Past, Present and Future- My vision for Sustainability Education

 

In today's world, addressing climate change and taking action to preserve our planet's resources have become necessities rather than choices. As we strive to combat global warming and its detrimental effects, it has become increasingly clear that sustainability education is just as vital as climate action. By creating awareness and fostering a deeper understanding of the challenges we face, education can play a pivotal role in shaping a generation that is mindful of the environment. Not only can it help mitigate the human causes of climate change, but it can also drive research and development towards finding solutions for other existing issues. Additionally, education can promote social and economic sustainability, further supporting the cause of climate action. Drawing from my own experiences and perceptions, I would like to share my vision for sustainability education.

 

I believe that by examining the past, we can better prepare for the future. Sustainability has only become a significant concern in the latter part of the 20th century, which is a fraction of our recorded human history. Therefore, in order to determine what can sustain us going forward, we must understand what has sustained our civilization thus far. Allow me to elaborate on this perspective.

 

While our eyes are positioned forward, offering us a view of what lies ahead, there are instances when looking back provides a clearer understanding of the path forward. My vision for sustainability education proposes incorporating lessons from the past into future planning.

 

A few years ago, I attended a wedding in Gheen, a remote village nestled in the Shivalik foothills of the Himalayas in Himachal Pradesh, India. This was where my grandfather, after retiring from the army, rediscovered his roots as an agriculturist. Our journey to Gheen was arduous, involving a long, bumpy drive from the train station. During the trip, my grandfather explained the benefits of using a CNG cylinder in his small car, which was more economical and environmentally friendly compared to petrol.

 

Upon reaching our ancestral home, I was amazed by the natural ventilation provided by dormer windows, which served as the most effective air conditioning I had ever experienced. Surprisingly, I didn't require any medication for my allergic asthma, which typically troubles me back home. I had the unique opportunity to pick fresh vegetables from our stepped farms and climb trees to enjoy ripe mangoes and litchis. I noticed that the villagers collected rainwater, composted organic waste, and practiced rotational farming to replenish soil nutrients.

 

We sourced our milk from a neighbor's cattle farm, exchanging it for fruits from my grandfather's plantations. Another neighbor owned a poultry farm and traded eggs for vegetables. Most villagers had small family farms that provided for their needs, and any surplus was either bartered or sold. A small shop in the village maintained a regular supply of a few products sourced from the nearby town.

 

During the wedding celebration, food was served on traditional 'Pattals and Doonas'—plates and bowls made from dried fallen Sal tree leaves, bound together with twigs. These "Green Disposables" were buried underground after use to decompose naturally.

 

Returning to my understanding of sustainability education, I've realized that sustainability encompasses not only ecological balance but also social, cultural, political, and economic stability. Moreover, I've come to appreciate that my seemingly "less developed" village is, in fact, a practical classroom for sustainability.

 

Without any formal education for sustainable development, the villagers have created a self-sustaining community, complete with a primary health center and school. They have achieved perfect harmony among themselves and with their environment, without requiring any additional effort to care for nature.

 

In contrast, despite our advanced education and a more developed urban lifestyle, we have turned "sustainable development" into a contradictory term, calling into question the effectiveness of our education system.

 

While I do not advocate reverting to the Stone Age, I believe that our education system needs to rekindle the awareness that has been lost in our consumerist society. Our learning objectives should be realigned to help us reestablish our connection with nature.

 

Rather than focusing solely on predictions of doom, our education should emphasize the beauty of our planet, allowing us to experience and appreciate it. Schools can reintroduce nature into our formative years, cultivating an appreciation and respect for the environment. Living in harmony with nature can generate the momentum needed to reverse the negative impact of our fast-paced, materialistic, and industrialized world. Furthermore, it is not just the youth, like myself, who require education; it is equally imperative for adults who currently hold the reins until the next generation takes over.

 

Therefore, I propose that our education system today should train us to recall the best traditional sustainability practices from our past and adapt and integrate them into our present, while also creating awareness about the social transformation necessary for a sustainable future.