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senseandsustainability

www.senseandsustainability.com. George Lakoff. "The mind is inherently embodied. Thought is mostly unconscious. Abstract concepts are largely metaphorical." Philosophy in the Flesh. Systemic stress. Change. Most real systems are non linear Feedback matters Time left for action shortens

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senseandsustainability

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  1. www.senseandsustainability.com

  2. George Lakoff "The mind is inherently embodied. Thought is mostly unconscious. Abstract concepts are largely metaphorical." Philosophy in the Flesh

  3. Systemic stress

  4. Change • Most real systems are non linear • Feedback matters • Time left for action shortens • ‘Tipping points’ uncertain

  5. End of the line? • Climate change • Maximum oil output nearby - ‘peak oil’ • Systemic stress - biodiversity, water , food, materials, population etc

  6. Spoilers • Jevons’ Paradox • Recycling or downcycling? • Carbon neutral - or negative? • Prisoners’ Dilemma • Earth in oUR hands? • Debt and Interest driven • Reassess choices

  7. A Changed Worldview? • If the machine inspired the industrial age, the image of the living system may inspire a genuine postindustrial age,’ say Peter Senge et al., in Sloan Management Review. • You never change things by fighting against the existing reality. To change something, build a new model that makes the old model obsolete. - Buckminster Fuller

  8. Learning • First-order : adaptive learning , takes place within accepted boundaries – leaves basic values and beliefs unchanged. • Second-order: critically reflective learning, when we examine the assumptions according to which we proceed in first-order learning. • Third-order: when this reflective examination leads to a transformative perspective-shift. (Steven Sterling,)

  9. THE BIOMASS OF ANTS IS FOUR TIMES GREATER THAN THAT OF HUMANS

  10. creating a ‘closed loop’ economy

  11. And education? • Can educational process continue to be dominated by a linear and fragmentary approach in a world increasingly operating in recognition of systems, connection and feedback? • How we teach will need to reflect a changing worldview if it is not to become ‘disconnected’ • Do we have an obligation to accelerate such change? Surely education needs to lead??

  12. A conversation too far? One result of formal education is that students graduate without knowing how to think in whole systems, how to find connections, how to ask big questions, and how to separate the trivial from the important. Now more than ever, however; we need people who think broadly and who understand systems, connections, patterns and root causes. David Orr / Earth in Mind

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