Power Point Presentation

1. TEACHING & PERPETUATING
EARTH STEWARDSHIP EDUCATION
JOHN WARFORD, PH.D.
FLORIDA AGRICULTURAL & MECHANICAL UNIVERSITY
A MINI-WORKSHOP FACILITATED AT THE 2019 EARTH EDUCATORS RENDEZVOUS,
TENNESSEE STATE UNIVERSITY NASHVILLE, TN. JULY 14TH, 2019

2. ACTIVITY #1: IDENTIFY AND DISCUSS PROGRAMS, PEOPLE,
CURRICULUMS, FORUMS, AND NETWORKS THAT SUPPORT
EARTH STEWARDSHIP EDUCATION & ITS PERPETUATION.
• NOTE THE LEVEL OF IMPACT OR EXPOSURE OF YOUR CHOSEN EVENT S/ ACTIVITIES, PROGRAMS, OR
NETWORKS.
• NOTE THE FREQUENCY OF THE EVENTS OR ACTIVITIES.
• NOTE THE RANGE OF STAKEHOLDERS INVOLVED.
• ACCESS THE POTENTIAL FOR GROWTH AND PERPETUATION OF THE EVENTS, PROGRAMS, ACTIVITIES, OR
NETWORKS YOU CHOSE.
• DETERMINE WHAT WEAKNESSES OR LIMITATIONS (IF ANY) EXIST IN THE EVENTS, PROGRAMS, ACTIVITIES,
OR NETWORKS YOU CHOSE.
• IDENTIFY ANY POTENTIAL CHALLENGES THAT EXIST.

3. ACTIVITY #2: IDENTIFY AND DISCUSS ISSUES RELATED TO
TEACHING, LEARNING, OR SUPPORTING EARTH STEWARDSHIP
EDUCATION YET TO BE ADDRESSED. ADD ANY RESOURCES,
PRINCIPLES, GUIDELINES THAT HAVE NOT BE PRESENTED.
• TAKE NOTE OF THE NATURE OF THE ISSUES. ARE THE ISSUES THAT SURFACE TECHNNICAL,
EDUCATIONAL, POLITICAL, PERSONAL, COMMERICAL AND FINANCIAL, ETC. OR COMBINATIONS
THEREOF?
• DETERMINE IF THE ISSUES YOU’VE INDENTIFIED ARE COMMON OR UNIQUE.
• RESTATE OR REVISE, IF NEED BE, THE PROVIDED PRINCIPLES AND APPROACHES OFFERED IN THE
FOLLOWING SLIDES.

4. ACTIVITY #3: DEVELOP A RUBRIC OR AN ACTION PLAN
THAT EMPLOYS NEW AND/OR EXISTING CONTENT,
CONCEPTS, PRINCIPLES, OR METHODS FOR A PLANEED OR
EXISTING COURSE OR ACTIVITY.
• SEE THE ACTION PLAN TEMPLATE LINK BELOW. MAKE YOUR PLAN AS COMPLETE AS POSSIBLE. FREELY
CONSULT WITH OTHERS ABOUT HOW REALISTIC AND FEASIBLE IT IS IN ALL AREAS.
• ALSO, ASK YOURSELF THESE TWO QUESTIONS: “WILL MY PLAN DO WHAT IT CLAIMS TO DO?”
(EFFACACY) AND “ IS MY PLAN EFFECTIVE?” (POTENCY).
• ALSO BELOW, SEE THE LINKS ON RUBRICS.
• THERE ARE ALSO LINKS TO CONCEPT MAPS

5. WHAT IS STEWARDSHIP?
• Stewardship is a theological belief that
humans are responsible for the world, and
should take care of it.
• So the acceptance of responsibility leads to the action(s)
of care-taking.
• thinking  attitudes  behaviors  conditions

6. ENVIRONMENTAL STEWARDSHIP
• Refers to responsible use and protection of the natural
environment through conservation and sustainable practices.
• Conservation is the sustainable use and management of a natural
resource by using that resource at a rate slower than its replacement rate.
• Resilience-Based Ecosystem Stewardship emphasizes resilience as a
basic feature of the changing world as well as ecosystems that provide a suite
of ecosystem services rather than a single source, and stewardship that
recognizes resource managers as an integral part of the systems they manage.
Resilience refers to the ability of a system to absorb disturbance and still
maintain its basic function.

7. ENVIRONMENTAL STEWARDSHIP
• Three categories of environmental stewards:
doers donors practitioners
• Doers go out and help the cause by taking action. Donors are
people that financially help the cause – through fundraising and
monetary donations. Practitioners work on a day to day basis to
steer government agencies, scientists, stakeholder groups, or or any
other group towards stewardship outcomes.
• Increasing Capacity for Stewardship of Oceans and Coasts, p.30

8. WHAT ARE WE TRYING TO DO?
PERPETUATE ENVIRONMENTAL CITIZENSHIP
THROUGH EXPOSURE, EDUCATION, AND TRAINING.
• Earth Stewardship requires a new ethic of environmental
citizenship on the part of individuals, businesses, & governments.
This must be based on a clear understanding of the consequences,
tradeoffs, and opportunities associated with action choices that
influence the trajectory of our planet… This in turn requires
effective communication of issues & opportunities and improved
alignment of incentives with those social norms that foster
sustainable behavior. - Ecological Society of America

9. WHY SHOULD I (OR ANYONE ELSE) CARE?
• Self-Preservation & Self Perpetuation
(survival, well-being, longevity, and the stability & enhancement of one’s quality of life)
• Enlightened Self-Interest
(acting to further the interests of others ultimately serve my own self-interests)
An appreciation for the need & the value of the Commons.
• The High Cost to be Paid for Our Apathy
and Unsustainable Behavior / Conditions

10. GUILDING PRINCIPLES
FOR SUSTAINABLE ACTIONS AND STRATEGIES
• IS IT LIFE-AFFIRMING?
• IS IT JUST (BALANCED AND HARMONIOUS)?
• IS IT FOR THE GREATER GOOD OF THE INDIVIDUAL, THE GROUP,
AND THE PERPETUATION OF THE GROUP? (PRINCIPLES OVER PREFERENCES)
• HAVE I CONSIDERED THE PURPOSE, FUNCTION, & MOVEMENT
OF THE SYSTEM, OPERATION, ENTITY OR OBJECT?
• I AM A STEWARD IN THE BUILT AND NATURAL ENVIRONMENTS.
• I AM A STEWARD AT ALL TIMES.

11. What defines the nature of the relationship
between humans & the natural environment?
Dependency Adaptation Modification
The failure to embrace these three manifestations of reality,
especially the one of dependency, makes the appreciation
and perpetuation of Earth Stewardship nearly impossible.

12. WHAT IS THE QUALITY OF YOUR
EXCHANGE WITH THE ENVIRONMENT?
• There are three main types of relationships between living
things in Nature. As human beings, you and I also operate
by these same laws of Nature.
• COMMENSAL RELATIONSHIPS (benefit / nothing)
• SYMBIOTIC RELATIONSHIPS (benefit / benefit)
• PARASITIC RELATIONSHIPS (benefit / harm)

13. BALANCE & THE IMMUNE SYSTEM OF EARTH
• Balance is a stable condition created by the cancellation of negative
forces with equal opposing, positive forces.
• Balance is the state of equilibrium, harmony.
• Balance is the preferred state in Nature, humans, and the Universe.
• Equilibrium (Balance) is mandatory to the life of any system.
• The Earth is able to execute in its movements, perform its functions, and fulfill
its purpose - because it is able remain vibrant. Remaining vibrant is contingent on
its immune system being able to function. Immune system viability requires a
critical degree of equilibrium , or balance within its complex systems.

14. THE EIGHT FORCES OF CREATION
(THESE FORCES OPERATE IN A BINARY DYNAMIC)
• MOVEMENT AND STILLNESS
• SOLIDIFICATION AND FLUIDITY
• EXTENSION AND CONTRACTION
• UNITY AND DIVISION

15. A FEW REASONS TO TAKE A DIFFERENT
APPROACH TO OUR CONNECTION TO RESOURCES
• DETOX, PURIFY, & SIMPLIFY (as a basic life-perpetuation and health need.)
• THE INTENTIONAL CREATION OF NEW HABITS
(as a commitment to self-improvement and an opportunity to set a better example to others.)
• TRANSFORMATION AND BALANCE
(as a recognition that growth is life-affirming & balance is the preferred state in nature & the cosmos.)
• COMMUNITY ENHANCEMENT
(as an obligation to put into practice our understanding that the collective and the continuum makes
our social and moral development possible.)

16. SOME OF THE METHODS AND MEANS
TO EXPOSE, ENGAGE, AND TEACH OTHERS
ABOUT ENVIRONMENT STEWARDSHIP
• Feature Films / Documentaries / Short Films / Books / Blogs /
Social Media Platforms / Live Streaming / Group Activities / Skits /
Community Events / Instructional Curriculums / Field Trips / Field
Studies / Research Assignments / Research Camps / Competitions
& Awards / Games & Play / Conferences / Websites / Professional
Organizations

17. EFFECTIVE TEACHING INCLUDES
• COMMITTING TO EFFICACY AND POTENCY IN WHAT YOU HAVE DESIGNED AND
WHAT YOU DELIVER.
• WORKING TO GET PEOPLE TO THE NEXT STEP – AS OPPOSED TO DEMANDING THEY
UNDERSTAND THE WHOLE PICTURE.
• UTILIZING THE POWER OF ENLIGHTENED SELF INTEREST. IMAGINE BEING ASKED
THE QUESTION: “WHY SHOULD I CARE?”
• TAPPING INTO THE THREE INTERDEPENDENT LEVELS OF HUMAN BEINGS:
THOUGHT, DESIRE, AND ACTION.
• Encouraging THOUGHTS that move others into CLARITY (knowledge / wisdom)
• Encouraging DESIRES that move others into LOVE OF LIFE (life-affirming, and good producing)
• Encouraging BEHAVIORS that lead others into ACTS OF SERVICE (for others & self)

18. PART OF OUR CHALLENGES AS TEACHERS
IS TO TAKE STUDENTS FROM WHAT THEY SEE INTO WHAT THEY DON’T SEE,
SHOW THEM IT’S THERE… TAKE THEM FROM THE KNOWN TO UNKNOWN.
AS TEACHERS WE CAN USE ALL THREE WAYS OF LEARNING… DETERMINE
WHERE YOUR STUDENTS ARE IN ORDER TO GET THEM TO THE NEXT STEP.
IT IS NOT A REASONABLE EXPECTATION FOR US TO BELIEVE STUDENTS WILL
SEE THE BIGGER PICTURE RIGHT WAY JUST BECAUSE YOU AND I HAVE THE
ABILITY TO SEE IT, AND CAN PAINT THE PICTURE FOR THEM.
WE OFTEN HAVE THE ABILITY, IF NOT THE NEED, TO TAP INTO A STUDENT’S
INDIVIDUAL VALUE SYSTEM TO SPARK THEIR MOVITATION TO LEARN.

19. THE THREE WAYS PEOPLE LEARN
• Inference It stands to reason that a stronger healthier
planet is a better place to inhabit. More stable ecosystems
are more secure. Also, more predictable planetary dynamics
makes the Earth a more secure home for us. More stability
and equilibrium means more bounty from, and less volatility
in, Nature. More stability & increased equilibrium translates
into safer and potentially more vibrant & stable human built
environments.

20. THE THREE WAYS PEOPLE LEARN (CONT’D)
• Observation I have seen the benefits of reduced
incidents of life-threatening & dangerous natural conditions
lost of life and property over time since our initiatives to
help restore the balance in nature and minimize waste and
pollution.
• Experience I have personally benefitted from acts of
environmental stewardship. My engagement has provided
me (emotional, physical, spiritual) rewards. And I attribute
these rewards to improved conditions in the Nature (and the
built environment) due to environmental stewardship.

21. ENGAGEMENT – THE KEY TO SUCCESS
CONSIDER IMPROVING ENGAGEMENT BY:
• SHARING KNOWLEDGE AS SKILLS AND SKILLS AS KNOWLEDGE.
• TURNING YOUR STUDENTS INTO TEACHERS. (WHAT CAN THEY TEACH YOU IN
EXCHANGE FOR WHAT YOU ARE ASKING THEM TO LEARN FROM YOU?)
• TEACHING ROOT KNOWLEDGE. (WHAT ARE THE BASIC ASSUMPTIONS,
DEFINITIONS, AND FOUNDATIONS AT THE CORE OF WHAT YOU ARE ASKING
YOUR STUDENTS TO LEARN? TAKE YOUR STUDENTS TO IT.)
• ASKING. ASK THEM FOR HELP AND COOPERATION. (Q: CAN YOU BE THEIR
TEACHER IF THEY DON’T WANT TO YOUR STUDENTS – BY LEARNING? A: NO.)

22. CULTURAL WAYS OF KNOWING
• COUNTING AND MEASURING
• IMAGERY & PATTERN RECOGNITION
• TRANSCENDENCE
• CODE
• THE DOMINANT METHOD USED BY ANY ETHNIC GROUP IS DETERMINED BY THAT GROUP’S
COLLECTIVE VALUE SYSTEM. EDWIN J. NICHOLS (2011)

23. LINKS TO RESOURCES - MOVIES
• Earth Day Watch List: 17 Films About Sustainability and Climate Change – PBS
• www.pbs.org/independentlens/blog/earth-day-watch-list-17-new-films-about-sustainability-climate-
change/
• Eco-Friendly Kids Movies
• www.ranker.com/list/best-eco-friendly-kids-movies/ranker-film/
• Earth Day Movies: Movies That Celebrate Our Planet – Reader’s Digest
• www.rd.com/culture/earth-day-movies/
• Green Planet Films _ Nature and Environment films from around the world
• www.greenplanetfilms.org/
• Ways to Teach Children About Environmental Stewardship - Cupanion
• www.cupanion/2019/04/teach-children-environmental-stewardship/
• Environmental Movies – Common Sense Media
• www.commonsensemedia.org/lists/environmental-movies/

24. LINKS TO RESOURCES - BOOKS
Book Worm: 5 Environmental Stewardship Books For Children
https://Earth911.com
Preserving the Environment – Books That Encourage Stewardship
www.booklistonline.com/Classroom-Connections-Preserving-the-Environment-Books-That-Encourage-Stewardship-Barbara-A-
Ward/pid=4249141
Eight Books for Earth Day and Beyond – Scholastic
www.scholastic.com/teachers/blog-posts/alycia-zimmerman/eight-books-earth-day-and-beyond/
5 Best Books on Stewardship and Generosity – LifeWay Leadership
https://leadership.lifeway.com/2015/11/03/5-best-books-on-stewardship-and-generosity/
Earth Stewardship – Linking Ecology and Ethics in Theory and Practice
www.springer.com/gp/book/9783319121321/
Books for a Better Planet! – 18 Earth-Friendly-Reads for Kids – Brightly
www.readbrightly.com/books-better-planet-9-earth-friendly-raeds-kids/

25. LINKS TO SOME ASSOCIATIONS & GROUPS
ECOLOGICAL SOCIETY OF AMERICA www.esa.org/
NATIONAL GEOGRAPHIC SOCIETY www.nationalgeographic.org/
THE NATURE CONSERVANCY www.nature.org/en-us/
SIEERA CLUB www.sierraclub.org/
NATURAL RESOURCES DEFENSE FUND www.Nrdc.org/
WORLD WILDLIFE FUND www.worldwildlife.org/
THE WILDLIFE CONSERVATION SOCIETY www.wcs.org/
OCEANA www.ocean.org/
CONSERVATION INTERNATIONAL www.conservation.org/
THE NATIONAL AUDUBON SOCIETY www.audubon.org/
WILDLIFE ALLIANCE www.wildlifealliance.org/
THE TRUST FOR PUBLIC LAND www.tpl.org/
OCEAN CONSERVANCY www.oceanconservancy.org/
EARTHWATCH INSTITUTE www.earthwatch.org/
INTERNATIONAL UNION for CONSERVATION www.iucn.org/
XERCES SOCIETY www.xerces.org/

26. WE KNOW ALL SYSTEMS HAVE…
• ELEMENTS
• INTERCONNECTIONS (LINKAGES) OF….
• FUNCTIONS (WHAT THEY DO)
• PURPOSES (WHY THEY EXIST)
• MOVEMENT (FLOWS OR DYNAMICS) IN DEGREE & KIND
• SCALE / HIERARCHY
• SPATIAL BOUNDARIES OR DIMENSIONS
• TEMPORAL LIFESPANS

27. EARTH SYSTEMS CONCEPTUAL FRAMEWORKS
• WE WANT OUR STUDENTS TO BE ABLE TO UTILIZE THESE FOUR
FRAMEWORKS. TEACHERS HAVE THE RESPONSIBILITY TO DETERMINE
THE NEEDED SCOPE & SEQUENCE OF WHAT IS TAUGHT.
• EARTH SYSTEMS PERSPECTIVE
• EARTH SYSTEMS THINKING SKILLS
• COMPLEXITY SCIENCES
• AUTHENTIC COMPLEX EARTH ENVIRONMENTAL SYSTEMS
HANNAH SCHERER, et al. (2017)

28. ACTION PLAN TEMPLATE
• NAME INSTITUTION WORKSHOP TITLE
• KEY FOCUS - WHAT IS THE FOCUS OF THE WORK THAT IS BEING
INFORMED BY THE WORKSHOP? (THIS COULD BE A STATEMENT OF YOUR
OVERARCHING GOAL OR CHALLENGE.)
• GOALS– WHAT NEEDS TO BE ACCOMPLISHED?
• SUCCESS – HOW WILL YOU DETERMINE THAT YOU HAVE SUCCESSFULLY
REACHED THE GOALS YOU SET?
• MAJOR ELEMENTS – WHAT ARE THE MAJOR WORK ELEMENTS
INVOLVED IN ATTEMPTING THOSE GOALS? WHO WILL DO THE WORK?

29. ACTION PLAN TEMPLATE (CONTINUED)
• TIMELINE AND ASSIGNMENTS – WHEN WILL TASKS BE
ACCOMPLISHED AND WHO WILL COMPLETE THEM? WHO ELSE NEEDS TO
BE INVOLVED IN THE WORK AND HOW WILL YOU ENGAGE THEM?
• OTHER QUESTIONS TO THINK ABOUT – DESCRIBE WHY THIS COURSE
OF ACTION IS A GOOD STRATEGY IN THE CONTEXT OF YOUR INSTITUTION /
DEPARTMENT / PROGRAM. WHAT CHALLENGES DO YOU ANTICIPATE?

30. WHO YOU CALLIN’ A “RUBRIC”?
• RUBRICS– MULTIDIMENSIONAL SETS OF SCORING GUIDELINES THAT
CAN BE USED TO PROVIDE CONSISTENCY IN EVALUATING STUDENT WORK.
• RUBRICS ARE USED FROM THE INITIATION TO THE COMPLETION OF A
STUDENT’S PROJECT… THEY ALSO HELP TEACHERS AUTHENTICALLY
MONITOR A STUDENT’S LEARNNG PROCESS AND DEVELOP AND REVISE A
LESSON PLAN.
• TWO COMMON TYPES OF RUBRICS: TEAM & PROJECT RUBRICS.
WWW.EDUTOPIA.ORG

31. CONTACT INFORMATION
• JOHN WARFORD, PH.D.
(850) 321-7482 johnwarford07@gmail.com
john.warford@famu.edu
PLEASE STAY IN TOUCH…