Green Education

Green Education:

What does this mean?  Where are we going?  Who is involved?  And, why?

These are all questions we educators are faced with every day.  What exactly is green education?  Does it mean doing everything online?  Using online interfaces such as Blackboard and D2L?  Does it mean getting outside and raising chickens and gardens like in my district?  Does it mean solar powered display boards and  learning about stewardship?  Only in part.  In addition to this, how does green education apply globally?

As we began this project in my class at a local university, I was asked to read and review many (many, many, many) readings.  The first set of readings for this particular project focused on Global Awareness, and specifically, environmental issues (climate change, extinction, garbage, etc.).  I found myself fascinated with an article from the Educational Leadership online news/article repository.  It was entitled "Window into Green" and authored by Mike Weilbacker. (can be accessed through ASCD).  Mike is a key player in environmental education and highly recognized for his achievements and study.

What struck me most about this article was the fact that I kept coming back to why? (and who?)

The article discussed, amongst other things, kindergarten classes being conducted almost entirely outside, a study of students who didn't know how to identify birds by song, expeditionary educational systems (like at my middle school), and far be it from me to not mention the dreaded No Child Left Behind, which was creatively contorted into an environmental No Child Left Indoors.  As each of these topics arose, I was left asking myself where in the world we were going to find the time to teach yet another set of values, another necessary belief system, another topic.  So focused on test scores, leadership, scholarship, citizenship, stewardship, global awareness, and civic literacy, how in the world were we also going to teach Environmental Literacy (as they call it in the article)?

Each of these topics are important in one sense or another to creating a well-rounded, informed, citizen and environmentally minded, passionate, leader.  But, I was drawn back to certain European and Asian educational systems.  We as an American Education system continue to focus on more and more in the educational realm, while the Europeans and Asians seem to understand the reason to diversify our education.  There is only so much we can teach in a classroom.  Some things must come from home, and some things must be stream-lined.  In the course of this class I am taking and in the course of the classes have taken, along with educational experience in 3 different school systems (large, medium, small, city, and suburban), I must ask, where are the arts?  Where is the music?

Though these things are taught in the schools, classes like music, theatre, art, PE, and practical arts classes like woodshop and home economics are being cut to make room for these 'new' courses in computers, online interaction, environmental studies, etc.  Many European and Asian school systems seem to realize that we can't all study the same thing and reach the same result.  We as human beings are limited.  We need to depend on each other.  For as many college graduates in math and science, we need those focused on art, English, foreign languages, and sports.

On a whim, I'm going to reach out and say that there is a good chance that students need to have an equal and fair education representing all areas of human life and earthly issues up until their high school experience. Somewhere in high school (maybe junior year) their education should shift to specific areas in which they are good at or wish further knowledge.  We may even need to start providing high schools focused on music and the arts, math and science, and the humanities.  They can then explore greater realms in college (if they go).  We mustn't assume that all students need or even want to go to college.  I understand that they may need training, but technical training, focused music and artistic training, culinary skills, science research institutes, and even the military should be seen as options.  We are not a college preparatory educational system.  We are a general education system trying to be a college prep system with people that may not be qualified, or may not even be interested in attending college.

I want to say that I found Weilbacker's article to be fascinating and realistic.  I do believe we need more knowledge and information in these areas and that students need to be knowledgeable of the environment.  However, as the poll stated, no one could pick out one individual bird by call, but they did know of the problems facing hawks, eagles, and other birds.  A student focused in science would give 100% to understand the intricacies of environmental problems facing birds, a person playing guitar, focused on computers, or who wants to write a book, may never understand.  General knowledge allows them to vote for protective measures and taxes, knowing bird calls doesn't necessarily promise them a job.

Hope you found this fun!

J

Intro

Dear Friends,

I'm excited to begin this new transition into the 21st and 22nd Centuries.  Overall, my blogs will most likely reference an event, newly learned item, or spontaneous prattle that I picked up at school.  That being said, I should mention I'm a teacher (roughly 6-7 years).  Certified in Speech Communication, Theatre, and English (grades 5-12), I am currently serving as Resource Specialist (librarian) for a local high school and middle school.  My district became involved in an international education program and I am one of three teachers participating this year.  I am thrilled to be headed to POLAND at the end of May and first part of June.  More on me and my life later, now... on to the fun!

Yours,

Joe Hosea