ESCI 302-Inquiry Blog Post

Inquiry based learning acts as a significant tool in the arsenal of environmental education. Environmental education works to challenge against traditional forms and practices of teaching. Inquiry based learning greatly contrasts traditional forms of teaching because of the open ended and student led aspects. To truly change the common discourse of what it means to “teach” and “learn”, environmental education must implement forms of teaching such as inquiry based. Inquiry based learning is especially effective for environmental education because so much of our earth and natural world is yet to be discovered. School subjects such as math have a reputation of being very black and white. There is the right or wrong answer which greatly limits the potential procedure students take to find the answer. This means that creating inquiry learning possibilities in math is not impossible, but much harder than in science or environmental education. Environmental education has endless potential for inquiry led lessons and activities.

I was in grade 10 when the high school sciences were changed from physics, chemistry and biology to environmental, physical and health science. Everyone who was a participant of one of the modified science courses was responsible for a cross course inquiry group project. The groups of 2-4 were required to pick a scientific method/process which has aspects of chemistry, physics and health. My group picked to explore the chemical, physical and health science behind micro waves. The project was not strictly inquiry, but it was very much close to the guided and structured form of inquiry. We were allowed to determine the scientific concept we wanted to explore but we had to conduct academic research and write a formal essay. While this project did not strictly follow the guidelines of inquiry, it represented a step in the right direction towards challenging traditional forms of teaching. This project connected 3 strains of science which represents one goal of inquiry which is to show the interconnectedness of disciplines. David Orr states “most students graduate without any broad, integrated sense of the unity of things” which both environmental education and inquiry-based learning can reverse. Inquiry based learning offers environmental education a platform to create more holistic and interconnected units, lessons, activities and assignments to challenge and reverse traditional one-dimensional learning practices rooted in western euro education.

ESCI 302-Canoe Pedagogy Blog Post

In my Environmental Science class in High School we had an opportunity to explore aspects of nature which challenge and contrast the Euro Western views of wilderness. Newbery describes Canada as being “born through colonization” and states that she attempts to instill a “respect for this more-than human world” in her students. These two quotes represent the issue Environmental Education faces and how it can be resolved. I will describe the significance of these quotes in the context of the nature walk I took in a High School Environmental Education class. My class was tasked with memorizing bird calls by birds who were native to Saskatchewan. The majority of my class did not see any value in the learning and exploration of birds and the way in which they communicate. We then went on our nature walk towards a little river and a field of grass. We were tasked with listening and attempting to identify the different bird calls that we learned in the classroom. Once again, the majority of my class were not exactly fond of the learning process we were experiencing.

My class resisting and disliking our nature walk and the process of learning bird calls represents the strong influence colonization has had on our Country. Respecting animals is such an integral part of Indigenous culture, yet my class sneered at the opportunity to learn about birds. Indigenous peoples are acknowledged as the first peoples, but next to no aspects of their Culture survived colonization. The concept of respecting this more-than human world did not exist for my class. In their Euro Western world view, they refused to look past the common discourse that humans are superior to nature. Euro Western world view separates humans and wilderness, which is evident in how we identify “Outdoor Education.” Outdoor Education is a special event and is rarely implemented. The Indigenous peoples were the pioneers of Outdoor Education, but after colonization Euro Western indoor education became the norm. The whiteness of Outdoor Education is so clear because we do not call class in a classroom “Indoor Ed.” The minute a class steps outside for class it must be coined as something because it is/was not part of Euro Western Education Ideology.

ESCI 302-Creative Journal #4

Reading and analyzing the meaning of the Lorax was a much more meaningful process than many would expect. While many just see a children’s story about an animal protecting a fantasy world, we saw the multiple serious messages the book spoke towards. One of the more prevalent and relevant messages the Lorax has is the warning of environmental issues. The BBC article “5 Interpretations of the Lorax” states that the books release in 1971 was timed perfectly with the emergence of the Environmental Movement. The post-apocalyptic setting in the Lorax was a prediction of the possible effects that consumerism and capitalism can have on the environment. Theodor Geisel (aka: Dr. Seuss) successfully depicted the possible consequences of over production in 1971 and in 2018 it is a bigger problem than ever. The fact that we are still having the same conversations about conserving the environment in 1971 and 2018 points to the lack of genuine progress made.

Theodor Geisel disguised a very dark and barren environment that could exist, if we don’t make progressive changes. In present day, we still have not heeded the warning of the Lorax. At the end of the story there is a single Truffula seed remaining which represents the hope Theodor Geisel had in us to make a difference. The last seed also represents the idea that we always have the potential to go back and reverse acts of mistreatment towards the environment. A seed acts a literal tool for rebuilding and growing which gives us an opportunity to fix what we have destroyed. I believe Theodor Geisel predicted the continued development of industrialization and predicted a time where society felt there was no going back. I believe this prediction led him to create the Lorax as a beacon of hope for the environment and environmentalists alike. In his conclusion of the Lorax, he shows us that we literally have the resources necessary to reverse the negative actions of industrialization and it just takes someone to act in the role of the protector/activist/Lorax.

ESCI 302-Embodying Eco Literacy

I chose a bicycle as my visual representation of Eco literacy for multiple reasons. Firstly, a bicycle is a physical tool for how I am embodying Eco literacy. When possible, I am using my bicycle as my form of transport to both reduce the air pollution my car gives off and act as an informed consumer by reducing my dependence on gas/fuel companies. Riding a bike effectively embodies Eco literacy because it does not produce any form of waste. All of the energy I produce is utilized and recycled. The second reason I chose a bicycle as my visual representation is because of the circular shape of the tires. I have chosen each tire to represent contrasting ideologies. I have chosen to keep the front tire circular to represent the cyclical form of living which ecology samples. An ecological way of living is a self-sustainable form of obtaining life’s necessities. The circle effectively represents Ecology because there are no loose ends or waste. The cycle is continuously flowing which greatly contrasts Euro Western ideology. I chose to change the back tire to a square to show the linear practice of Euro Western world view. A square also represents the in the box thinking of Western World View. Rather than developing forms of production which can recycle waste back into the process, consumerism influences companies to produce for profit which brought about the linear thinking of a factory line.

Environmentalists have been pushing to reverse this linear form of production through educating youth, but it is not a simple task. David Sobel agrees stating that “If we prematurely ask children to deal with problems beyond their understanding and control, then I think we cut them off from the possible sources of their strength.” Making youth responsible for ending climate change is unrealistic and can create feelings of ecophobia. It is first important to allow students to experience and observe the natural cyclical way of life Ecology encompasses. From this observation, the youth can begin to develop strategies and actions that reflect a cyclical way of living. Youth can begin to see the value in riding a bike, for example. Using the analogy of a bike, it is important to understand the efficiency of a cyclical and circular tire in comparison to a linear and square one. A circular tire works best for a bike and a cyclical method of living is best for the Environment.

Ecoliteracy Braiding

The first main them of my Eco literacy poem is the relationship between the earth and life which Ecology encompasses. In Cassandra’s Eco Literacy poem, she makes reference to the same relationship my poem promotes. Cassandra describes the cyclical relationship between the bees and crops as well as how they “work together in a cycle, each one helping the other to survive and reproduce.” Analyzing the relationship between the natural world and the earth is significant to see the different ways in which living things impact the Earth. Comparing the ways in which natural life interacts with the environment compared to humans is eye opening. Like Cassandra mentioned, bees and crops work together to mutually benefit while humans eradicate the natural resources the Earth has to offer. Humans see animals and the general natural world as inferior, yet ironically the natural world knows and actively continues to treat our shared home better than we do.

My second theme of my Eco literacy poem details the ways in which the human race contrasts the ways of living and knowing that are so prevalent in Ecology. One of the aspects of human life which is distinct from Ecology is the corporate greed which exists in the Capitalistic society in which we live. Ayla makes reference to the corporate greed in her poem by stating “My mother taught me to cultivate the land we’re given but to never take more than I need.” Ayla brings light to the real issue Capitalism brings, the concept that mass companies produce for profit rather than for need. The significance of the economy producing for profit lies in the amount of excess waste which companies produce. When companies focus on profit, they may create more items/products than they need meaning those specific products and the parts needed will go to waste. Increasing production also increases the amount of pollution that is released into the air, water and land. Ecology’s form of energy manufacturing is cyclical compared to the linear pattern of capitalistic economy. The waste which ecology releases is always used in the creation of something. Ecology samples an ideal way to manufacture our needs to live, but as long as Capitalism promotes profit over need there is no possibility for a cyclical economy.

While my poem focuses on the comparison between human and ecological practices, Cassandra and Ayla’s poem show understandings of Eco literacy that do not relate to mine. I mainly address the systematic issues related to Eco literacy including capitalism and broad relationship between humans and nature. Ayla and Cassandra introduce the actions which can be taken by individuals to influence a more Eco literate way of living. Cassandra describes the opportunity to become self-sufficient by growing produce in a back-yard garden. Ayla figuratively states that she will “never squish a single honey bee” implying that she will appreciate and protect all animals in general. Pairing my focus of the systematic issues which negatively impact Eco literacy and Ayla and Cassandra’s belief in individual actions which positively effect Eco Literacy will create a double headed effort to encourage the strengthening of the environment and integration of Eco literal ways of knowing into the profit driven economy.

Ecoliteracy Poem

Ecology describes a relationship in the environment

If we don’t foster it, we might have an accident

Ecology is the harmony between life and earth

We as humans, don’t understand how much its worth

Organisms work and live cyclically together

But our linear economy is changing the weather

Ecology samples a perfect way to live

But we love capitalism, which will make the environment give

Words into Action

Talking about the environment is simple. It is easy to talk the talk, but doing something is a different story. Climate change and global warming have major global talking points. Even with all the press and attention climate change gets, there is still a large group of people who do not believe and who do not care about how their actions effect the environment. After attending the Apathy into Action conference, I fully realized the impact of capitalism and consumerism. The government turns a blind eye to the devastation that the oil industry causes. The government and the general public in Saskatchewan value capital much greater than the health of the environment. I always felt that level of corporate greed was reserved for big corporate cities. I never realized how corrupt the oil industry in Saskatchewan was.

Realizing the extent of corporate greed in Saskatchewan made me feel unsettled and uncomfortable. Having such neglect of the environment happening so close to home makes it a lot more real for me. Seeing current projections of what the world may look like if we continue to treat it the way we are is frightening. There will become a day where talking about it will not be enough. The reality of climate change and consumerism has influenced me to become a more knowledgeable and informed consumer. In the footsteps of my older sister, I want to work to support fair trade to promote higher environmental standards. In my Social Justice Studies 208 class I learned that members of society create society. Everything in society is merely created by the people which means we can also change society. Having enough people dedicated to supporting fair trade would force other large companies to do the same. As consumers we have the power to influence the market. It is time to stop the talk and start the action.

Scenic Drive

Rather than describing a moment I feel most connected with nature, I’m describing a time where I felt most disconnected with the environment. I wanted to story my disconnection with nature to shine a light on the willful ignorance we have towards the environment.

8am on a calm Spring morning, I am just about to embark on my drive to school. I reside in a small town out of the city which provides me with a scenic drive to school. Hurriedly before I leave, I print off a few assignments and grab a plastic Ziploc containing my lunch. As I drive leave my town, I face directly East towards the city. The sunset is immaculate, and I feel less disappointed about living on the dead flat prairies. I come to appreciate all the sights and sounds on my drive. In my rush to be on time, I fly by a numerous number of farms. I catch a glimpse at some cattle and horses. Opposite to them on the other site of the road, I count 6 semi’s roaring towards me. The Global Transportation Hub has brought an exorbitant amount of semis with it.

My scenic drive soon comes to an end as I enter the city then soon after my school parking lot. I drive through my parking lot looking for a spot, but I’m distracted. There is garbage everywhere I look. Plastic bags identical to my lunch bag scattered everywhere. Old and unneeded assignments blanket the ground. The parking lot is not only filled with garbage, but packed with vehicles that pollute our air. In that moment, I can no longer see the sunset nor the animals. I am surrounded by the forces which destroy the environment. Even the waste I cannot see haunts me. My paper, my plastic, my air pollution and my Electronic Waste. Where does it all end up? In the words of David Orr, I possessed a one-dimensional knowledge of the world around me. I so easily contributed to the decline of the environment while, staring the environment square in the face. I felt regret because I had an ignorant neglect of the environment.