New World Thinking
Gateway to a Sustainable Future
What Is New World Thinking?
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Seeking radically different solutions to problems
Using your brain power to its maximum
Knowing the facts before you speak and act
Maintaining a healthy (not cynical) skepticism and evaluative attitude toward commercials, industrial
claims, government promises…
Having a sound environmental ethic before you attempt to evaluate environmental issues
First Proviso: Giving Credit Where Credit is Due
I got the idea from " New World, New Mind" by Paul Ehrlich and Robert Ornstein. The main thesis of the
book is that humans are trying to solve today's problems using brains that we inherited from our
ancestors of thousands of years ago. As a result, we retain the fear of bears, fires, floods, and lightning
that was a necessary survival tool for our ancestors, but hardly a needed a survival tool in today's world,
where automobiles, handguns, AIDS, malaria, and global wars present infinitely greater risk to our
survival.
Second Proviso
Be Real!
Don’t waste time on impossible actions, like banning all cars from the face of the Earth.
Third Proviso : Forget “Every little bit counts”
'Little bits' are not enough! They are a 'feel good' device that allows us to continue with our consumptive ways
without feeling guilty.
Here is a 'every little bit counts' saying that is very popular: If every home in Canada and the United States put in
ONE fluorescent light bulb, we could shut down two medium-sized coal-burning power plants… HOWEVER.....
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That’s the kind being built by China at the rate of one per week!
Two Decades of Warnings
1. “Our Common Future” ….Brundtland Report, 1987
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Sustainable development
Integration of environmental, social, & economic issues…….decisions re development
2. Worldwatch Institute Report, 1990 more later)
3. Intergovernmental Panel on Climate Change (IPCC), 2007
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Climate change is occurring.
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Caused by a combination of internal variability within the climate system and external factors, both
natural and anthropogenic.
4. “Global Environment Outlook” , UN Report, late 2007
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Progress has been made on a few “straightforward” problems such as air quality & water pollution
Failure to make progress on major issues raised in Brundtland Report… climate change, species extinction,
loss of ocean fish stocks, soil degradation, water shortages…
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“Humanity’s very survival” is at stake
5. International Union for the Conservation of Nature(IUCN), October 2008
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Financial turmoil must not sideline conservation of species
We must reduce GHGs 50% – 85% by 2050
Biodiversity underpins the well-being of human societies and their economies
190 countries are about to participate in a new UN climate treaty designed to avert rising sea levels, heat
waves, drought, floods, species extinction, ...
Our Future by 2030 to 2050?
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Much greater energy efficiency; energy rationed; appliances automatically turned off after quota reached
Oil $400.00/ barrel; world trade collapses
cars gone; bicycles in cities
Population of Antarctic 3.5 million by 2040 (environmental refugees)
Central Australia, N.W. China, Saskatchewan, Oklahoma, New Mexico, Arizona...... abandoned due to
water shortages
Countries like Morocco are valued by EU because of access to solar energy
Success is measured by modest lifestyles, well-being, & quality of life....not material wealth (precipitated
by recession in next decade)
Sahara is greened using water from desalination plants powered by photovoltaic energy
Virtual Olympics held due to limited global transport
** This does not have to happen!
Worldwatch Institute: Assumptions for a Sustainable Society
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Sustainability must be attained by 2030.
Many new technologies will be needed by 2030.
The world economy of 2030 cannot be powered by fossil fuels…diverse solar systems.
Global population cannot exceed 8 billion by 2030….and then must begin to decline.
The world of 2030 must have a more equitable and secure economy.
Worldwatch Institute: The Four Needed Changes
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a switch to an energy system that is dominated by solar energy, geothermal energy, and diverse
conservation strategies.
the implementation of a policy of maximum waste reduction. This does NOT mean recycling.
a restoration of the biological base of the Earth.
the making of decisions based on a new set of values.
A New Set of Values
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Must change the moral, economic, and social character of human societies across the Earth
Must alter our goals and expectations
Must redefine what is meant by success
Must ensure that our work and leisure activities are in tune with the principles of sustainability
Accumulation of goods as a measure of personal progress will have to disappear.
Must create “environmental armies” to plant trees, control erosion, restore habitat…
Must strive to wipe poverty, starvation, disease, and environmental problems from the face of the Earth
Requires a massive shift of resources from the military to energy projects, soil conservation, reforestation,
health, and family planning
Must rely on a more effective UN for peacekeeping
Materialism must decrease…..
Our Society’s Response
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Carbon offsets
Contact me if you need elaboration
Cap-and-trade
on any of these...or try the internet.
The “Green Shift”…..Carbon tax
Federal gov’t commitment to marketplace to combat climate change
Provincial law re conversion to fluorescent lamps
Hybrid SUVs, hybrid luxury cars, rebates for all hybrid vehicles
Biodegradable plastics
More choices of bottled water
Increasing horsepower for vehicles; emphasis on acceleration, luxury, speed….
Demand for higher speed limits
Increasing emphasis on biofuels
Status of environmental education ?
Public concern? Behaviour change?
Canadian Federal Election, October 2008
What do results tell us about Canadians’ priorities?
IGNORANCE
My Carbon Offsets?
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My family and I planted 40 000 trees about 40 years ago
According to U.S. Forest Service, these trees have:
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Made about $1 billion worth of oxygen
Performed over $2 billion of air pollution control
Recycled over $1 billion worth of water
Performed over $1 billion worth of soil erosion control
Does this mean I have the right to drive a Hummer? Own a plane? Fly all over the world....?
What financial “rewards” have I actually received?
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$180 000 from the sale of thinned trees (since 2001)
(from an expenditure of $85 000 for equipment)
The logger worked for no salary!
What Should We Do About This?
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Help our students develop an environmental ethic to guide their decision-making…….
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Prepare our students to use “new world thinking”……
Recognize that conscious evolution must be recognized in our approach to environmental problems.
Help our students get connected with nature.
Promote the teaching/learning of ecological principles.
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Teach our students how to cope with local & global environmental issues.
Emphasize strategies for attaining a sustainable future.
Use a total approach in your teaching (ecological, political, economic, social, legislative, cultural, aesthetic,
natural, technological….)
Make and encourage in others lifestyle changes…..sustainable.
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Intervention in the Tradition/ Behaviour Sequence
Tradition
New World Thinking
Ethics & Morals
Environmental ethic
Values
Attitudes
Laws
Behaviour
Market Incentives
The Core of Environmental Education
Environmental ethics
and
New world thinking
An Appropriate Environmental Ethic ?
You have three Choices
1. Dominance & Progress Ethic
2. Ecosystem Ethic
Contact me if you want more
information on these choices.
3. Deep Ecology Ethic
Environmental Ethics in Our Schools
Must take into account students’ stages of intellectual development and moral reasoning
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Primary Division
deep ecology ethic
Junior Division
add ecosystem ethic
Intermediate and Senior Divisions
add environmental and resource management issues
Primary Division: Curriculum Units for Ethics/NWT Development
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Grade 1: Needs and Characteristics of Living Things
Grade 2: Growth and Changes in Animals
Grade 3: Growth and Changes in Plants
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Grade 3: Soils in the Environment
Junior Division: Curriculum Units for Ethics/NWT Development
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Grade 4: Habitats and Communities
Grade 4: Rocks and Minerals
Grade 6: Biodiversity
Intermediate Division (ES): Curriculum Units for Ethics/NWT Development
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Grade 7: Interactions in the Environment (Interactions Within Ecosystems)
Intermediate Division (SS): Curriculum Units for Ethics/NWT Development
SNC 1P Sustainable Ecosystems & Human Activitiy
SNC 1D Sustainable Ecosystems
SNC 2P Earth’s Dynamic Climate
SNC 2D Climate Change
Senior Division: Curriculum Units for Ethics/NWT Development
SBI 3C Plants in the Natural Environment
SBI 3U Diversity of Living Things
SBI 4U Population Dynamics
SCH 3U none
SCH 4C Chemistry in the Environment
SCH 4U none
SPH 3U Energy in Society
SPH 4U none
SPH 4C none
SNC 3M Environmental Issues in Today’s Society
SNC 3M Human Health and the Environment
SNC 3M Sustainable Agriculture and Forestry
SNC 3M Reducing and Managing Waste
SNC 3M Conservation of Energy
SNC 3E Human Impact on the Environment
SNC 3E Human Health and the Environment
SNC 3E Energy Conservation
SNC 3E Natural Resource Science and Management
SNC 4M none
SNC 4E none
SES 4U none
Where Does New World Thinking Fit Into This?
New World Thinking uses Conscious Evolution (Conscious Change). Here is how Conscious Evolution compares
with two other forms of evolution:
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Three Kinds of Evolution
1. Biological Evolution
Contact me if you want more
information on these choices.
2. Cultural Evolution
3. Conscious Evolution (deliberately accelerated cultural evolution; sometimes called
conscious change)
All three kinds of evolution will effect change. Biological evolution will work. If we do nothing to cope
with environmental problems, biological evolution will do the job in thousands of years. However, don't
expect humans to be a part of that future. Cultural evolution is accomplished by reading, research,
sharing of knowledge, education, and so on. It generally works, but takes at least 30 years. Global coping
with ozone depletion is an example. It was in 1974 that scientists first discovered the damage being done
to the ozone layer by chemicals released into the atmosphere. About 30 years passed before the global
community had in place a complete plan to eliminate the chemicals causing this problem. Conscious
evolution would have set in place a plan to deal with this problem in 2 or 3 years. The industry would be
given no long-term deadlines. Production an d sales would be banned almost immediately, regardless of
the economic and political consequences.
Teaching With Conscious Evolution as Your Target
Step 1 Help students identify a major problem and become familiar with its nature, causes, and effects.
Step 2 Help students work out a solution to the problem using new world thinking.
Step 3 Get your students involved in solving the problem.
Learning about a problem is not enough.
Participation in its solution is essential.
Applying New World Thinking
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Use it regularly and consistently. Make it a habit.
Start with simple situations/issues.
Use the steps outlined in previous view.
New World Thinking: Evaluating Opinions and Advertisements
Factors to Consider
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Writer’s qualifications and bias
Your knowledge and bias
The scientific/ecological facts
Social, legal, political, moral… factors
Radically different approach (New World Thinking)
New World Thinking and Cereals
A new world thinker is not influenced by words like 'organic', 'ancient grains', 'diamond shreddies'...
He/she reads labels and analyzes what they say.
New World Thinking and Shampoos
A new world thinker is not influenced by unsubstantiated claims like 'volumizer shampoo', 'moisturizer
shampoo'... Also, a new world thinker watches for tiny print in ads such as 'results will vary'.
New World Thinking and Showering
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Install a low-flow shower-head ?
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Reduce your time under the shower ?
Choose a bath over a shower ?
Install a temperature-controlled shower ?
Share the shower with a partner
New World Thinking option?
Have students compare & evaluate these options.
New World Thinking and Mouth Washes
A new world thinker is not influenced by brand name, such as Listerine. A new world thinker compares
the prices and labels on competing products.
New World Thinking & the Laws of the Lever
A new world thinker asks questions about the teaching of levers in Grade 2:
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Vital knowledge?
In Grade 2?
What grade?
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Why?
Is there anything more important that we should be teaching?
Teach for Transfer
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‘Transfer of training’ occurs only minimally across dissimilar subjects
Training the mind in one area of study does not better equip the mind for study in another area
Thinking hard about levers does not make you a better thinker about climate change
This does not mean that you should avoid teaching levers
But…ask yourself: Are there not more important things to teach?
You must teach for transfer: link pH and acid rain, link photosynthesis and climate change…
New World Thinking and Wars
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Root cause of wars… upbringing (games)? history? misunderstandings? genetics? greed? distrust? selfpreservation? resources? national pride? idiots?….
New World Thinking Alternatives to War
 Food
 Shelter
 Space
Self-sufficiency
 Water
 Simplify our lifestyles
 Increase fuel economy of cars
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“Save the Earth” Balance Sheet
Expenditures per Year
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Energy Conservation & Renewable Sources ……48 billion
Retiring LDC Debt………………………………............. 35 billion
Health & Population Control……………………...... 30 billion
Soil Degradation Control…………………………...... 25 billion
Forest Conservation & Renewal ………………….. 15 billion
Total = 153 billion
Potential Income per Year (military sources)
Some Facts
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Global military budget = $1.2 trillion/a,
that’s $ 1200 billion/a , or (3.3 billion/d)
 USA military budget = $ 600 billion/a
 Canada’s military budget = $19 billion/a (52 million/d)
The Needed $153 billion/year is:
 46 days of the world’s annual military budget
 219 days of the USA annual military budget
 8.1 years of Canada’s annual military budget
Potential Income per Year (non-military sources)
1. less than one year of smoking in Canada and the United States
2. about 7 years of bottled water use in Canada and the United States 9not counting
environmental
costs)
3. close to one year of alcohol use in Canada and the United States (not counting societal and
medical
costs)
4. about 8 years of Canada's alcohol expenditures
5. about 294 days of American alcohol expenditures
6. about 40 days of MDCs (more developed countries) alcohol expentitures
7. note that Canada's military budget could reforest the entire earth and keep it that way
New World Thinking & Lawns
Options when pesticides are banned:
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Weed by hand
More fertilizer
More watering
Cut higher
Aerate
New varieties of grass
New World Thinking method? Get rid of the grass! - trees, shrubs, perennials
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New World Thinking and Diamonds
Where are diamonds mined?
What’s involved? Incredible environmental destruction!
Why are diamonds treasured?
New World Thinking alternative?
ZIRCON or NOTHING!
New World Thinking and Car Ads
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Ask students to bring in ads
Students present ads and conduct an evaluation using new world thinking
Make a list of common statements:
- best fuel economy in its class
- bold, aggressive styling
- 0 to 100 km/h in 5.3 s......etc.
Evaluate using new world thinking
New World Thinking and MP3 Players
SOME FACTS
 85 dB for 1h/d for 2 a...permanent hearing damage
 Millions have already suffered hearing loss
 Most don’t know it
OPTIONS
 Makers put a warning on devices (often done)
 Ask children & parents to “turn it down”
 Set a legal limit (now 100 dB in several countries)
 Educate children in schools about harmful effects
 New World Thinking Option? Don't make them work above 80 dB!
New World Thinking and Climate Change
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The solution to climate change is much more complex than those for other global issues such as acid rain
and ozone depletion
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Three sectors are responsible for most of our GHG emissions:
- tar sands
- transportation sector
- electricity-generating sector
1. Tar Sands Sector
 Emissions expected to rise from 25 million tonnes to 100 million tonnes annually by 2015
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Solutions proposed by gov’t and industry (expensive and difficult):
- cap-and-trade
- carbon tax (dump more CO2 ; pay more.)
- technological….capture and sequester CO2
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New World Thinking solutions:
- governments could refuse leases
- federal government could cease giving grants
- spend money on conservation projects
2. Transportation Sector
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Solutions Proposed by Business and Industry:
- hydrogen-powered cars
- electric cars
- hybrid cars
- cars with cylinder deactivation technology
 New World Thinking Solutions:
- drive less (a lot less!)
- drive much more slowly
- car pool
- ration gasoline
- walk and cycle
- reduce commercial transportation costs…buy locally
- buy cars that have high fuel economy (see above)
3. Electricity-generating Sector
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Business/Industry Solutions:
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scrubbers on coal-burning plants
switch to natural gas
more nuclear
windmills
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New World Thinking Solutions:
get used to warm summers (turn off air conditioners); they are 40% of energy use in summer
fluorescent light bulbs
photovoltaic…feed into grid
home insulation
Teaching Strategy #1
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3-min Quickies
Use about three minutes at the beginning of most periods (days) for a three-minute presentation on a
current environmental issue
Set a model; do first 3 or 4 yourself; use examples I gave earlier
Students, in rotation, present a quickie
Sources? Newspaper, TV, radio, Internet
Evaluation?
Emphasize New World Thinking…radically different solutions
Teaching Strategy. #2
Risk/Benefit Analysis
Example: Ethanol Production From Corn
SOME FACTS
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Ethanol is produced by fermentation of sugars, starches, and cellulose
Fermentation of sugars is simple and energy-efficient
This is not true for starches and cellulose
Sugars are derived from sugar cane and sugar beets
Brazil uses sugars from sugar cane to make most of its auto fuel
Its half the price of gasoline
90% of cars there can use pure ethanol
Alcohol production from corn is a rapidly-growing industry in Canada and the U.S.A.
Uses about 1/3 of USA corn crop of 12.1 billion bushels/a
Canada is approaching that level
Can be mixed with gasoline (5% in many fuels)
Encouraged by governments
Major auto makers are producing “flex fuel” vehicles
RISKS
Raises the price of corn (bad for consumers); doubled in 2 years
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Responsible for about 3% of the 43% rise in world food prices in 2007
Fuel instead of food
Marginal land put into production
BENEFITS
 CO2 neutral (except for…); probably a 1.3 recovery ratio
 Reduces demand for limited supplies of crude oil
 Reduces dependency on foreign energy sources
 Increases the price of corn (good for farmers)
 Burns more cleanly (less CO2 , particulates, NO2 …
 Uses an existing distribution system
 Raises the price of corn (good for farmers)
Other options for ethanol production
 Think about the farmers
NEW WORLD THINKING SOLUTION? You do this one!
Teaching Strategy #3
Using Case Studies in E.E.
Set the case study up this way:
1.
Write an introduction
- origin and scope of the data
- instructions to students
2. Give the data in tabular form
3. Provide a set of questions
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- progress from the simplest to the most complex level of cognition (knowledge to
evaluation)
- make your questions cover all three domains of learning (cognitive, psychomotor & affective)
Teaching Strategy #4 Role Playing as a Teaching/Learning Strategy: A Simulated
Environmental Hearing
STEPS
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Pick a “hot” topic
Establish knowledge base and evaluation skills
Set up hearing panel (chair + 3 or 4 members)
Assign roles, either as individuals or as teams
Give students role descriptions
Allow adequate research time…class and home
Conduct hearing….format?
Set up time limits for presentations…enforce
Encourage intra-panel discussion
Allow a day or two for panel to reach a decision
Chair presents decision and rationale
Class debate on decision
Each student submits a personal reaction to the decision
Learning Advantages of a Simulated Hearing
DEVELOPMENT OF:
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Research skills
Public speaking skills
Persuasive argument skills
Listening skills
Evaluative skills
Communicative skills…oral & written
Respect and tolerance
Self-evaluation
Simulated Hearing: Student Assessment
1. A preliminary submission… point form outline of his/her presentation
2. The oral presentation…rating scale
3. The written submission… rating scale
4. The written reaction to the panel’s decision
Involve other teachers? After all, this involves other subject areas
Teaching Strategy #5
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Pick a controversial issue:
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sport hunting
The Debate
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nuclear power plants
high performance cars
transit vs. cars
 Set up teams, rules, team leaders, moderator...
 Allow class time to begin research
 Conduct the debate
 Follow-up? Assignment/ evaluation?
** Work with Library, Geog., English, Civics... teachers
Coping With Controversial Issues in the Classroom
If you choose to teach an environmental issue through traditional 'up-front' teaching, try following these
guidelines:
Step 1 Define the issue clearly and set limits for the discussion
Step 2 Provide reading assignments for the knowledge component
Step 3 Provide questions to develop and assess comprehension
Step 4 If appropriate, conduct lab and field activities to develop the skills component
Step 5 Analysis and evaluation of information using ethical/moral dimensions and new world thinking
Step 6 Development and implementation of action strategies (letter-writing, e-mails, phone calls,
neighbourhood visits, …….)
REMEMBER: New World Thinking Involves:
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Looking for radically different solutions to problems
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Using your brain power to its maximum
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Making sure you know the facts before you speak and act
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Maintaining a healthy (not cynical) scepticism and evaluative attitude toward commercials, industrial
claims…
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Having a sound environmental ethic before you attempt to evaluate environmental issues
Remember, too…
The Core of Environmental Education is:
Environmental ethics
New world thinking
Remember, too…
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Teaching/learning about a problem is not enough.
Participation in its solution is essential!
Here is an example of the Power of Teaching with Conscious Change as Your Target!
kilometre .....How do you say this?
Some Distances
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Millimetre
Centimetre
Decimetre
Micrometre
Kilometre
kil-o-metre
or
kil-o-metre ?
Some Instruments
Odometer
Speedometer
Tachometer
Micrometer
Kilometer
Distances place the accent on the FIRST syllable
Instruments place the accent on the SECOND syllable
distances end in – re (except in USA)
instruments end in - er
In other words, if you, like most people, say: kil-o-metre , you mean an instrument that measures a
distance in kilometres, not a distance.
Now that you have changed, teach this to your students. Send them home (as an assignment) to teach this to 5
other people. Have your class monitor radio stations and TV stations and they will find out that most weather
reporters say it wrong. Even the Weather Channel reporters say it wrong. One nut even says 'klicks' for both
kilometres and kilometres/h.
This is clearly not a world-changing issue. However, you can use it to show your students that with just a few
minutes of their time, they can impact thousands of people and make a change...in a very short period of time.
That's Conscious Evolution (Conscious Change), or deliberately accelerated change.
Now, if we could only change the USA! (My computer (made in USA) automatically changes my spelling, if I don't
disable that function!
FEEL FREE TO CONTACT ME FOR FURTHER INFORMATION.
If you spot silly errors in the foregoing, let me know. I prepared this from PowerPoint notes, with additions for
clarification. I am quite busy. so I did it in a hurry.
Bill Andrews
Professor Emeritus of Environmental Science
Ontario Institute for Studies in Education
University of Toronto
416-429-2786
www.bill-andrews.com
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