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The Global Living Project: Education for Ecological Sustainabdlity

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The Global Living Project: Education for Ecological Sustainabdlity THE GLOBAL LIVING PROJECT: EDUCATION FOR ECOLOGICAL SUSTAINABDLITY by CINDY JOY SUTHERLAND B.A. Simon Fraser University, 1989 A THESIS SUBMITTED IN PARTIAL FULFILMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF ARTS in THE FACULTY OF GRADUATE STUDIES School of Community and Regional Planning We accept this thesis as conforming to the required^standard THE UNIVERSITY OF BRITISH COLUMBIA April 1998 © Cindy Joy Sutherland ^ 1998 In presenting this thesis in partial fulfilment of the requirements for an advanced degree at the University of British Columbia, I agree that the Library shall make it freely available for reference and study. I further agree that permission for extensive copying of this thesis for scholarly purposes may be granted by the head of my department or by his or her representatives. It is understood that copying or publication of this thesis for financial gain shall not be allowed without my written permission. Department of School of Community and fikffanaJ Ffaw/ncj The University of British Columbia Vancouver, Canada Date O&uls Jft. 199% DE-6 (2/88) ABSTRACT In light of the global sustainability challenge there is a growing recognition that human societies which are not living within the means of the natural world will need to undergo a transformation. In Western or Industrial societies this will require a radical rethinking, reconfiguration and reorientation. In order to accomplish this, education will play a crucial role, but while there have been many educational programs which focus on sustainability they have not been all that effective. One attempt which is breaking new ground is the Global Living Project. It is a six week experiment in sustainable living which combines the hands-on practice of attempting to live equitably and sustainably within the means of nature with some theoretical grounding in why this is necessary, and how it may be possible. What does a program such as the Global Living Project offer in terms of supporting and initiating social change? Seeking to answer this question this thesis documents and analyses the first Global Living Project Summer Institute which was held in the Slocan Valley of British Columbia, Canada in 1996. Using a qualitative evaluation process based on my experience as a participant researcher, and supplemented by a review of significant literature, participant responses to two questionnaires and the journal I kept, I identified seven significant aspects of the Global Living Project learning experience. They are: 1. The effect of seeing and experiencing alternative lifestyles. 2. The impact of mentoring or teaching by example. 3. The out-of-mainstream context of the project. 4. The spiritual, emotional and ritual components. 5. The exploration of the concept of community and the community building which occurred. 6. The acquisition of tools for action. 7. The curriculum and pedagogy employed. These seven aspects were instrumental in leading to four outcomes which are significant in terms of moving toward sustainability. These were: 1. That the GLP participants were led to a greater and deeper understanding of both the nature and complexity of the ecological and socio-political global situation, and a more intense uncovering and questioning of the fundamental assumptions behind Western culture which are the driving force of the problems. 2. That a great deal of personal healing and/or growth took place for many of the GLP participants which resulted in a sense of renewed optimism and sense of personal power. 3. That GLP participants were led to a deeper scrutiny and understanding of personal belief systems and feelings around issues of sustainability and to a greater awareness of their personal purpose and direction within the sustainability movement. 4. That GLP participants had an expanded recognition of possible paths for action and of the actuality of putting them in practice. I conclude that if global ecological sustainability is to become a reality, then we need both to integrate these aspects into other environment education endeavours, especially at a community level, and also encourage and support more program such as the Global Living Project. TABLE OF CONTENTS ABSTRACT ii TABLE OF CONTENTS iv ACKNOWLEDGEMENTS vii Journal Entry: April 23, 1996 1 CHAPTER ONE: INTRODUCTION AND BACKGROUND 2 What Led Me to this Thesis 2 The Purpose of This Thesis 6 Summary of Methodology 7 Collecting The Data 7 Weaving the Voices 9 Research Techniques Used and Being a Participant Researcher 14 Organization of the Thesis 17 A Note on Language 18 Who is the "We" I am Talking About? 18 "What" am I Talking About? 21 Sustainability 21 CHAPTER TWO: LITERATURE REVIEW—THE GAP BETWEEN KNOWLEDGE AND ACTION 23 The Mechanization of Existence 25 Cognitive Dissonance 27 Uncovering the Uncoverable 29 Moving Through the Gap: Knowledge and Action 31 What Needs to be Taught? 33 CHAPTER THREE: THE GLOBAL LIVING PROJECT 36 Participants—or People Involved with the Global Living Project 37 A Note on the Organizers 40 Jim Merkel and the Dream of the Global Living Project 41 The Proposed GLP Curriculum 43 Week One: Bioregional Exploration 44 Week Two: Our Ecological Footprint 45 Week Three: The Community Development Institute 46 Week Four: Sustainable Lifestyles 47 Week Five: Wilderness Adventure 47 Week Six: Working Together for a Change 48 Rhythm of the Days and Weeks 48 Setting of the Global Living Project 50 iv CHAPTER FOUR: EDUCATION FOR ACTION-FINDINGS AND ANALYSIS 53 Point One: Seeing and Experiencing Alternative Lifestyles 55 Phil's Solar House 56 Scott, Marie and Cypress's home and Jim Merkel's Cabin: Small is Beautiful 58 Mark and Danielle Breaten's Earthship Home and Intentional Community 60 The GLP Site and the Intentionally Conscious Community 63 Permaculture 66 Conclusion 69 Point Two: Mentoring or Teaching by Example 71 Point Three: Removal from Mainstream Society 74 The Positive Aspects of Removal From Mainstream Society 77 Conclusion 81 Point Four: Support for the Emotional Aspects of the Work and the Emphasis on the Spiritual and on Ritual 81 How Were They Encouraged and Facilitated? 83 Conclusions 89 Point Five: Community and Community Building 91 Why the Emphasis on Community? 91 What is Community? 94 How the GLP Asked and Began to Answered These Questions 97 Bioregionalism 99 Building Community with the natural or non-human world 102 To Hold Conversation With One's Heart 104 What We Learned at the GLP 107 What Participants Had to Say 109 Journal Entry July 111 Point Six: Tools For Action 112 Political Expertise- Grass roots organizing 113 Further Hands-on Experience 115 Conclusion 116 Point Seven: Pedagogy and Curriculum Employed 117 Books Chosen as Text 118 The Example of Kerala, India 119 Four Major Outcomes and Achievements 120 1. Obtaining Greater Insight 121 2. Renewed Optimism 123 3. Finding One's Personal Path 125 4. Changing Behaviour, Taking Action 126 Other Things to Address 131 1. The Use of Native Ritual: 131 2. Gender Analysis of the GLP 136 v 3. Involving Children and Others in Such Programs 139 Journal, September, 1997 145 CHAPTER FIVE: IMPLICATIONS AND CONCLUSIONS 146 An Analytical Framework for Education For Sustainability 146 Building More of Us: Individual Versus Structural Change 150 Conclusions 154 BIBLIOGRAPHY 157 APPENDIX "A"—RELEASE WAIVER 163 APPENDIX "B"—QUESTIONNAIRE #2 164 APPENDIX "C'-QUESTIONNAIRE #1 166 APPENDIX "D"-PARTICIPANTS 167 APPENDIX "E"-COLLATION OF QUESTIONNAIRE RESPONSES 175 LIST OF TABLES Table 1: Breakdown of individuals participation in the Global Living Project in terras of the nature of participation and length of time involved. 39 vi ACKNOWLEDGEMENTS The completion of this degree and thesis has been a long and sometimes arduous process. I would like to acknowledge the support and inspiration I received from many sources. To my partner in life, love and frustration, thank you Michael for your unfailing belief in my ability to pull this off. Thank you too, for many long and earnest conversations and for your patience. May we continue to grow together and dedicate ourselves to a magical future. To my many friends, old and new, thank you for your love, support, child care, food, beds, books, critical reviews, proof-reading... Especially Pam and Katy Rogers who provided my home away from home. To everyone at Pacific Spirit Family and Community Services, past and present. Thank you for your advice, support and flexibility. To Jim Merkel and those of the First Global Living Project, Summer Institute, thank you for clarity, for honouring my heart, for sharing my pain and purpose, for showing me my strengths and weaknesses. To Peter Boothroyd and Pamela Courtenay-Hall, thank you for your feedback, encouragement, restructuring, and for the role you both played in giving knowledge and space for my voices to emerge. To my mother, father, sister and brother who taught me what it is to love and care. To the waters rhythmic edge, the forest's heart, the sun's shine, the breath of the sky and to the many birds that sang, insects that crawled or buzzed, flowers that bloomed, fruit and vegetables that grew and ripened, while I thought and wrote and struggled. Thank you for your life and inspiration and for the wisdom and solace I found with you. I also would like to acknowledge myself and the energy expended in juggling many things: commuting, motherhood, daughterhood, partnerhood, moving, seeking, working, cooking, gardening, gathering, cleaning, shopping, organizing, volunteering, studying, writing. Student life is perhaps not as straightforward as it used to be! Finally, I dedicate this thesis to my children, Jessica, Juleah and Daniel. May you grow and thrive with a world in which the air, water and land are clean, pure and life giving, in which human relationships are respectful and nurturing, in which the fire of life glows in every creature great and small, and in which the stones and sands, groves and forests are sacred.
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