Persuasive Report 2000 Words - Academic Writing

Developing awareness of the sustainability concept Author:

Herremans, Irene M ; Reid, Robin E

Journal Title:

The Journal of Environmental Education ISSN:

19401892 Publication Date:

2002

Volume:

34 Issue:

1

Start page:

16

End page:

20

DOI:

10.1080/00958960209603477

Publisher:

Informa UK Limited

Pages:

16-20

Resource Notes:

10.1007/bf02394014

The Journal of Environmental Education, 2002, Vol. 34, No. 1, 16-20

Developing Awareness of the Sustainability Concept

IRENE M. HERREMANS and ROBIN E. REID

ABSTRACT In this article, we discuss the use of the sustainability triad as a frame- work for teaching sustainability in the classroom. We use a short case study of a national park to show how the triad can be used to determine if its three dimensions (economic, social, and environmental) are congruent or in conflict with each other. The tool is helpful in understanding sustainability in a concrete rather than abstract form.

Key words: applied learning, case analysis, sustainability triad, teaching tool

I I educators have a responsibility to provide students A with opportunities to become good environmental citi- e n s , not only as consumers but also as providers of envi- ronmentally responsible goods and services. In this article, we discuss a method that can be used in the classroom to help students more fully understand, recognize, and imple- ment the concept of sustainability.

The groundwork for environmental education (EE) was laid a s early as the 1970s, when the Tbilisi Conference ( UNESCO, 1977) set forth goals for providing students with opportunities to develop new behavior patterns regard- ing sustainable living. By the 1990s, academic communities had put forth the Talloires Declaration (1990) and the Hali- ( a x Declaration (1991) to address the need for educational programs that would produce environmentally literate and responsible university graduates (The Talloires Declaration,

Irene M . Herremans is m i associate professor in the Hrr sktivne School of Business and an adjunct professor in t h c I ~ i i c u l t ~ ~ of Environmental Design at the University of Cdgurv, Alhertu, Canadu. Robin E. Reid is an instructor in the S d i o o l of Touristn at the University College of the Cari- hoo in Kumloops, British Columbiu, Canada.

1990). All academic institutions have been challenged ty university and sustainability leaders to sign and implement these declarations. Disappointed with the universities’ progress, the Swansea Declaration implored universities to contribute to “major attitudinal and policy changes for ; I sustainable future” (The Swansea Declaration, 1903).

These declarations-along with the Tbilisi Conference goals-clearly state that academic institutions need to lakc action. However, in a recent assessment of environnientnl progress at North American universities, Herremans, atitl Allwright (1 999) discovered that very few universities are even aware of these declarations, let alone carrying o u t their responsibilities regarding EE in the classroom.

If, as academics, we propose to educate students to niakc decisions that will reflect an understanding of environmen- tal stewardship and sustainability, then seats of learning must be actively involved in creating models and processes that can be used to bridge the gap between the real world and the classroom. We discuss the sustainability triad (Sadler 1988; 1990) as a classroom tool to assess the rcsulta of stakeholder processes and management strategies that affect land and resource use in Canadian national parks. To show how the sustainability triad can be used for analysia, we have included a minicase (Waterton Lakes National Park and area) as a real-life example of how multistakeholdcr

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Herremans & Reid 1 7

values can be pivotal in whether resources are managed sus- tainably. The triad provides students with a coiicrete process for identifying practices that are not sustainable and deter- mining why they are not sustainable. The next step is to move stakeholders from an unsustainable position to a more hustainable one; this step is perhaps the most challenging i n ihat it is based on human perceptions and values.

The Waterton Minicase The niinicase presented in this article incorporates two of

the three approaches suggested by the Schools Council in its Project Environment (1 974) (see Appendix). The council suggested that EE should teach about, for, and from the envi- ronment. Students should learn about various environmental issues through investigation and discovery. They should also develop attitudes and values that encourage an informed concern that leads to a personal environmental ethic. Although the council suggested that students should learn investigation and communication skills by using the envi- ronment as a source of activities and a medium for inquiry and discovery, the teaching approach does not attempt to include this last approach. However, projects and experien- tial exercises designed to learn from the environment can easily evolve from a foundation developed through a knowl- edge base designed to teach about and for the environment.

What is new about this approach to EE in the classroom is that-once students have the tools and understanding of the wtainability triad-they can apply it to any situation. The triad is flexible and can be applied to a local resort, hotel, national park, new development project, or existing business.

FIGURE 1. The Sustainability Triad.

The sustainability domain is the area in which an organi- zation can operate and still maintain a consistent and suitable harmony among the three main diniensions.

Sources of information about activities can come from a vari- ety of learning sources (i.e., students’ personal experiences, news articles, development proposals, and guest speakers 1. Using the sustainability triad as a framework for case analy- sis offers several pedagogical advantages:

1. Students can more easily conceptualize the links among the three dimensions of sustainability and begin to understand the dimensions more thoroughly by defining activities that fit into each of the areas of overlap (education about the environment).

2. The framework is an aid to understanding that barriers to achieving sustainability frequently stem from a diversity of stakeholder value sets (education for the environment).

3. Use of the framework helps to develop higher learning levels such as judgment, analysis, synthesis, and evaluation (useful in both education about and for the environment ).

Even though declarations have been designed by univcr- sity leaders to guide the direction and responsibilities of academic communities, the process of implementation is not as clear. It becomes difficult to move from a set of broad-based general principles to course content covered i n the classroom on a day-to-day basis. Evidence of this ditfi- culty lies in the fact that the quality of EE has been criti- cized as having poor definitions, unclear directions and pur- poses, and inappropriate, inaccurate, or biased content (McClaren, 1997). To improve the quality of EE, we must take action in many directions. In this article, we focus our discussion on how educators can improve environmental curriculum in two ways. They can:

1. Develop content that springs from our knowledge of what variables are most influential in motivating individu- als to be responsible environmental citizens; and

2. Integrate environmental content in every school pro- grain as either a separate course, as part of existing eoursc‘ content, or both.

The term susrainubilify is abstract; it means capable of being maintained over the long term. Its derivative, sustain. means “to keep in existence; keep going; to cany the weight or burden of; to bear up against” (Wehster’s Unuhridgrtl. 1983, p. 1838). The concept of sustainability is often de- picted in Western culture by three overlapping circles repre- senting the social, economic, and environmental dimen- sions (see Sadler, 1988, 1990). Both Hodge (1997) and Fien and Trainer (1993) have elaborated on Sadler’s original concept of sustainability. For example, an activity, process, region, or project is deemed sustainable if it maintains, sup- ports, or carries the weight or burden of all three dimensions over the long term (see Figure 1).

The economic dimension represents a system of pro- ducing, distributing, and consuming wealth, which is gen- erally defined as the means of satisfying the material needs of people through money, property, possessions of monetary goods, or anything having economic value i w i - surable in price.

I X The Journal of Environmental Education

The social dimension represents a system of living or associating in groups or communities and considers the importance of maintaining and improving human living standards. It considers the continued satisfaction of basic human needs as well as higher-level social and cultural necessities (Brown et al., 1987, p. 716). The social dimen- sion does not define wealth in terms of material possessions that can be bought, sold, or stocked for the future, but it sug- gests fair treatment regardless of gender and racial equality, a basic level of health care, safety standards at work, food standards, exposure to the arts and humanities, recreational opportunities, happy personal life, lack of human exploita- tion, and more. The social dimension shifts the emphasis from individual rights and economic wealth to community rights and social welfare of all human beings.

The environmental dimension represents a system of pro- viding integrity and preservation of ecosystems (Sadler, 1988, 1990) and is concerned with the continued productiv- ity and functioning of ecosystems (Brown et al., 1987, p. 7 16). A n environmental perspective represents a scientifi- cally oriented outlook toward sustaining the biological and ecological conditions that make development possible (Shearman. 1900). However, the environmental dimension also recognizes that flora and fauna might have value out- side their abilities to satisfy the social and economic needs of individuals and societies.

This environment.al dimension has two characteristics that make it similar to the social dimension. First, it does n o t define wealth in terms of possessions that are valued only i n the marketplace; the difficulty of determining the cost and benefits of initiatives designed to save the environ- ment as efforts (costs) and accomplishments (benefits) can- not be quantified. Second, the value of the benefits is based on the value sets of a diverse group of stakeholders that place different values on various elements of the environ- ment. Therefore, the benefits derived from strong and healthy ecosystems are defined in terms of each individual's enhanced personal welfare.

'Through their meta-analysis of environmental behavioral research, Hines et al. (1986/1987, p. 3) found that individu- als who have knowledge about environmental issues or knowledge about how to take action on those issues are more likely to engage in environmentally responsible behavior. The teaching tool builds on the knowledge of what may influence responsible environmental behavior. The minicase and analysis in the Appendix illustrate the use ol' this tool.

Discussion of Analysis: Congruency or Conflict? 1 . Tho chunge in mandate for the park versus the tradi-

tionul UJC of rhe park (environmental-.racial conflict). The park's main thrust is to maintain its ecological integrity; however. the ranchers and other visitors often have a prior- ity for social interests. Ranchers historically used the park as a source for recreation: the dance hall and swimming pool. These different stakeholder philosophies of the prima-

ry purpose for the park create a conflict between the envi- ronmental and social dimensions of the triad.

2 . Wolf program (attempt at social-environmentril-rro- nomic congruency). In an effort to bring the economic m d environmental dimensions closer together, a compensation program was introduced by Southwest Alberta Livestock Compensation Program to address the economic interests of the ranchers for their loss of livestock. Despite the efforts, the wolf population continued to decrease. The conse- quence suggests that the social perspective-supported by ;I strong negative cultural attitude toward wolves-caused the sustainability effort to fail.

3. Municipal districts versus Biosphere Reserve (econom- ic-environmental conflict). Increased pressure has been placed on the lands surrounding national parks because ot increases in per capita income and the desire to escape from urbanization, creating additional demand for vacation homes. These different stakeholder philosophies represent a conflict between the economic interests of the municipal districts and the environmental interests of the park.

4. Ranchers versus municipal district (ec,onornic-soc-icil conflict). Ranchers do not want agricultural lands to be sub- divided for vacation homes and other tourist interests, but municipal districts want to increase the tax base and encour- age short-term employment. These stakeholder philnso- phies represent a conflict between the municipal districts' economic interests and the ranchers' social interests.

5. Aboriginal interpretation and tourist behavior (work- ing toward environmental-social congruency). Involc ing local aboriginal communities in the interpretation of the landscape in the education of tourists in the park can assist in working toward tourism that is ecologically sustainable. Waterton is close to a large aboriginal population that tridi- tionally used the area. In the social context of sustainabili- ty, aboriginal interpreters may use spiritual discussions to raise awareness of and appreciation for the ecological sig- nificance of the landscape. Aboriginal interpreters are alsc~ in a position to raise visitor awareness about the native cul-- ture and the historical ties to the area.

6. The park's new mandate and jeeding ef animals ( o ( w nomic-environmental-social conflict). Even though tht: park's mandate is to preserve its ecological integrity, most 01' management's efforts are spent on satisfying the social and recreational needs of the visitors rather than informing theni about proper behavior toward wildlife and other ecological considerations. One mechanism to overlap the economic and environmental aspects of the situation is to fine visitors for disturbing wildlife; however, this effort has failed beciittse there is no real means to enforce the penalty. Although all three dimensions are represented in this situation, the iniple - mentation procedure and the related behaviors of the partiex involved cause the resulting unsustainability.

Identifying the congruencies and conflicts among the three dimensions of social, environmental, and economic sets the stage for the next step: discussing how the situation

Herremans & Reid I 0

can be improved. When discussing solutions, students’ opinions will often differ about what actions t h e park should take in reaching t h e goal of sustainability. Some people might not agree that the conflicts discussed are real- l y conflicts. To understand why disagreement in opinions exists, students must understand their own values by look- ing at three continuums and thinking about where they would place themselves and others o n these continuums. Such diversity i n basic human values makes it even more difficult to find a common ground for reaching a sustainable target as a society. These three continuums a r e (Kluckhohn and Strodtbeck, 1961): (a) self-interest-community interest, (b) only humans have value-all life (flora a n d fauna) has value, and (c) short-term vision-long-term vision.

The students will represent a range of values b y placing the stakeholders somewhere along the continuum. Groups that believe strongly in individual rights and interests may have little regard for community rights or interests. Holding the belief that only humans have value would lead to strong sup- port of interchangeability of resources and their related value; for example, the products produced from a tree have as much o r more value than a tree standing in a forest. A short-term vision would believe that o n e generation has n o responsibili- ty to protect resources for future generations. Students can quickly become aware of why it is difficult t o resolve envi- ronmental conflicts. The increased awareness of why con- flicts occur can aid in the process of coming to a solution.

Analyzing a situation from the point of view of the sus- tninability triad helps to unveil the underlying causes of tinsustainability and to seek solutions (education about the environment). Furthermore, such a n analysis highlights the nccessity for a change in values if true sustainability is t o be achieved and helps to explain the underlying reasons for consistency or conflict a m o n g the dimensions and what underlying values drive the result. Expanding the use of the sustainability triad in this manner provides education f o r the environment and will allow students t o understand more fully their own personal environmental ethic.

The concepts drawn out by the national park minicase can easily be transferred to a business, institute, project, o r other activity that has been in the local or national news as a point of public controversy. Using an example with which students are familiar can help them relate to and better understand the nature of multidimensional decisions, not only as members of the business community but as members of society.

REFERENCES

Brown, L., lianson. M. E.. Liverman, D. M., C Merideth, Jr., R. W. (1987). Global sustainability: Toward definition. Environmental Management, / / ( h ) . 713-714.

Fien+ J . . C Ted, T. (1993). A Vision of Sustainability. In J . Fein (Ed.), Envi- ronmenfnl edu(,arim; A pathway t o .sustainability (pp. 2442). Geelong, Victoria. Australia: Deakin University Press.

The Halifax Declaration. ( 1991, December). Halifax Conference on Uni- versity Action for Sustainable Development, Dalhousie University, Hal- il‘nx, Canada.

I-lrrremanh, I . M., Sr Allwright, D. (2000). Environmental management

systems at North American universities: What drives good perforniance? International Journal of Sustainability in Higher Edwation. I ( 2 1.

Hines, J. M., Hungerford, H. R.. & Tamara, A. N. (198w987). Aiialysis and synthesis of research on responsible environmental behavior: A meta-analysis. The Journal of Environmental Education, 18(2). 1-8.

Hodge, T. (1997). Toward a conceptual framework for assessing progrc\. toward sustainability. Social lndicators Research, 40, 5-98,

Kluckhohn, E R., & Strodtbeck, F. L. (1961). Variations i n \ d u e o r i e n f ( i - rions. Evanston, I L Row, Peterson, & Co.

McClaren, M. (1997). Reflections on alternatives to national standards in environmental education: Process-based quality assessment. Cirnudiorlio~r Journal of Environmental Education, 2, 3 6 - 4 3 .

Reid, R. E. (1 996). An investigation of human values: Building u fincttrltr- tion for indicators of ecologically sustainable rourism. (Master’s thesis, University of Calgary). Ottawa: National Library of Canada. Microtom

Sadler, B. ( I 988). Impact assessment, development planning and intei-tw tional assistance in post Brundrland perspective. Proceedings of p he International Workshop on Impact Assessment for International Devi.1- opment (International Association for Impact Assessment, Vancouver),

Sadler, 8. ( 1990). Sustainable development and water resources manugc-

Schools Council. ( 1974). Project environment. Harlow: Longman. Shearman, R. (1990). The meaning and ethics of sustainability. Eiwirwi-

mental Munagement, 14(1), 1-8. The Swansea Declaration. (1993, August). Association of Comnionwe~~ItI~

Universities’ Quinquennial Conference, University of Wales. S w a n w . Wales.

The Talloires Declaration. (1990, October). Retrieved July 3 I . 2002. f r o m http://www.ulsf.org/programs-talloires-report.html

UNESCO. (1977, October). Final report. Paper presented at the lniergw- ernmental Conference on Environmental Education, Tbilisi. Republic o f Georgia, USSR.

Webster’s New Universal Unabridged Dictionary: Ileluxe Srrond E d i r i , J I I . (1983). New York: Simon & Schuster.

168-18 I .

TJ-I 8698.

pp. 775-787.

ment. Alternatives, 3(17), 14-24.

APPENDIX

Minicase for Analysis

Waterton Lakes National Park is a small park in Western Canada that has been designated as a biosphere reserve through UNESCO’s “Man and the Biosphere” program. This designation means that thc park is a protected core with the landscape surrounding the piirk acting as a zone of cooperation in which human impacts are mon- tored. The unique combination of prairie and mountain landscapes generates a rich variety of flora and fauna. Therefore, wildlife is frequently seen in the town site within the park, where visitors sometimes are found feeding the wildlife. Park management linds itself engaged in a variety of activities (i.e., giving directions to campgrounds and picnic sites) with little time left to educate visi- tors about proper behavior with wildlife. Even though park employees can impose fines, usually the cost of the court process to enforce payment is often greater than the fine imposed.

In addition to the visitors to the park, there are other stakeholil- ers such as ranchers, surrounding municipal districts, ahorigiiiul communities, and Parks Canada. Each stakeholder has a different point of view, which is listed below.

Ranchers: The park was set aside as the Kootenay Lakes Forest Park in 1895 at the request of a local resident. The intent was IU protect the serene beauty of the area from encroaching settlenicnts. For years, the lakes had been a common resort for camping and vacationing for the surrounding neighborhood. Many of the ranch- ers remember the many social activities that occurred such ;IS ii dance hall that provided great nightlife. The ranchers also remeni- ber when they could camp anywhere without restrictions. Sonic activities have been phased out, however, as the park’s manclatc titis

20 The Journal of Environmental Education

changed Some ranchers see the area as their own playground; therefore, they are not open to regulations that restrict their activ- ities i n the park or on the surrounding lands. Consequently, many ot the local ranchers do not understand or support the new bio- \phere reserve program.

Mictiic.rpu/ di.rtricts: When limitations for development inside the park occur, land-use pressures shift to the surrounding areas. The wrrounding municipalities are likely to benefit from tourism growth; land areas that are subdivided for homes contribute to the tax buw. Vacation homes create employment for builders, land \peculators, and real estate agents but result in short-term eco- nomic gains.

1 , o c u l rrhorigind comnzunities: In the historical aboriginal view of the landscape, culture is integrated with nature at the level of ecosystems. Within this context, the aboriginal culture is structured by the intrinsic and spiritual values that connect the people to the land. This holistic view of interconnectedness between humans with all living things is fundamentally different from the tradition- 31 Western worldview of humans and nature that has dominated park-management strategies.

Parks Canada: The mandate of all national parks i n Canada was amended in 1988 to recognize and maintain ecological integrity and to protect intact ecosystems. In an attempt to fulfill this man- date, there has been increased recognition that ecosystems within park boundaries are affected by activities outside the park. In thc Waterton area, the presence of wolves has created conflict belween the ranchers’ historical values and economic interests and the Waterton Lakes National Park ecological mandate. The ranchers’ concern that wolves kill their livestock once they leave the park boundaries led to a Southwest Alberta Livestock Compensation Program introduced to compensate ranchers if their livestock were killed by wolves or bears. Despite the compensation program’s efforts to meet the ranchers’ economic needs, the program failed because the ranchers were adamantly opposed to the presencz nt wolves in the area. Consequently, the wolf population in the :ire;t decreased rapidly because of the actions of the ranchers, landown- ers, government agents, and hunters.

Adapted from Reid, R. E. (1996). An investigation ofhuman values: B u i l d ing a foundation for indicators of ecological1.v sustainable tourism. (Mas ter’s thesis, University of Calgary). Ottawa: National Library of Canada Microform TJ- 18698.