Have you noticed the word “sustainability” showing up in the titles of many new courses at universities and colleges these days? I surely have at the University of Massachusetts – and for the most part I think it is a good thing. It worries me a bit however, when I hear my faculty colleagues talking about sustainability as if its little more than environmentalism. This blog was written in preparation for a Five College Sustainability Studies Seminar.
My observations on the emergence of sustainability as an academic discipline are flavored by my own experiences in sustainable agriculture. When this field of study appeared in early 1980’s it was largely driven by the thinking and interest of farmers. The academy first ignored the call for more research and education on agricultural sustainability. This was followed by ridicule, derision, and eventually acceptance (helped along by a source of federal funding).
Over the next 25 years, sustainability studies spread throughout the university and today we even have a major national association called The American Association for the Advancement of Sustainability in Higher Education. Things have certainly changed!
A few faculty (perhaps who were not part of the early debates about the nature of sustainability studies) may be inclined to attach the word sustainability as an adjective in front of the title of a course they have been teaching for years. This blog post challenges us all to develop our own intellectual foundation for teaching sustainability courses before we name them “sustainable”…… here is a brief look at mine.
Almost everyone accepts some version of the “sustainability triangle” which includes 3 “E’s”…
- Equity (as in social equity or justice)
While the words used by different communities of scholars or practitioners may differ, we often see symbolic representations of these three basic concepts associated with the word sustainability. Sometimes these three concepts are depicted as overlapping circles.
These common and generally accepted symbolic representations are useful, as they clearly require us to consider social equity or justice (often overlooked) as part of the sustainability equation. However, they all have a common flaw…. they each assume competition among equally important perspectives. This limited view allows us to negotiate tradeoffs between environmental quality and economic vitality, for example.
How often have we heard a business executive decry that “we just can’t afford to protect the environment today.” Or perhaps a congressperson claim that some social justice legislation is a “job killer.” As long as we accept these symbolic representations of sustainability, I suspect economic considerations will always win out over environmental or equity concerns.
But what if we took the same three symbolic circles and put them inside of each other, with the economy at the center?
We might then begin to understand that we can’t sustain a healthy economy within a sick society, nor a healthy society within a sick environment. This symbolic representation of the same three concepts shifts the relationship they have to each other. This is the representation of the three perspectives we need for the long term, which is what sustainability is supposed to be all about!
This picture changes everything!
We can not afford to have “either/or” conversations about money and society – nor about society and the environment. We must begin to see that the economy is thoroughly embedded in society and the environment and change the assumption that it is okay to grow an economy by exploiting people and the natural world….. this cannot be sustained.
Does this mean that the environment is more important than the economy? NO! It means that they are each critical to each other but there is a “directionality” to our sense of purpose. In the study of living systems we learn to look to the “smaller” circles for function and the larger circles for purpose. That is, human society can look to the economy as a tool to a serve a higher purpose, such as a healthy community and livable natural world.
This only makes sense if we see human nature as an integral part of “mother nature.” Understanding that humans are apart of (rather than a part from) nature and subject to the “laws of Mother Nature” allows us to know who we are and where we fit in the world. It gives us a foundation upon which to explore the big questions, like “who am I” and “why am I here?” Students and teachers studying sustainability should be challenged by these questions in ways that are engaging and purposeful.
But how do we teach our classes based on this holistic, integrated nature of sustainability? For me, the answer is by telling stories! In my sustainability classes, I invite academics and practitioners to share stories about their lives and work in ways that integrate our desire for financial security, community connections, and a livable natural world.
A course on sustainability cannot afford to be merely objective. There are values and purpose embedded in the study of sustainability…. yes, even within the academy. There are even times when I’ve engaged in discussions of spirituality in class! Here is why...
We might see our individual self as a part of something bigger, lets call it the “family-self”, which is part of a”community-self” etc. Continuing our exploration of the symbolism of circles within circles, lets now ask… “whats the next realm to consider?”
For some I suspect it might be the study of the ecology.
For others, perhaps cosmology.
For me, its the divine….
Sustainability studies, for me, is an opportunity to explore our relationship with some power greater than finite ourselves. And what could possibly be more important than that?
What is your conceptual foundation for teaching sustainability? Please share your thoughts in the comments box below….
I’d appreciate it if you would share this post with your friends and perhaps comment For more ideas, videos and challenges along these lines, please check out my web page Just Food Now.