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Inspiring young people to think about the world, their relationship to it, and their ability to influence it in an entirely new way. Jaimie P. Cloud, President www.cloudinstitute.org. Workshop Outcomes. Participants will:

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slide1

Inspiring young people to think about the world, their relationship to it, and their ability to influence it in an entirely new way.

Jaimie P. Cloud, President

www.cloudinstitute.org

workshop outcomes

Workshop Outcomes

Participants will:

Develop a shared understanding and vocabulary of Sustainability and Education for Sustainability (EfS)

Become inspired and hopeful about contributing to the shift toward a sustainable future through education

fish game guide

Fish Game Guide

We are going to run a swordfish fishing industry!

Each person in the group will be fishing for swordfish in the same ocean.

Assign the envelope of fish to a banker (“nature”) in the group of players.

The banker will put 20 fish in the middle of the table. Twenty fish is this ocean’s carrying capacity for swordfish.

In each round, each person can fish for a certain number of

swordfish. Traditionally, people fish for swordfish in the three following ways:

1) Harpoon fishing: take one fish

2) Long-line fishing: take two fish

3) Free-for-all long-line fishing: take three fish

Each turn, each person can take up to three fish, depending on the

instructions for that game.

fish instructions cont d
Fish Instructions (cont’d)

After each round when all players have taken their fish, the banker

(“nature”) will count the number of swordfish left and add 25% to the

pot, up to, but not exceeding, 20 fish (round up if you need to).

Example: If there are 12 fish left, 3 fish (25% of 12) will be

added to the pot, bringing the total up to 15. (In real life,

swordfish produce far fewer than 25% new offspring

each year—they are like humans in that they have few

children over the course of their lifetimes.)

The added fish represent the number of baby swordfish made by the

swordfish that were left after everyone has taken their fish (the ones that

were left in the ocean to reproduce).

The object of each game:

To have as many fish as possible after playing all 10 rounds.

game instructions
Game Instructions

We will play the game four times, each a different way:

Game 1: Everyone chooses a fishing technique at the beginning of the

game and sticks with it until the end of the game

Game 2: Everyone chooses a fishing technique, but can change

technique each turn during the game

how many of you
How Many of You

Made it through all 10 rounds

in every game you played?

what happened
What happened?

If your group ran out of fish before you were

able to play 10 rounds, then the number of

Fisher folk fishing the way you did resulted in

more fish taken from the ocean faster than

the ocean was able to replenish them.

We call that unsustainable.

what were you thinking
Whatwere you thinking?

Now that you know that

something you did

or didn’t do

contributed to “crashing the system,”

Why did you do it?

slide14

I take ACTIONS based on my beliefs

The Ladder of

Inference

“THE BOX”

Schema

Habit of Mind

Mental Model

Mindset

Mental Map

Hardwiring

Frame

Paradigm

I adopt BELIEFS about the world

I draw

CONCLUSIONS

I make ASSUMPTIONS based on the

meaning I added

“Our prior experiences with the world inform what we can perceive”

-Lisa Feldman

I add MEANINGS(cultural & personal)

I select “DATA” from what I observe

Source:

The Fifth Discipline

(Peter Senge)

OBSERVABLE “DATA” and EXPERIENCES

(as a video camera might capture it)

slide16

How Do Mental Models Affect Us and the World Around Us?

“Everything that happens

is reported to the brain as absolute fact.”

(Langer)

“Most people make sense to themselves.”

(Jones)

slide17

The Results of These Classic Mental Models

  • We often operate without the information we need
  • We ignore/can’t see the feedback (believing is seeing)
  • “If we cannot hear or see feedback,
  • we cannot perceive relevant data for
  • our brains to filter” - Ochsner
  • We exhibit characteristics of insanity
  • Our “fixes” backfire on us or we shift the burden
slide18

Fix that Backfires Archetype

Delay

FIX/Action…

Number of Fish I Catch

Gap

Unintended Consequence…

Level Fish Stock Depleted

Current State…

Number of Fish I Have

0

Desired State….

To have as many fish as possible by the end of

10 rounds

behavior over time
Behavior Over Time

40

Total # of Fish

0

Time (Rounds)

10

Indiv Accumulation

Fish Stock

Group Accumulation

behavior over time1
Behavior Over Time

Unsustainable Example

SustainableExample

Total # Fish

36

32

28

24

20

16

12

8

4

0

Total # Fish

36

32

28

24

20

16

12

8

4

0

0 1 2 3 4 5 6 7 8 9 10

Time (Rounds)

0 1 2 3 4 5 6 7 8 9 10

Time (Rounds)

Individual Accumulation Fish Stock Group Accumulation

slide22
“All systems

are perfectly designed

to get the results they get.”

(Richmond)

slide23
“It is worth noting

that this is not the work

of ignorant people.”

(Orr)

slide24

It all begins

with a change in thinking

slide25

Closing the Gap

Brainstorm Activity

In small groups, brainstorm the mental models, behaviors, and strategies required

to make the shift toward sustainability.

slide26

Mental Models

for a Sustainable Future

Practical Idealist

A healthy and sustainable future is possible.

slide27

Mental Models

for a Sustainable Future

We Are All In This Together

We are all interdependent

on each other and on the natural systems upon which all life depends.

slide28

Mental Models

for a Sustainable Future

Live by the Natural Laws

We must operate within

natural “laws” and principles rather than attempt to overcome them.

It’s non-negotiable.

slide29

Mental Models

for a Sustainable Future

Healthy Systems Have Limits

Tap the power of limits

Note: Please do not confuse the mental model of scarcity with the reality of limits.

slide30

Mental Models

for a Sustainable Future

Reciprocity Rules

In the context of interdependence,

self interests are best served through mutually beneficial relationships.

slide31

Mental Models

for a Sustainable Future

We Are All Responsible

Everything we do, and

everything we don’t do,

makes a difference.

shifting mental models
Shifting Mental Models

Mental models shift with experience,

by askingdifferent questions,through story telling,with the creative process, and more...

Some mental models are easier to shift than others. (Ask Copernicus.)

The mental models of children and young people change over time with new knowledge and applied insight.

Do the mental models of adults change over time with new knowledge and applied insight?

slide33

Sustainability

  • “The possibility that human and other life
  • will flourish on the planet forever” 
  • John R. Ehrenfeld
slide34

Sustainability

"A sustainable society

is one that is far-seeing enough,

flexible enough, and wise enough

not to undermineeither its physical

or its social systems of support.”

Donella Meadows

slide36

Education for Sustainability (EfS)

The Cloud Institute’s Framework

slide37

Why Educate for Sustainability?

We have to learn how to live well in our places without undermining their ability

to sustain us over time.

The foundations of our knowledge, skills, and

habits of mind are cultivated in our schools.

leveraging systemic change
Leveraging Systemic Change

Events

Trends/

Patterns

Structures/

Behaviors

Mental Models/

Worldview

React

Respond

Design

Transform

Source:

The Fifth Discipline

(Peter Senge)

questions to consider
Questions to Consider

What are we already doing?

What might we want to change?

What do we need to stop doing?

What do we need to start doing?

slide41

The Learning Self

Core Attitudes

Ethics

Mindfulness

Compassion

Multiple Intelligences

Brain & Mind

Potential

&

Purpose

Personal Story

Sense of Self

Learning Styles

Motivation

Empathy

slide42

The Learning Self

Core Processes and Skills

Applied Systems Thinking

Participation & Leadership

Visioning, Lateral Thinking & Creativity

Deep Learning

& Deep Thinking

Engaging Diversity

the learning self core knowledge
The Learning SelfCore Knowledge

Cultural Preservation and Transformation

Responsible Local/ Global Citizenship

Strong Sense of Place

Dynamics of Systems and Change

Multiple Perspectives

Sustainable Economics

Inventing and Affecting the Future

Healthy Commons

Natural Laws and Ecological Principles

slide44

The Learning Classroom

Class as a Learning Community

Constructivist Approach to Teaching

Technology Integration

Authentic Instruction & Assessment

Place-Based

Learner-Centered

Standards Based

Inquiry-based

Interdisciplinary

Project-Based

Reflective Practice

Differentiated

Cooperative Learning

Writing Process

Applied Learning

Service Learning

Assessment-Driven

Understanding by Design

slide45

Schools that Learn for EfS

In schools that learn, everyone is encouraged to keep thinking, innovating, collaborating, talking candidly, improving their capabilities, self-correcting, and making personal commitments

to a shared future…

slide46

Physical Plant, Procurement,

and Investmentsfor EfS

Green buildings, regenerative designs,

green rooftops, no waste, energy efficiency, use of regional materials, healthiness, cost savings, recycled materials, social and environmental responsibility…

t he u theory of learning and change
The U Theory of Learning and Change

Tap Prior Knowledge

Read the Feedback, Revise &

Continuously Improve

Immediately Apply New Learning to Make it “Stick”

Learn Something New

Re-Appraise/

Re-Frame

(Otto Scharmer)

Reflect and Gain Insight

slide49

Contact Information

www.cloudinstitute.org/contact-us