Lifelong Ecological Learning Program

Program Curriculum

1. The boundaries of life (THE BIG PICTURE) - How we got to where we are.


2. The flow of the sun's energy (THE CRITICAL PICTURE)- Carbon cycle, entropy, fossil fuels, hydrogen fuel cell, alternative energies.


3. The interconnections between the earth's grand systems (THE WHAT)- Air, water, soil, biodiversity, and population.


4. The impact of the use of energy and the earth's grand systems on each person and society as a whole; especially the impact on economic systems and human health. (THE IMPACT ON HUMANS)


5. The changes each person and society as a whole need to undertake to protect these grand systems in the present and the future.(THE CHANGES REQUIRED BY HUMANS)


6. The skills of anticipatory learning, discernment, self-directed learning, co-learning, and location-based, systems thinking. (THINKING AND LEARNING).

Rationale

We face some very serious challenges in the immediate future as our ecological systems (our life systems) are continually being degraded. In fact, if we stop to reflect we will realize the crisis is already among us. The main source of energy that people on this planet are living on, is running out. Water is being contaminated and overused. Air is being polluted and the atmosphere is the dumping ground for increased amounts of carbon and radioactive materials. Soil is under severe stress and life species are being eliminated. Our economic systems have borrowed from the future by overextending our use of these ecological systems. The principle on that mortgage is now due.

This information can be overwelming for most people. There are solutions but they are complex and we will need to rethink the manner in which we live on this planet to achieve them. However there is a great deal of misinformation, myth, ignorance and denial about ecological systems. The most powerful solution to our problems and the best source of hope and confidence lies in the knowledge that all citizens should possess. Our starting point is in assisting citizens to become ecologically literate by (a) understanding how global ecological systems work and (b) by understanding that we are "environment" and that "environment" is not something separate from us.

Ecological consciousness hopefully will lead to changed individuals and family behaviors. Our ultimate goal is to create an ecologically / economically sustainable city, region, province and world

Knowledge acquired through a respectful and enjoyable atomsphere of co-learning can build confidence and hope in the future. It allows the individual to participate in planning for the future on an equal footing. This is our starting point.

Outline Of Part 1 Program

• 15-25 participants per program


• the program is 2.5 hours per class, 10 sessions


• one session per week 5:30-8, with some Saturdays 1:30-4.


• one weekend 48 hour immersion session


• curriculum based on Puk, T. G. (2010) "Transforming the Ecological Self: STOP Peeing in the Drinking Water".


• completion of ecological knowledge review


• one whole group community project


• individual eco audits


• experiential, adventure-based, movement-based, fun, based on interactive ecological activities


• a combination of mostly outdoor (regardless of weather) and some indoor learning.


• sessions may be May-June or July-August or September-November.
  


• certificate upon completion

In addition, the instructor will provide an at home session (upon request) to help integrate the new ecological learning with an ecological lifestyle

Notes

Participants do not require a scientific background nor previous experience in ecological issues. This program is for all citizens.

Programs are also available for schools and teacher groups.

Specific Outcomes

1. Develop a higher level of ecological literacy / knowledge involving global systems.


2. Be able to see and understand the interconnections between all things.


3. Develop and value a lifelong ecological consciousness.


4. Identify time-lines in regard to the serious ecological challenges we currently face.


5. Differentiate between myth, misinformation and fact with current information.


6. Empower the individual to make ecological changes in his or her own behavior and possess the knowledge required to influence community systems through action and leadership.


7. Create a sense of community (team-building) which will provide a trusting atmosphere and hope for the future.


8. Develop anticipatory, reflective learning and systems - thinking skills.
   

Contact Information:

Forum for Ecological Education and Action





or

inquiries@feea.ca