Evidence I’m Wrong
Questioning my belief that I should be working on sustainable education.
Journals from early 2013 trace my conviction that my professional passion is in sustainable education. What evidence exists that I am wrong?
1. I still know next to nothing about ecosystems.
I pursued graduate studies in Global Environmental Studies with the long-term aim of applying lessons about healthy resilient ecosystems to educational systems. I learnt nothing about ecosystems though felt inspired by Micronesian traditional navigation and canoe-carving.
2. My information consumption is rarely related to the environment nor education.
I consume podcasts, books, and videos by entrepreneurs, writers, and creatives. Academically, I am not up to date “in my field”.
3. The word “sustainable” doesn’t sit well with me any more.
Sustainable is an adjective frequently used by Bullshitters as green seasoning. Loosely (or un-)defined words can allow people to craft meanings appropriate to their context. However, I am unable to state my interest in sustainable education without clarifying that I’m not a fan of the word. For those wishing to cut through the bullshit — delete the adjectives.
4. I didn’t finish my contract as a sustainability consultant.
I wanted private sector work experience and to learn what corporations were doing about sustainability. In the sustainability team, my Bullshit writing skills helped secure my previous employer a contract for over €5m.
Me: What about the green criteria?
Boss: Nobody cares — it doesn’t matter.
5. My “transformative learning experiences” weren’t from school.
Three transformational learning experiences in my life are:
1) Meditation retreat: 12 days completely removed from everyday existence 2) My first trip to Micronesia — Yap: 30 days trying to learn about environmental education
3) Arriving in Japan: alone, starting a new job in Tokyo
Having shared time with people who have travelled to over 150 countries, all seem to have developed their sense of curiosity and ways of connecting and collaborating with people from diverse cultures, more-so than most higher education students I’ve met.
6. Gardening feels like the most useful work I’ve done in years.
I was 8-years old the last time I gardened. Now I am driven to work and learn with my hands in my sister’s allotment. I love taking things away: yesterday I hacked, lopped and pulled out brambles and nettles to reveal a few extra metres and two gooseberry bushes! Outdoors work felt useful, tangible and brought me deep satisfaction.
7. I’m sure more sweet, juicy strawberries make the world a better place…
…though I’m less sure about more BAs, BSs, MScs and PhDs.
8. It feels like heresy to question the value of our education institutions…
… even though most of them claim that critical thinking is an important skill they cultivate.
9. Climate change took me to FSM then I became a gold status flyer in less than a year.
Three work trips to the US and multiple flights around the four FSM states; too much travel in 2019 incited me to set the 2020 goal “Spend more time in or on ocean than in planes”. Dear Universe, pandemic was not what I had in mind.
10. The sustainability of the institution I’m working in depends on remaining accredited under a foreign system.
The college was established under the Seventh Congress of the Federated States of Micronesia. Public Law №7–79 states the second purpose of the institution is to “Maintain accreditation by the Western Association of Schools and Colleges”. Is this financially motivated? With over 90% of our students eligible for the financial aid this accreditation brings them, Pell grants make up the single most important revenue source. If the institution had unlimited financial means assured forever, what course would we chart for our future?
11. Academic writing does my head in.
Most academics don’t follow George Orwell’s six rules of writing, including “Never use a long word where a short one will do.” I enjoy reading writers who care about their audience. The currency within academia is academic publications. What is the currency of learning?
12. My blog profile says “Developing the Sustainable Self”…
… not “Exploring sustainable education”. While working in the sustainability team, I questioned how an organisation that seemed to care so little about the health and wellbeing of its employees could meaningfully give advice to other businesses on sustainable practices. Practice what you preach. Learn from people and organisations who have done what you aspire to do.
13. I’m more proud of creative outputs than academic ones.
Reflecting on what I am proud of over the last five years, my thoughts turn first to my zine KnowNews, poetry performances, and this blog. I still feel largely embarrassed by my Master thesis and worry that my recent presentations at academic conferences were vacuous and self-serving.
14. Sustainable education isn’t simple.
Despite ongoing research, one thesis and numerous presentations, I still feel incapable of explaining what sustainable education means. Each time, I highlight some of the characteristics and focus on the ones that meet the day’s needs. Everyone is so willing to assure me that this is normal and my research is valid, without providing evidence to support this.
15. Natural humans may evolve into bionic creatures.
The ecological model of education I’ve been pursuing rests on the assumption that humans are natural. But with rising potential for tech-integrated humans, the question remains — what are the values and purpose of education? If humans evolve into more mechanistic creatures, will the ecological model still make sense?
16. I’m not good with my hands.
If a holistic education includes “head, heart and hands”, I’m off-balance; way overhead, medium-heart and totally underhand!
17. Strong families can help sustainability.
“What can the world learn about sustainability from Pacific island cultures?” I wondered. With 2020’s pandemic, my current answer seems to be the central importance of family. To what extent do/can/should our education systems support qualitative growth at the family level?
18. Sleep is non-negotiable.
The central importance of sleep in our lives is well-documented. But commitment to my work on the opposite side of the planet a 10-hour time difference away is preventing me from developing a decent sleep pattern even after two months in the UK. How can I put work above health?
19. When the status quo is the bread and butter for so many, no one is asking me to question it.
The majority of education systems in the world today focus heavily on the results of education, which are usually related to producing students ready to join the workforce and be part of wider society. This is a mechanistic educational paradigm, in which the qualitative nature of education itself is rarely a concern and the values and assumptions underlying these systems are not called into question. A fundamental shift is required in education systems that integrates both the products of education with the process of education itself. This move can be described as moving away from the current mechanistic paradigm, towards an ecological paradigm.
“Where better in the world than the FSM can I continue to explore what sustainable education means in an applied context?” I thought. Running around trying to fulfil the obligations of what used to be three full-time positions, questioning underlying assumptions isn’t something I’m being asked to do. No one responded to the following message:
Saving $14,610 before (my) breakfast: Though the motivation for holding today’s meeting remotely is not a positive one, I have guesstimated that we saved over $14,610 through hosting today’s meeting online.
20. Family is priority.
You are what you do, not what you say. I am now living in my sister’s household in my hometown in Suffolk, UK — couldn’t be further away from my work. I thought the desire to have children (or lack of) was mainly biological — since I’d reached 35-years old without it rising in importance, I assumed I probably wouldn’t be having any. Suddenly, the idea has taken me by surprise by seeding itself in my mind.
21. I haven’t experienced a sustainable education myself.
I signed up to the Schumacher College short-course “Co-creating the emerging future 2020: The Schumacher Certificate in Leadership and Facilitation”, with residential component originally scheduled for June, now postponed until October. Will the course go ahead? Will I be able to participate? How can we develop sustainable education in a world of social distancing? How can we connect?
The views expressed here are entirely personal and in no way reflect the views of the institution I work for, its people, nor any judgement on any of the people working or studying there.
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