Sunday 24 February 2013

Not sustainable this and thats


So where to from here?


A thought on 'Nature versus Nurture':

When I reflect on what I’ve just written in the previous post about how I believe that awareness for sustainability can potentially start at home and through being further available in schools – the fact is that – there really isn’t any guarantee that a child who grew up with an awareness of sustainability will actually take this up for the rest of their lives.

If anyone can be bothered looking at the (open-ended and inconclusive) debate of 'nurture versus nature', a glimpse is available in:

- even so it is interesting, I concluded that there are way too many possible factors in any a person’s life, which are too unpredictable to ascertain a definite outcome.


A choice of attitude:

For me personally – I could have simply decided that this ‘sustainability aware upbringing’ I had is all a lot of effort and a nuisance and lets take advantage of these instantly available, ready- made commodities, like:

- packaged/instant/take away (etc) food: who really wants to wait for a vege to grow fully so I can finally eat it? 

- or gosh – digging up soil? – way too much effort etc;

- looking into how the food I eat is being grown commercially? – well – ‘they’ wouldn’t sell it if it would be bad for me now would they? 

- and I’m sure the treatment of animals isn’t that bad or someone would do something about it?

- ready-made clothing: polyester is so convenient – dries in 5 minutes, doesn’t wear and tear like natural fibres, is cheaper, keeps the colour better (etc), doesn’t need ironing like linen, is less costly and again – if it would be bad for me or the environment – well ‘they’ wouldn’t produce or sell it now would they?

- washing machines, cars, fridges and so on.......

I could easily list a lot more examples, which in my experience are so typical for people who either aren’t informed - for some reason they truly haven’t come across any information which would make them believe ‘life the way it is’ could or should be otherwise – or they have actually heard of stories contrary to what they believed and simply ignore or doubt the truth of it, leaving the responsibility to the ‘producers’ (of whatever) rather than to the consumers (e.g. me and everyone who consumes). 
Then when ‘something goes wrong’ – like so and so has found that what they put in this or that food, water, air etc is causing this or that - there will be someone to blame. 


Transparency: 

There has been a lack of transparency and information available to the public in quite a few cases – 'one wouldn’t want to worry the population now would we'? 

Publicizing stories or research about highly processed food with it's multitude of additives and their affect on the body after regular, long term consumption and how this might add up to eventually cause harm to the body, well - all this is not really a great sales strategy and hence 'not good for business'.

To only mention a couple of obvious ones: 
Fast food chains like Mac Donald have had plenty of publicity concerning the lack of quality of their food and also in regards to obesity issues – just pop an appropriate phrase into Google and there you go! There is tons of info available.

Coca Cola has another popular product with a wonderful reputation of contributing to the unhealthy state of the populace and these two are only a couple of the well-known names. 

In my research there simply are too many reports of ‘may be dangerous to human health issues' that I get overwhelmed even thinking of trying to list a lot of them here.

Anyone can actually just read the labels and see what they buy and maybe wonder what we are actually ingesting.

I have spent hours reading labels in Supermarkets, deciding which one has the least or no additives (and that doesn't give me any information on where or how this food has been grown). Reading labels can be a very time consuming habit, at least for a while until all the unacceptable products on offer have been eliminated from my shopping list. 


In regards to being educated (informed) about products that are available to buy - I thought about this and wondered: where would I find information in an everyday situation like going food shopping in the Supermarket or when buying clothing?

There really isn't much obvious information/education 'out there' at all !


Supermarkets:

Supermarkets do not point out health risks or production facts like:

- this or that additive has been added and is known to cause cancer in, lets say (poor) lab rats experimentation/research;
- or - this product has no actual nutritional value as it is highly processed, denaturalized and basically only 'bulk', hence we have added artificial vitamins and other trace minerals;
- we mass produced the ingredients with lots of fertilizers, as the soil has no nutrients in it anymore due to overproduction for many years;
- we do not invite you to visit our factory where we process our food products as really - no one would want to buy them anymore after seeing what happens there;
- or when you serve up this cereal, chocolate, fizzy drink, canned food (etc) to your child, with all the amount of sugar we put in it, it may quite likely contribute to diabetes in your child's later life? etc.



Meat:

What would it be like to have the meat companies put some pictures of their production process on the packaging so everyone can see for themselves what they are supporting and buying.

What if it said: By purchasing this bacon, chicken, beef etc, you are supporting unhealthy, cruel and often (only) profit orientated practices as (in a nutshell) we pen these animals in very small spaces, give them food which makes them grow really fast and because of the unhealthy and unnatural living environment we also feed them all sorts of medication. 
Then we load them into cramped trucks (very scary for the animal) and transport them to be slaughtered. As we mass produce, we often process the meat with all sorts of additives so that it will look appealing (color) when it gets delivered to the supermarket and 'keeps fresh'.



Clothing:
- or do clothing shops offer in any way an option for awareness (through information, a label or such) about where and how their products have been produced like: this garment has be produced using underpaid labour; to create this material we caused environmental pollution (dye, synthetic materials etc) and so on .....


Just a couple of examples of what kind of items have a health warning: 

Methylated Spirits: Keep out of reach of children; if swallowed ring this number ... or do/don't do this....

- Tobacco is also one product which now has very graphic health warnings on the packaging.

Overall - shouldn't there be more educational information about the potential health risks on many products we buy or information about how they were produced, potentially linking that as well to some health risks and/or unsustainable practices (for humans, animals and the planet)?



What about water - an essential needed for life: Nestle Portland Springs and what happens if people resist 'progress':

Nestle is an other one who’s profit orientated practices have caused a stir on several occasions.       Below are a few links about ‘Portland Springs’ (water for/in water bottles) and what happened when some people complained about their water recourses being used. To me it’s such a typical story of ‘small people versus big companies’.  If anyone can be bothered watching all of the links below (plus a few more as I did) on this particular subject, it really makes me shake my head that this can actually happen, as it’s so obviously, well - corrupt. 

Is corruption sustainable? If not – why is it happening in so many places on this planed and in essential areas of what we need to live (survive)?

Looking briefly back through human recorded history – isn’t this such a typical story of rich versus poor, powerful exploiting the ‘weak’ etc etc. Many books or movies have been written or made about one or the other hero opposing – well – it’s the good versus evil – that kind of story. 
Ellen Brockovich is only one of them: http://en.wikipedia.org/wiki/Erin_Brockovich

Then there is the odd revolution, civil war or actually world war, assassinations and all that stuff - but really – it still goes on and on today......

Some interesting links on 'Portland springs':

BOTTLED LIFE - THE TRUTH ABOUT NESTLÉ'S ... - YouTube► 89:09
► 89:09


www.youtube.com/watch?v=w2C1_bIovRE
Jan 25, 2013
BOTTLED LIFE - THE TRUTH ABOUT NESTLÉ'S BUSINESS WITH ... refused to cooperate, on the pretext ...



Official Trailer: Bottled Life - The Truth about Nestlé's ... - YouTube► 1:34
► 1:34


www.youtube.com/watch?v=czfSwjx4yYA
Dec 14, 2011 - Uploaded by DokLabCom
Official Trailer of Documentary-Film "Bottled Life - The Truth about ... You can't blame companies like Nestle ...



BOTTLED LIFE / AFF 2012 - YouTube► 1:34
► 1:34


www.youtube.com/watch?v=V7CvEeTmZBc
Sep 27, 2012 - Uploaded by AstraFilm
«BOTTLED LIFE» - Das Interview zum Film mit Urs Schnellby BuresMedia 608 views; 10:21. Watch ...



Bottled Life.mov - YouTube► 1:34
► 1:34


www.youtube.com/watch?v=DkSU4D-wiws
May 19, 2012 - Uploaded by cinemambientefest
Bottled Life - Short Film - SirenTech Productionsby MrSciencetificsasuke 330 views · 2:58. Watch Later ...



Nestlé fights off criticism - YouTube► 4:50
► 4:50


www.youtube.com/watch?v=BY1EfMsaa6M
Jan 27, 2012 - Uploaded by swissinfovideos
Nestlé Waters accounts for almost ten per cent of the Nestlé Group's consolidated sales. ... But "Bottled Life


Money:
So truly – what’s it all about? Money? 

Well – most unhealthy, destructive and unsustainable ‘issues’ I’ve researched boiled down to someone making a lot of money from them.

Money rules the world? I guess it may have come to that in a lot of cases. 

Money is power? I guess so but what are the consequences of this for the planet and the people who are the not so ‘flush’ majority', because lets face it – there are a few very rich people and a lot of not so rich people and quite a lot of extremely poor people inhabiting this earth.

I generally try to avoid politics, as it’s just so ‘messy’. Nevertheless, I have come across the Rothschild family and stories about them in my research that mentions, that because of their wealth, they pretty much own governments and banks, influence wars and so on. 
How about Australian mining magnate Gina Reinehart who, according to an article in Next Magazine, (August 2012, p. 50-53, report by Tim Hume), earns 2 million dollars per hour? 
According to the Wikipedia she’s the richest woman in Australia and in the World. http://en.wikipedia.org/wiki/Gina_Rinehart

There is quite a list of really rich people in this world (Google world's rich list). Why would they need (not want) all that money when they surely must know that there is a lot of poverty in this world? 
And how are they able to live with that knowledge? 

When I was 17 years old, I travelled to Italy with a friend. One of the places we visited was Rome, where we were staying with some (financially) poor friends of my friend. 
What I remember is they being so friendly and nice and literally forcing us to eat the last of their food or they would have been really offended. 
We did go and visit the Vatican as well. What upset me was that there are so many riches in that building; from pure silver sarcophagi to golden goblets with huge gems set into them etc but then – when leaving the building - there were priest at the exits with bags asking for alms for the poor. I wondered why they didn’t just sell their treasures and give the money from that to the poor or do something to help the poor with it?

Is that kind of imbalance sustainable? 

Is poverty a result of a ‘lack of even distribution’ of wealth? 

Is an attitude of 'I only look after myself' and not care for anything/anyone else predominant in today's wold? 


Materialism, Technology and a bit of GMO:

Why would people want much more than they actually need? 

Interesting to read the Wikipedia on Economic Materialism:
and compare that with Materialism:
which is a bit more of a ‘philosophical/scientific look’ at material – e.g. materialism.

I guess modern, western society is definitely being challenged by the first – economic materialism.
I thought a bit about this – economic materialism – and wondered when did humanity start to ‘mess up the planet’ (pollute it) in such an overwhelming way? 

I keep thinking that the Industrial Revolution http://en.wikipedia.org/wiki/Industrial_Revolution
had a lot to do with the amount of ‘stuff’ being produced and the waste materials, being dumped into nature (and humans) as a consequence. According to the Wikipedia link above, the Industrial Revolution started around 1760, so we are looking at approximately 250 years of increased ability to 'create a big amount of pollution'.

The history of technology is also interesting reading seeing the development from prehistoric technology to now:
http://en.wikipedia.org/wiki/History_of_technology

It really seems that it was inevitable that humanity is where it is now looking at the progression of technology. 
To me it shows a certain development of consciousness throughout the ages, all in the name of improvement. 
I think up to a certain point all that progress would not have damaged the environment but once it was possible to produce more and more (than actually was needed) and the promise of bigger and bigger profit was guaranteed – something definitely went in a direction, which started to snowball into a very real and looming environmental disaster. 
Basically – economic materialism clearly is not sustainable.

A lot of ‘things’ available to buy these days (clothing, technology, shoes, toys etc) are made in China and there are some reports out about the massive pollution this is causing and the appalling working conditions some people face.
Some companies had the idea to take their productions to ‘poor countries’ (e.g. India) where wages are cheap so there can be more profit made, as there is less cost for labour. This sometimes includes child labour:

I don’t believe exclusive profit orientated thinking is sustainable, not for the environment or the human physical, psychological and emotional wellbeing.

The sad thing is, I believe a lot of the ‘improvements’ throughout human history may have truly started off with a thought of making life easier for everyone. After all, for example - labouring hard behind a horse and plough takes a lot of effort.

Even this GMO idea of using genes from different species to improve another one might have started off as a ‘this will help humanity’ idea. Nevertheless – I definitely don’t feel like eating a tomato, which has some fish genes in it. It simply feels wrong.

A little video clip of 11 year old Birke Baehr (there is hope in the future) talking about what’s wrong with out food system:

He’s now 14 and still advocating for organic food and sustainable living.
How about chickens? Sourced from:


Education towards what?

24.2.13




Education for sustainability at home is one thing but is there also EfS subjects being taught at schools?



Education towards what?

I like to see a lot more subjects taught at school which raise awareness of sustainability in children, rather than spending time on teaching subjects, which most children will never again use in their lifetime. 

I often wondered why my girls needed to learn - lets say - the Calculus, because neither of them was very much inclined in that direction or has of need of this knowledge now in their current vocational choices. One has got a Degree in Visual Arts and Design (majoring in Graphic Communication) and is currently studying a second Degree in Social Anthropology. My younger daughter is in her 3rd year of a BA in Nursing. 
So truly, neither of my daughters had any need to learn the Calculus nor did, as far as I know, any of the other children from their particular classes at school. 

If I would look through the school curriculums and cross out subjects which most likely are not useful for basic, needed knowledge (writing, reading, wider world awareness subjects like geography, history, biology or anatomy just to mention a few) or practical skills like woodwork, gardening, cooking or knitting for example, I am sure there would be some time to fit in more about ‘education for sustainability’ to raise awareness in the next generation.


The family environment and its influence on children is one thing, but once children attend school, essentially spending more time there than at home, it becomes an issue of, I guess the government what is listed in the curriculum or not. Saying that, if parents would not agree with the curriculum and keep their children out of school, the government (Ministry of Education) might have to rethink and adjust it.
There still are not many schools, as far as I am aware of, which teach subjects like: ‘grow your own vegetables’ or ‘recycling’, cooking, handwork, woodwork (building) or looking after an animal properly.

Teaching practical life skills in my view is sustainable for the future. Teaching a lot of un-relatable theory about subjects predominantly irrelevant to basic, essential life skills, is not. 

I am surprised how many young women (and men :-)) have told me that they cant knit, crochet or sew. It still baffles me because to me, that's one of the 'essential, basic skills', handed down through generations (sustainable). 

Subjects like communication and conflict resolution skills are also something I would like to see in a school curriculum as part of learning life skills.

I have the feeling that pressure on intellectual achievement is way too emphasized in today's schools and creative skills, like creative thinking (thinking outside the box) don't seem to be given enough value or opportunities in those early years, until one is as far progressed with 'working through the existing educational system' and gets 'to do' a Masters in a subject, then 'one can have and express some of one's own opinions. Before that, let's tick off and stay in the required boxes first.

The link below has some views of what creativity is meant to be and in what area:
http://en.wikipedia.org/wiki/Creativity

I personally like this little video clip, uploaded by Bronwyn Hegarty on the Flexible Learning course resources:

Do schools kill creativity? By Sir K. Robinson
http://www.youtube.com/watch?v=iG9CE55wbtY

Educating every child in the same way at school doesn't seem very sustainable to me.

There are some nice quotes by Albert Einstein:

























The Ministry of Education www has some positive info about EfS, which is good to see:
http://efs.tki.org.nz/

Sourced from:

Ministry of Education:


A section of:



Taking action

Students taking informed action to address issues of sustainability and participate in creating a sustainable future is the core of education for sustainability.

Taking action is a process of learning that:

uses meaningful contexts for learning

empowers students to do something with their learning: 'It’s not what you know, it’s what you do with what you know' (source unknown)

supports participation in the wider community, such as taking part in decision making processes

develops the key competencies leading to action competence in education for sustainability.
Students need to be given multiple opportunities to plan, implement and carry out actions in response to what they know and understand about the causes of sustainability issues and possibilities for change.
Examples of actions include:
a personal response or behavior change such as taking the bus rather than the car
a project to rehabilitate or prevent degradation of the environment such as excluding stock from waterways or planting to increase biodiversity
the development of a system to reduce use of natural resources such as installing a rain water collection system to use on gardens or in toilet cisterns
a project to educate others on an environmental issue, such as a movie highlighting ways to make a wrapper free lunch and how this reduces waste to landfills.

And in:
Secondary Section:
Education for sustainability
Version date: 30 June 2010
Key changes: Version 2
Subject facilitator email: seniorsecondary@tki.org.nz

What is education for sustainability about?
Education for sustainability (EfS) is about learning to think and act in ways that safeguard the well-being of people and the planet.
In EfS, students explore the relationship between people and the environment. They learn about the environmental, social, cultural, and economic aspects of sustainability. They learn to show leadership by example and to contribute to collective decisions that lead to actions for a sustainable future.
People can have very different views on sustainability. In EfS, students explore and evaluate different perspectives, rethink long-standing ideas, and consider alternative practices and directions. With the support of their teacher, they can take ownership of their learning and create new knowledge.
EfS is best taught collaboratively in conjunction with other subjects and supported by school and community policies and practices. Students then learn that no single area has a monopoly on solutions to complex issues. They also discover the power of partnerships, of working together.
Mō tātou te Taiao ko te Atawhai
Mō tātou te Taiao ko te Oranga
It is for us to care for the environment to ensure its well-being
In doing so we ensure our own well-being and that of future generations
http://efs.tki.org.nz/Toitū-te-Ao-Carving
EfS has its foundations in environmental education. See Guidelines for Environmental Education in New Zealand Schools (Ministry of Education, 1999).



Some thoughts on modern Technology and children, who is educating who?


A lot of children in ‘modern society’ have access to TV from an early age (used as a possible ‘babysitting tool’ - so I have been told by many mothers with a smile and a wink). 
Then they might progress to computers or X-Boxes – not to mention cell phones. 
As a consequence, I believe that children loose touch with nature (e.g. playing outside, using their bodies rather than being 'fixed in one place') hence with themselves as being a part of nature and other children, which also affects their social interactions. 
I don't believe technology needs to be introduced to children of a young age as an essential part of their education. There is plenty of time when they are older and have a certain ability to think independently to be able to comprehend to some extend what technology is about or useful for. 
When my first daughter was four and she saw a TV the first time in her life, she stopped and stared at this box for some time, then asked me: "Mum - how did the elephant get into that box?"

 A thought on the amount of time a child spends in an educational setting away from home:
I know that my mother went to school for about 5 years (in Europe, straight after the war).
I myself went to school for 9 years. This is the 'normal' amount of school time in Switzerland, then most people enter an apprenticeship for 3 years (as I did). Other young adults can choose to study further and progress to Uni.
My children spent 12 years at school (normal amount of time in New Zealand). Add Kindergarten to that and my girls would have been 14 years in an educational environment away from home.
That's an incredible amount of time, hence I believe that education away from home (during those very formative years of a young person's life) needs to researched and chosen with awareness by parents.
I myself chose to have my girls go to a Waldorf School (Rudolf Steiner Education).
Looking back, my children got up every morning and wanted to go to school, which to me as their parent was one good indication of 'did they like where they were going'?
I also liked the Waldorf curriculum, philosophy and approach to education, which included plenty of creativity and practical life skills (and yes both boys and girls had subjects like woodworking, cooking, gardening and knitting :-) just to mention a few).

Question: Is it sustainable to have children in an educational system from such an early age and for so many years teaching them about subjects which they might never use ever again?

I came across this wonderful video clip, again by Sir Ken Robinson:


Bring on the Learning Revolution
http://www.youtube.com/watch?v=r9LelXa3U_I

He talks about how education is based on conformity and how we are so used to linear thinking e.g. 'this is what it is meant to be like'.
I don't believe that the educational system as it is today is sustainable and Sir Ken Robinson's idea of 'personalized teaching and personalized curriculum' is a rather wonderful concept. Seems to me that that would be a much better solution towards sustainable education.









Saturday 23 February 2013

Reflections




What is the meaning of the word ‘sustain’? According to my computer’s Thesaurus it means:

Sustain: Maintain, nourish, continue, carry on, keep up, keep going, uphold, prolong, protract (Antonym: quit).


What does sustainability mean for me personally?

For me sustainability means: Living a life which does as little damage as possible to the planet, others and myself and if possible nourishes and enhances the quality of Life in all these areas.




What has childhood got to do with awareness for sustainability?

Down memory lane:



I thought about: Where did I first learn about caring for the environment, about where food comes from and about 'how much do I truly need' to be able to survive physically and about 'having more of this and that' is not truly essential to my well-being? 
Because of 'pondering about this question', I decided to write up a 'personal exert from my childhood'. I realized that how I was brought up created a base to my habits, attitudes, believes and lifestyle, essentially contributing towards a big part of the person I am today, how I live and the choices I make. 

I then also thought about of 'how do other children grow up' in a similar circumstance and society, comparing that with my personal upbringing, and how this might affect their awareness of sustainability. 


So here we go, a condensed version of my upbringing in the context of sustainability:

I grew up in Switzerland in the 1960’s. I had an older brother and my father worked as an electrician. My mother was a stay-at-home mum. I went to a public school and there weren’t any subjects taught about sustainability. 

What did encourage my awareness for sustainability was growing up with parents who had to be inventive due to financial hardship.

1. Growing food and the awareness of Nature:
We had a garden, which supplied us with vegetables, herbs and berries. It was cheaper than buying them. There was no money for artificial fertilisers so we used compost (made from kitchen scraps etc) for the nourishment of the plants. Weeding had to be done regularly by hand, which at the time was a nuisance in my opinion, predominantly because there were all sorts of ‘critters’ hiding in the weeds, which made the experience a bit scary. I did learn what was a weed and what was a vegetable plant and developed awareness about the influence of the fours seasons on plant growth.
My father also kept some rabbits, which were bred-to-be-eaten (that fact was well disguised from me when I was little). He went fishing in a close by river for trout.
Weekend walks in the mountains further encouraged my relationship to nature. I still remember how a sunrise can turn the mountains into a visual feast of pink, gold and orange when we stayed in a mountain hut hayloft over night.


What has this to do with sustainability? 
Planting food is sustainable – it has been practices for thousands of years and will probably continue to be a major fact in food production.
I have passed on these skills to my daughters who hopefully then will pass it on to their children, just like my father passed the knowledge on to me.  This kind of lifestyle also taught me to respect the amount of time it took for a plant to grow from a seed, to a plant, to ripen into a fruit and finally to produce a seed again. An apple became precious and very special, something to be appreciated. I realised that there was effort needed to grow food and also water, sunshine and sometimes cold/frost to ‘make it all happen’.


2. Transport and bees:
As a child, if I wanted to go anywhere, the predominant mode of transport was ‘using my legs’. The daily walk to and from school was rather long. It led through some garden plots. On these walks I developed a fondness for bees. Some of them used to drop off the flowering bushes, which were planted next to the water troughs. Once the bees fell off the flowers and landed in the water, they got stuck there and inevitably drowned; so every school day, I used to fish them out of the water and put them back on a flower further away from the water trough.
We didn’t own a car or even a bicycle and public transport was too expensive, so we used it very rarely.
Walking a lot gave me an appreciation of how long it took to get from A to B and what effort was involved.  Walking does not need anything else but functional legs and does not cause any pollution. Walking is a natural, realistic option of transport (except for people with a disability).

3. Playing:
Our family couldn’t afford a TV. My brother and me would keep busy with whatever we found in nature. Some examples: climbing trees, making bow and arrows out of sticks, exploring beetles and bugs etc. learning quite a few helpful lessons in the process, such as: if I climb a tree, I have to be able to climb down it again – not just up; the arrow is the bit to let go off – not the bow; beetles and bugs poo, which isn’t nice if it lands on my bare leg. The list could go on.

4. Material personal possessions:
 
I owned one stuffed toy rabbit; my brother one stuffed toy dog. Christmas presents predominantly contained practical items, like a pair of new shoes, which were needed to replace the old, worn out pair.


                              

A purely observational story of an other family’s lifestyle:

I like to start by clearly stating that the following story is purely from an observational, comparative viewpoint in the context of how individual family life can be very different from one family to the next and affect the awareness of sustainability in children growing up in them. It is not meant as a judgement of ‘one lifestyle is better than the other’. 


This particular family had two parents (mum and dad), two daughters and their grandparents visiting often. They all lived on an apple orchard, which was managed by the father. The mother was a full time kindergarten teacher.

1. Food and the awareness of Nature:
There was no vegetable garden. All food was purchased in the supermarket. Lunchboxes for the girls were filled with predominantly processed food but it did contain a fruit. Both girls were obese, which was not due to any physiological, medical condition.  By living on an apple orchard, both girls would have had an awareness of how apples grow, which would create a connection to the four seasons and nature.

2. Transport:
The girls’ mother drove to and from school every day. Their school was a similar distance away to what my school used to be. After school the mother would drive them to the various out of school activities like sports and music lessons. When they finally stayed home, they would sit and watch TV, eat dinner then do homework.

3 & 4. Playing and material possessions: I remember toys being everywhere. The mother at some stage bought a type of hammock, which she attached to the ceiling to put some of the toys in to create space. Every week when I saw them there were at least one or two new toys. Older ones were not being played with anymore. I never saw the girls play outside and seldom playing together. Their celebration of Christmas included a huge Christmas tree with a mountain of presents under it.



What have these two different childhood stories got to do with sustainability?

Generally speaking, looking at western society in this particular context of basic awareness of sustainability: walking used as a means of transport is sustainable (except for people with disabilities) whereas driving everywhere with a car is not sustainable (creates pollution, carbon dioxide exhaust fumes; using - production of - petrol as fuel, manufacturing of cars and so on).
Gardens to grow some vegetables are available in most western geographical locations. Keeping small animals (rabbits/chickens) as a source of food was and is (mostly) possible in a lot of places in the world, whereas commercial animal farming has it’s own problems for the environment and the animals (clearing of trees to create grazing, rearing and keeping chickens in cages, pigs kept in small pens and so on).
The point which I am trying to illustrate with these two, very basic childhood stories is, that the habits and lifestyles a child grows up with will often form a knowledge basis for the rest of their lifes. A child believes that how their parents live is the way it is meant to be, at least before they turn into teenagers and some go through a stage, where everything parents do is – well – wrong and they will experiment with the ‘opposite’ of what they knew so far.
In my own experience, even so I had my own experimental phase as a teenager, I came full circle once I had my own children. My two girls grew up with the vegetable garden, chickens (for eggs not meat, as I was a vegetarian at the time and my older daughter still is a vegetarian by choice at the age of 26); they had to recycle and hear the phrase: no we won’t buy this, as it is not organically or biodynamic grown over and over again. Also – we don’t need this so we wont get it was an other popular one.
I chose to live in slightly rural areas, made a lot of clothing with natural (often recycled) fibres (wool/cotton) and choose homeopathic remedies for ailments (and so on). When both my daughters turned teenagers and started to earn some of their own money, their lifestyle changed to experimenting with drinks like Red Bull, eating chunk food and choosing antibiotics to fix their physical ailments (just a few examples). After a few years of this kind of lifestyle, my older daughter turned full circle and is now telling me what I am doing wrong in the recycling department, (different plastics) or my garden as she herself has a small vegetable plot now in the middle of town where she is renting a flat. She buys organic produce whenever possible and is mindful to use natural remedies before going for the chemical options. I don’t think my younger daughter is quite there yet (20), but hearing the odd mention of ‘when I have children they will have fruit trees and a garden, live on a farm and play outside etc’, there is hope that her children will grow up with an awareness of the environment (sustainability).




Some thoughts on urban upbringing:

What could happen when children who grow up in the middle of a city who might not have the opportunity to experience practically where their food comes from?  
An example: over 30 years ago, when I was still living in Switzerland, I remember listening to a radio program, where a child was asked where milk came from. This child answered: “from the milk carton in the supermarket”. That moment ‘stuck in my memory’. I personally couldn’t comprehend how this child didn’t know that milk comes from cows.

Food is a daily essential need. Not having been educated about basic food growing could cause a disconnection from a certain essential reality, like: the milk we drink comes from a cow or the apple we eat takes months to become an apple and so on. 

This can potentially cause a lack of appreciation (which shows a certain attitude of indifference) of the effort a person puts into growing food, the food itself or towards the cow producing the milk etc. 
This again displays a disconnection from an essential reality, which in my view is not sustainable.
How food is grown, how long it takes to 'be food' is one thing, but once it 'is food and we eat it, what happens then? 
I have seen children who will bite into an apple (for example - this could be any kind of food), they find it a little sour or whatever and because of that, will carelessly throw it away (anywhere).  There seems to be no thought of putting it – for example - into a compost bucket. Saying that, those children might not have ever seen a compost bucket and as a consequence, are not aware that this might be an option. Their apple (or whatever food) probably ‘magically’ appeared in their fruit bowl at home too.

This track of thought could be taken further as to what could potentially happen to the awareness of sustainability – or the lack of it - of children growing up without a basic education for sustainability, when
 this is not taught at home, kindergarten or school.

Growing and picking vegetables from one’s garden is as straightforward as it can get to create a connection to one’s food and to nature. 

I gather that the environment, lifestyle, attitudes and believes children grow up in/with can be helpful to either acquiring an awareness of a sustainable lifestyle or to develop a lack of awareness in that direction. 

Isabella Bannerman, Cartoonist, Image retrieved from Google, Feb 2013