) and/or Activity B (Life Trajectory) to encourage participants to begin to share their thoughts and feelings openly.

A. Imaging with Colours

• Ask the group to suggest words or phrases denoting conditions in the world that cause them distress and write these up on large sheets of paper.
  
• In silence, individuals consider the words and phrases and find one that speaks to them with particular impact, then each works alone with A3 sheets and coloured pens to portray their response.
  
• Ask the participants to divide into groups of 3-4 and to name any particular feelings they had as they worked on this task. There is no need to defend or explain their responses.
  

B. Life Trajectory

• Encourage relaxation and indicate that the activity is about looking back over the course of one's life in the context of world events.
  
• Use pencil and A3 paper. Draw a line to represent one's life journey from birth to the present, recording the major social and personal events that have shaped it.
  
• Turn the paper over and continue the line from the present to the moment until their death, noting the anticipated date of death and the major events expected to happen in the future.
  
• In groups of 3-4 discuss the feelings evoked by each aspect of the activity, particularly any conflicting feelings about the future.

3. Individuals Making a Difference

These two activities help participants to appreciate the power of individuals in shaping events, large and small.

A. Recalling Action

• Ask participants to settle in a comfortable position.
  
• Ask them to relax, close their eyes and remember a time when they felt that some action they took made a difference that was positive. Pose the following, or similar, questions:
  - What happened?
  - Who was involved?
  - What was the setting?
  - Remember as vividly as possible the qualities of mind and feelings you had at the time.
  
• Ask participants to make a few notes, then tell their story to another person.

B. Brainstorming

• Divide participants into small groups to brainstorm responses to the following two questions:
  - In our daily lives what causes us to avoid expressing our deepest concerns and feelings about the dangers facing our world?
  - In what ways can we help others honour the deep concerns and feelings they may have about the dangers facing our world?
  

4. Identifying Goals and Resources

A. Personal Goals and Resources

• Participants work in pairs, taking turns to respond to the following questions from the facilitator; one speaks, the other records.
  
• Facilitators should allow 2-3 minutes for the first couple of questions and gradually decrease the time as participants get used to the activity.
  - If you were totally fearless and in the possession of all your powers what would you do to heal our world?
  - What strengths or resources do you now have, that would help you do that?
  - What will you need to learn or acquire?
  - What obstacles are you likely to put in the way of fulfilling this goal?
  - What can you do in the next week - no matter how small the step - that will help you reach that goal?
  
• The facilitator repeats the questions at this point - one by one - and the scribes read back their answers quietly.
  
• Participants change roles and the process is repeated.
  
• The written answers are then given to their owners.
  
• In their pairs, invite participants to indicate what support they may have, or may need, in taking the step they have suggested.
  

B. Person-People-Planet: A Mini-lecture/Discussion

The aim of this segment is to facilitate reflection on the interconnectedness of life, our relationship with other people (both those close to us and known to us, as well as those further away and unknown) and with our planetary environment.

• Use OHT 1 of three overlapping circles representing Person-People-Planet.
  
• Use the diagram to help reflect on the interconnections of our lives. Consider the things we do individually and collectively, and the impact they have on individuals, other groups of people and the planetary environment or our immediate part of it.
  
• Consider human rights/respect for individuals/cultures. What impact on individuals results from the actions of some groups? How is human behaviour affected by the nature of the planet?
  
• How have we acted in the past? What impact have our actions had on other people and on the planet?
  
• How should we act in the future? How can the balance and well-being of all people and the sustainability of the planet be achieved?
  
• Is this model potentially useful as a framework for reflecting on past behaviour? How could it be used in clarifying impacts of decisions we make?
  

C. Goals for Schools and Classrooms

• Distribute Resource 2 and ask participants to read the paragraph at the start of that page.
  
• Ask participants to work in groups of 4-5 to consider the following questions on Resource 2.
  
• In what ways has a school or classroom you experienced been empowering?
  
• What would you change or do differently in your classroom or school? How?
  
• What knowledge or skills might you need to learn in order to make the changes you have envisaged?
  
• Suggest some ways in which you might acquire the knowledge and skills you have identified as necessary.

5. Debriefing

A. Debriefing

Participants choose a partner and briefly answer the following questions (on OHT 2):

• Which aspect of this workshop have you found the most stimulating?
  
• Name one new thought you are taking away from it.
  
• What is one thing you intend to do as a result of the workshop?

B. Final Evaluation Activity

Ask participants to choose a word or short phrase to sum up their feelings about the workshop. This can be done as a round. The facilitator accepts the comments and affirms the participants without any reactions or discussion.

OHT 1

Person - People - Planet

OHT 2

Questions for Debriefing

Choose a partner and briefly answer the following questions:

1. Which aspect of this workshop have you found the most stimulating?
2. Name one new thought you are taking away from it.
3. What is one thing you intend to do as a result of the workshop?

Resource 1

Envirobingo

Complete a row of four squares (horizontally, vertically or diagonally) in the table below by writing in the name of someone who ......

A. Rides a bicycle regularly	B. Is a vegetarian	C. Is a member of a community organisation	D. Grows some of their own food
E. Has walked in a rainforest	F. Is a reformed smoker	G. Reused or recycled something recently	H. Has cooked a meal for their family or friends
I. Can speak another language	J. Conserves water in some way	K. Can name a local group which sings about environmental issues	L. Has fasted for a day
M. Has a family member living in another country	N. Tries to eat locally-produced rather than imported food	O. Has planted a tree in the last year	P. Can name a United Nations agency

Resource 2

The Global School

In the global school, as in the global classroom, the medium is the message. The development of cooperative, affirmative attitudes among students is largely dependent upon teachers displaying those same attitudes, in the staffroom as well as the classroom. A respect for the intrinsic worth and rights of other people must be enshrined in school regulations, disciplinary and complaints procedures. The encouragement of students to actively participate in their own learning and development needs to be supported through opportunities to share responsibility for the management and direction of the school. A belief in open communication is effectively supported through meaningful dialogue between parents and teachers. A commitment to experiential learning can be positively expressed through sending students out into the local community, to learn from its expertise and to contribute to its growth. In short, the empowering school is an embodiment of the ideals and aspirations it has for its students.

Pike, G. and Selby, D. (1988) Global Teacher, Global Learner, Hodder and Stoughton, London, p. 60.

Questions

1. In what ways has a school or classroom you have experienced been empowering?

2. What would you change or do differently in your classroom or school? How?

3. What knowledge or skills might you need to learn in order to make the changes you have envisaged?

4. Suggest some ways in which you might acquire the knowledge and skills you have identified as necessary.