Ecological
 Literacy



  www.eco-labs.org
The Visual Communication of Ecological Literacy
                                                                          ...
1. Climate Change
Recent temperature changes                                                          GLOBAL STEP    2
                     ...
Climate Safety. PIRC
2. Resource Depletion




Springer-Verlag. The New Scientist.
Earth’s Natural Wealth: an Audit. The New Scientist
3.Peak Oil




             The Oil Age. Information design by Dave Menninger. 2006
The Oil Crunch
Securing the UK’s energy future
First report of the UK Industry Taskforce on Peak Oil & Energy Security (IT...
4.Biodiversity




                 Living Planet Report 2006. WWF
4.Water
The Visual Communication of Ecological Literacy
                                                                          ...
ECOLOGICAL




                         GOOD
                        DESIGN
            ECONOMIC                SOCIAL



...
Actions

                       Ideas / Theories

                    Norms / Assumptions

                       Beliefs ...
Ecological Literacy
shift from mechanistic metaphor and paradigm
towards an ecological metaphor and paradigm
Actions

      Ideas/theories

 Norms/assumptions

       Beliefs/values

 Paradigm/worldview

Metaphysics/cosmology

  St...
How? Transformational Learning
The value / action gap permeates education for sustainability and is
obvious in environment...
Levels of Learning & Engagement

1st: Education ABOUT Sustainability
Content and/or skills emphasis. Easily accommodated
i...
Put simply, the case against the dominant Western

worldview is that it is no longer constitutes an adequate

model of rea...
An emerging ecological whole systems paradgim

   70s - Meadows, Bateson

   80s - Capra, Harman, Clark

   90s - Orr, Las...
An emerging ecological (relational/systemic) paradigm

presents a sane and hopeful evolutionary pathway,

necessary to the...
Seeing differently
We can’t solve problems by using the same

kind of thinking we used when we created them.




                            ...
ECOLOGICAL




       ECONOMIC                SOCIAL




www.eco-labs.org
   http://teach-in.ning.com
Visual Communication and Ecological Literacy | EcoLabs | J.Boehnert
Visual Communication and Ecological Literacy | EcoLabs | J.Boehnert
Visual Communication and Ecological Literacy | EcoLabs | J.Boehnert
Visual Communication and Ecological Literacy | EcoLabs | J.Boehnert
Visual Communication and Ecological Literacy | EcoLabs | J.Boehnert
Visual Communication and Ecological Literacy | EcoLabs | J.Boehnert
Visual Communication and Ecological Literacy | EcoLabs | J.Boehnert
Visual Communication and Ecological Literacy | EcoLabs | J.Boehnert
Visual Communication and Ecological Literacy | EcoLabs | J.Boehnert
Visual Communication and Ecological Literacy | EcoLabs | J.Boehnert
Visual Communication and Ecological Literacy | EcoLabs | J.Boehnert
Visual Communication and Ecological Literacy | EcoLabs | J.Boehnert
Visual Communication and Ecological Literacy | EcoLabs | J.Boehnert
Visual Communication and Ecological Literacy | EcoLabs | J.Boehnert
Visual Communication and Ecological Literacy | EcoLabs | J.Boehnert
Visual Communication and Ecological Literacy | EcoLabs | J.Boehnert
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Visual Communication and Ecological Literacy | EcoLabs | J.Boehnert

  1. 1. Ecological Literacy www.eco-labs.org
  2. 2. The Visual Communication of Ecological Literacy Jody Joanna Boehnert - MPhil - School of Architecture and Design Why? Context Levels of Learning & Engagement Presently humanity’s ecological footprint exceeds its regenerative capacity by 30%. This global overshoot is growing and ecosystems are 1st: Education ABOUT Sustainability being run down as wastes (including greenhouse gases) accumulate in Content and/or skills emphasis. Easily accommodated the air, land, and water. Climate change, resource depletion, pollution, into existing system. Learning ABOUT change. loss of biodiversity, and other systemic environmental problems ACCOMMODATIVE RESPONSE - maintenance. threaten to destroy the natural support systems on which we depend. 2nd: Education FOR Sustainability What? Systems, Networks, Values Additional values emphasis. Greening of institutions. Problems cannot be understood in isolation but must be seen as Deeper questioning and reform of purpose, policy and practice. interconnected and interdependent. We must learn to engage with Learning FOR change. REFORMATIVE RESPONSE - adaptive. complexity and think in terms of systems to address current ecological, social and economic problems. Images can be useful tools to help with this learning process. 3rd: SUSTAINABLE Education Capacity building and action emphasis. How? Transformational Learning Experiential curriculum. Institutions as learning communities. Learning AS change. TRANSFORMATIVE RESPONSE - enactment. The value / action gap permeates education for sustainability and is obvious in environmental coverage in the media. The gap between Stephen Sterling, 2009 our ideas about what we value and what we are actually doing to address the problem is the notorious value / action gap. This project uses transformational learning to move from values to action. This approach is integrated into cycles of action research and practice based design work. ECOLOGICAL Actions GOOD DESIGN Ideas / Theories ECONOMIC SOCIAL Norms / Assumptions Beliefs / Values Paradigm / Worldview Metaphysics / Cosmology Transformational Learning Values, Knowledge, Skills A: SEEING (Perce ption ) An expanded ethical sensibility or consciousness The world is a complex, interconnected, finite, ecological-social- B: KNOWING (Conception) psychological-economic system. We treat it as if it were not, as Ecological literacy - the understanding of the principles of organization A critical understanding of pattern, if it were divisible, separable, simple, and infinite. Our persistent, that ecosystems have evolved to sustain the web of life - is the first consequence and connectivity intractable, global problems arise directly from this mismatch. step on the road to sustainability. The second step is the move Donella Meadows, 1982 towards ecodesign. We need to apply our ecological knowledge to C: DOING (Actio n) the fundamental redesign of our technologies and social institutions, The ability to design and act relationally, so as to bridge the current gap between human design and the integratively and wisely. References Fritjof Capra. The Hidden Connections. London: Flamingo. 2003 Stephen Sterling. Whole Systems Thinking as a Basis for Paradigm Change in Education. University of Bath. 2003 ecological sustainable systems of nature. Stephen Sterling. Transformational Learning. Researching Transformational Learning. University of Gloucestershire. 2009 Fritjof Capra, 2003 Stephen Sterling, 2009 j.j.boehnert@brighton.ac.uk | jody@eco-labs.org This poster can be downloaded on this website: www.eco-labs.org
  3. 3. 1. Climate Change
  4. 4. Recent temperature changes GLOBAL STEP 2 Temperature Choice Models vs. Scenarios Bars show the range in year 2100 produced by several scenarios. 6.0 5.5 5.0 A1FI - Rapid growth, fossil fuel intensive. Temperature Rise, degrees Celsius 4.5 A2 - High energy consumption, rapid population growth. 4.0 A1B - Rapid growth, balanced energy sources. 3.5 B2 - Environmental preservation and local solutions. 3.0 A1T - Rapid growth, new, non-carbon, technology. 2.5 IS92a - "Business as usual" IPCC. 2.0 B1 - Environmentally and socially conscious global approach. 1.5 1.0 0.5 Scenarios A1B 0.0 A1T A1FI -0.5 A2 B1 -1.0 B2 IS92a 1700 1800 1900 2000 2100 Year "The Game Plan" slideset release 1.0, March 13 2008 43
  5. 5. Climate Safety. PIRC
  6. 6. 2. Resource Depletion Springer-Verlag. The New Scientist.
  7. 7. Earth’s Natural Wealth: an Audit. The New Scientist
  8. 8. 3.Peak Oil The Oil Age. Information design by Dave Menninger. 2006
  9. 9. The Oil Crunch Securing the UK’s energy future First report of the UK Industry Taskforce on Peak Oil & Energy Security (ITPOES) The Oil Crunch. The UK Industry Taskforce on Peak Oil and Energy Security.
  10. 10. 4.Biodiversity Living Planet Report 2006. WWF
  11. 11. 4.Water
  12. 12. The Visual Communication of Ecological Literacy Jody Joanna Boehnert - MPhil - School of Architecture and Design Why? Context Levels of Learning & Engagement Presently humanity’s ecological footprint exceeds its regenerative capacity by 30%. This global overshoot is growing and ecosystems are 1st: Education ABOUT Sustainability being run down as wastes (including greenhouse gases) accumulate in Content and/or skills emphasis. Easily accommodated the air, land, and water. Climate change, resource depletion, pollution, into existing system. Learning ABOUT change. loss of biodiversity, and other systemic environmental problems ACCOMMODATIVE RESPONSE - maintenance. threaten to destroy the natural support systems on which we depend. 2nd: Education FOR Sustainability What? Systems, Networks, Values Additional values emphasis. Greening of institutions. Problems cannot be understood in isolation but must be seen as Deeper questioning and reform of purpose, policy and practice. interconnected and interdependent. We must learn to engage with Learning FOR change. REFORMATIVE RESPONSE - adaptive. complexity and think in terms of systems to address current ecological, social and economic problems. Images can be useful tools to help with this learning process. 3rd: SUSTAINABLE Education Capacity building and action emphasis. How? Transformational Learning Experiential curriculum. Institutions as learning communities. Learning AS change. TRANSFORMATIVE RESPONSE - enactment. The value / action gap permeates education for sustainability and is obvious in environmental coverage in the media. The gap between Stephen Sterling, 2009 our ideas about what we value and what we are actually doing to address the problem is the notorious value / action gap. This project uses transformational learning to move from values to action. This approach is integrated into cycles of action research and practice based design work. ECOLOGICAL Actions GOOD DESIGN Ideas / Theories ECONOMIC SOCIAL Norms / Assumptions Beliefs / Values Paradigm / Worldview Metaphysics / Cosmology Transformational Learning Values, Knowledge, Skills A: SEEING (Perce ption ) An expanded ethical sensibility or consciousness The world is a complex, interconnected, finite, ecological-social- B: KNOWING (Conception) psychological-economic system. We treat it as if it were not, as Ecological literacy - the understanding of the principles of organization A critical understanding of pattern, if it were divisible, separable, simple, and infinite. Our persistent, that ecosystems have evolved to sustain the web of life - is the first consequence and connectivity intractable, global problems arise directly from this mismatch. step on the road to sustainability. The second step is the move Donella Meadows, 1982 towards ecodesign. We need to apply our ecological knowledge to C: DOING (Actio n) the fundamental redesign of our technologies and social institutions, The ability to design and act relationally, so as to bridge the current gap between human design and the integratively and wisely. References Fritjof Capra. The Hidden Connections. London: Flamingo. 2003 Stephen Sterling. Whole Systems Thinking as a Basis for Paradigm Change in Education. University of Bath. 2003 ecological sustainable systems of nature. Stephen Sterling. Transformational Learning. Researching Transformational Learning. University of Gloucestershire. 2009 Fritjof Capra, 2003 Stephen Sterling, 2009 j.j.boehnert@brighton.ac.uk | jody@eco-labs.org This poster can be downloaded on this website: www.eco-labs.org
  13. 13. ECOLOGICAL GOOD DESIGN ECONOMIC SOCIAL Problems as symptoms of systemic failure, rather than random errors requiring fixes.
  14. 14. Actions Ideas / Theories Norms / Assumptions Beliefs / Values Paradigm / Worldview Metaphysics / Cosmology Transformational Learning Values, Knowledge, Skills A: SEEING (Perc e ption ) An expanded ethical sensibility or consciousness B: KNOWING (Conception) A critical understanding of pattern, consequence and connectivity C: DOING (Actio n) The ability to design and act relationally, integratively and wisely. Stephen Sterling, 2009
  15. 15. Ecological Literacy shift from mechanistic metaphor and paradigm towards an ecological metaphor and paradigm
  16. 16. Actions Ideas/theories Norms/assumptions Beliefs/values Paradigm/worldview Metaphysics/cosmology Stephen Sterling on transition from beliefs to actions: ‘Levels of Knowing’, 2009
  17. 17. How? Transformational Learning The value / action gap permeates education for sustainability and is obvious in environmental coverage in the media. The gap between our ideas about what we value and what we are actually doing to address the problem is the notorious value / action gap. This project uses transformational learning to move from values to action. This approach is integrated into cycles of action research and practice based design work.
  18. 18. Levels of Learning & Engagement 1st: Education ABOUT Sustainability Content and/or skills emphasis. Easily accommodated into existing system. Learning ABOUT change. ACCOMMODATIVE RESPONSE - maintenance. 2nd: Education FOR Sustainability Additional values emphasis. Greening of institutions. Deeper questioning and reform of purpose, policy and practice. Learning FOR change. REFORMATIVE RESPONSE - adaptive. 3rd: SUSTAINABLE Education Capacity building and action emphasis. Experiential curriculum. Institutions as learning communities. Learning AS change. TRANSFORMATIVE RESPONSE - enactment. Stephen Sterling, 2009
  19. 19. Put simply, the case against the dominant Western worldview is that it is no longer constitutes an adequate model of reality - particularly ecological reality. The map is wrong, and moreover, we commonly confuse the map (worldview) for the territory (reality). Sterling, 1993
  20. 20. An emerging ecological whole systems paradgim 70s - Meadows, Bateson 80s - Capra, Harman, Clark 90s - Orr, Laszlo, Hawkins, Kortean, Berman+ 00s - Sterling, 100s+
  21. 21. An emerging ecological (relational/systemic) paradigm presents a sane and hopeful evolutionary pathway, necessary to the conditions we now face, with the power to transcend the disintegrative effects of modernism and the disempowering relativism of deconstructive postmodernism. Stephen Sterling, 2009
  22. 22. Seeing differently
  23. 23. We can’t solve problems by using the same kind of thinking we used when we created them. Albert Einstein
  24. 24. ECOLOGICAL ECONOMIC SOCIAL www.eco-labs.org http://teach-in.ning.com
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