EDE Curriculum 2012.pdf - Gaia Education

Internet
World Development Movement - www.wdm.org.uk
Third World Network - www.twnside.org.sg
Global Ecovillage Network - www.ecovillage.org
George, Susan (2007) Of capitalism, crisis, conversion & collapse: The Keynesian alternative.
http://www.tni.org/detail_page.phtml?act_id=17306
Sample Experiential Learning Activities
The following activities can be done with the entire group, or individually. Devise together a way to
measure the impact, and results of each exercise.
Ecological Footprint Analysis (EFA)
Have members of the group from different parts of the world hold hands to create circles outside (on
the grass, perhaps) representing the size of the ecological footprint of their country (North Americans
would have a very large circle; Europeans a comfortably large circle; people from middle-income countries
would be a little cramped; those from the poorest countries would be tightly cramped.) A slow
drum-beat can be played through this exercise. The groups should spend time to watch each other.
This exercise is NOT aimed at generating guilt among those in the large circles. This is a meditative observation
exercise - just watch outside and inside in a non-judgmental manner. Then, return to large
and/or small groups and discuss what participants felt. (There will be time later to discuss potential
solutions: the facilitator is to ensure that discussions and reactions at this stage remain at the level of
feelings.)
Following on immediately from the previous exercise (i.e. before group discussions), prepare beforehand
a large circle to represent the Earth. Have the people from the poorest countries enter this circle
and have time to enjoy walking around in the spaciousness. Eventually, the other members of the
group will join them until there is not so much space within the circle. The drum-beat continues uninterrupted.
While they are walking, read the following passage (a number of times) from Oren Lyons,
Faithkeeper of the Onondaga Nation (1993 Earth Day pledge):
“In our way of life…..with every decision we make, we always keep in mind the Seventh Generation of
children to come…..When we walk upon Mother Earth, we always plant our feet carefully because we
know that the faces of future generations are looking up at us from beneath the ground. We never forget
them.”
Product biographies
The teacher/facilitator should provide some case study material and examples that illustrate the long
distances, and often multiple sources, that most of the foods and products we consume have come
from. (Newspapers, magazines and educational materials have many such examples). The students are
then invited to develop their curiosity about the biographies of the items that surround them. The researching
and presentation of a product life cycle can be set as a homework exercise.
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