1. The Cloud Institute for Sustainability Education © 2010-11. Do not distribute without express permission of the author. For anything to thrive indefinitely, favorable conditions must be created and last. If human beings are to be sustain-able, we must contribute to the long term health of the systems upon which we depend. (That is true no matter what we want to sustain) So what do we mean by sustain-able?

2. The Cloud Institute for Sustainability Education © 2010-11. Do not distribute without express permission of the author. All Systems are Nested in Other Systems

3. The Cloud Institute for Sustainability Education © 2010-11. Do not distribute without express permission of the author. What are we thinking? What is the thinking that is driving our behavior that seems to make sense… …but over time results in system decline (“crashing the system”)? Why do we do it?

4. The Cloud Institute for Sustainability Education © 2010-11. Do not distribute without express permission of the author.

5. The Results of Being Stuck in Our Thinking We often operate without the information we need We can’t read the feedback (believing is seeing) “If we cannot hear or see feedback-we cannot perceive relevant data for our brains to filter” (Ochner) We exhibit characteristics of insanity Our “fixes backfire” on us or we “shift the burden”

6. The Cloud Institute for Sustainability Education © 2010-11. Do not distribute without express permission of the author. “ It is worth noting that this is not the work of ignorant people.” (Orr; 1994) “Thinking about our thinking is the most upstream place to intervene in the system” (Meadows)

7. The Cloud Institute for Sustainability Education © 2010-11. Do not distribute without express permission of the author. What kind of future do we want? What do we want to sustain? For whom? For how long? …and what does education have to do with it? What is education for? What is our intention?

8. The Cloud Institute for Sustainability Education © 2010-11. Do not distribute without express permission of the author. Impact of EfS on Students Duffin, 2006; AED, 2007; Becker‐Klein et al, 2008 Sobel, 2008; Department for Children, Schools and Families, 2010; Ofsted, 2009; Gayford, 2009; Barrat‐Hacking et al, 2010; PEER Associates, 2010 EfS improves student learning and standards achievement enhances attitudes toward learning produces better behavior and attendance significantly decreases students’ feeling that they cannot succeed

9. The Cloud Institute for Sustainability Education © 2010-11. Do not distribute without express permission of the author. Impact of EfS on Students EfS encourages students to make connections between themselves and the systems of which they are a part provides a safe and secure space in which children can take risks and develop skills of active participation

10. The Cloud Institute for Sustainability Education © 2010-11. Do not distribute without express permission of the author. Impact of EfS on Students EfS produces statistically significant increases in the strength of students’ attitudes about civic engagement develops in students a greater awareness of community, and a greater appreciation of the democratic process

11. The Cloud Institute for Sustainability Education © 2010-11. Do not distribute without express permission of the author. Impact of EfS on Teachers EfS yields meaningful effects on teacher attitudes helps both new and veteran teachers to achieve strong academic outcomes from their students

12. The Cloud Institute for Sustainability Education © 2010-11. Do not distribute without express permission of the author. Impact of EfS on School & Community EfS contributes to children’s health by improving their food eating choices improves whole school cultures and relationships between the school, parents, and the community models actions and attitudes that promote sustainable living improves air quality, reduces waste, and decreases energy use

13. The Cloud Institute for Sustainability Education © 2010-11. Do not distribute without express permission of the author. “All systems are perfectly designed to get the results they get.” (Richmond) It all begins with a change in thinking

14. The Cloud Institute for Sustainability Education © 2010-11. Do not distribute without express permission of the author. Mental Models for a Sustainable Future Practical Idealist A healthy and sustainable future is possible.

15. The Cloud Institute for Sustainability Education © 2010-11. Do not distribute without express permission of the author. Mental Models for a Sustainable Future Live by the Natural Laws We must operate within natural “laws” and principles rather than attempt to overcome them. It’s non-negotiable.

16. The Cloud Institute for Sustainability Education © 2010-11. Do not distribute without express permission of the author. We Are All In This Together We are all interdependent on each other and on the natural systems upon which all life depends Mental Models for a Sustainable Future

17. The Cloud Institute for Sustainability Education © 2010-11. Do not distribute without express permission of the author. Mental Models for a Sustainable Future Reciprocity Rules In the context of interdependence self interests are best served through the development of mutually beneficial relationships.

18. The Cloud Institute for Sustainability Education © 2010-11. Do not distribute without express permission of the author. Mental Models for a Sustainable Future Healthy Systems Have Limits Tap the power of limits Note: Please do not confuse the mental model of scarcity with the reality of limits.

19. The Cloud Institute for Sustainability Education © 2010-11. Do not distribute without express permission of the author. Mental Models for a Sustainable Future We Are All Responsible Everything we do, and everything we don’t do, makes a difference.

20. The Cloud Institute for Sustainability Education © 2010-11. Do not distribute without express permission of the author. The Cloud Institute At Work