A Better Approach to Environmental Education | Sean Cain | TEDxEdUHK

[Applause]

[Applause] I’m here today to talk about a better

I’m here today to talk about a better

I’m here today to talk about a better approach to environmental education and

approach to environmental education and

approach to environmental education and in order to do this we really need to

in order to do this we really need to

in order to do this we really need to think about the traditional way that

think about the traditional way that

think about the traditional way that most people will get their environmental

most people will get their environmental

most people will get their environmental education and let’s start with a

education and let’s start with a

education and let’s start with a question which of these is the leading

question which of these is the leading

question which of these is the leading cause of the greenhouse gas effect

cause of the greenhouse gas effect

cause of the greenhouse gas effect well actually it’s going to be water

well actually it’s going to be water

well actually it’s going to be water vapor this is a naturally occurring

vapor this is a naturally occurring

vapor this is a naturally occurring phenomenon now this is something that

phenomenon now this is something that

phenomenon now this is something that would be incorporated into a larger

would be incorporated into a larger

would be incorporated into a larger lesson which would talk about global

lesson which would talk about global

lesson which would talk about global warming but still this is going to be

warming but still this is going to be

warming but still this is going to be how a lot of lessons are taught just

how a lot of lessons are taught just

how a lot of lessons are taught just talking about global warming and I want

talking about global warming and I want

talking about global warming and I want to ask you if you get that lesson how do

to ask you if you get that lesson how do

to ask you if you get that lesson how do you feel do you feel empowered do you

you feel do you feel empowered do you

you feel do you feel empowered do you feel like you can make a difference

feel like you can make a difference

feel like you can make a difference probably not and I think that’s the big

probably not and I think that’s the big

probably not and I think that’s the big problem when it comes to environmental

problem when it comes to environmental

problem when it comes to environmental education it’s depressing and often it

education it’s depressing and often it

education it’s depressing and often it involves what we have to give up maybe

involves what we have to give up maybe

involves what we have to give up maybe losing a convenience in order to make

losing a convenience in order to make

losing a convenience in order to make the environment better so now let’s look

the environment better so now let’s look

the environment better so now let’s look at something different which packaging

at something different which packaging

at something different which packaging is best for the environment now this is

is best for the environment now this is

is best for the environment now this is a question that anybody might face if

a question that anybody might face if

a question that anybody might face if they go to a 7-eleven they’re just

they go to a 7-eleven they’re just

they go to a 7-eleven they’re just trying to get a drink for these let’s

trying to get a drink for these let’s

trying to get a drink for these let’s assume that they’re all the exact same

assume that they’re all the exact same

assume that they’re all the exact same drink the price is the same the only

drink the price is the same the only

drink the price is the same the only thing that’s different is the packaging

thing that’s different is the packaging

thing that’s different is the packaging which one will you get well all of these

which one will you get well all of these

which one will you get well all of these can be recycled but aluminum is the only

can be recycled but aluminum is the only

can be recycled but aluminum is the only one around the world that is routinely

one around the world that is routinely

one around the world that is routinely recycled at very high rates and that’s

recycled at very high rates and that’s

recycled at very high rates and that’s because it’s the only one that can be

because it’s the only one that can be

because it’s the only one that can be recycled profitably now this is a very

recycled profitably now this is a very

recycled profitably now this is a very simple little question that I’ve got

simple little question that I’ve got

simple little question that I’ve got here but as an English teacher I can

here but as an English teacher I can

here but as an English teacher I can take this in too many directions and I

take this in too many directions and I

take this in too many directions and I can use this for a beginner class a

can use this for a beginner class a

can use this for a beginner class a middle level class in advanced class you

middle level class in advanced class you

middle level class in advanced class you know not just English you can use this

know not just English you can use this

know not just English you can use this with other subjects and when you take

with other subjects and when you take

with other subjects and when you take the study of the environment and then

the study of the environment and then

the study of the environment and then you also mix in other things like

you also mix in other things like

you also mix in other things like society business technology then we

society business technology then we

society business technology then we enter in something new called

enter in something new called

enter in something new called education for sustainable development

education for sustainable development

education for sustainable development now if I was giving this to a class

now if I was giving this to a class

now if I was giving this to a class there might be several good positive

there might be several good positive

there might be several good positive learning outcomes that I would aim for

learning outcomes that I would aim for

learning outcomes that I would aim for you know take for example maybe a

you know take for example maybe a

you know take for example maybe a student would learn that most of the

student would learn that most of the

student would learn that most of the time glass is not recycled but a way

time glass is not recycled but a way

time glass is not recycled but a way that they could find out that really

that they could find out that really

that they could find out that really easy that it is recycled is

easy that it is recycled is

easy that it is recycled is they’re deposit if there’s a deposit so

they’re deposit if there’s a deposit so

they’re deposit if there’s a deposit so you have to return the bottle they’re

you have to return the bottle they’re

you have to return the bottle they’re going to refill it and of course that’s

going to refill it and of course that’s

going to refill it and of course that’s more environmentally friendly but I

more environmentally friendly but I

more environmentally friendly but I believe in Hong Kong there is only one

believe in Hong Kong there is only one

believe in Hong Kong there is only one beverage and that’s a soy milk they sell

beverage and that’s a soy milk they sell

beverage and that’s a soy milk they sell at 7-eleven the only one so that’s one

at 7-eleven the only one so that’s one

at 7-eleven the only one so that’s one thing maybe the students will learn or

thing maybe the students will learn or

thing maybe the students will learn or maybe they’ll develop a different

maybe they’ll develop a different

maybe they’ll develop a different behavior like not buying as much bottled

behavior like not buying as much bottled

behavior like not buying as much bottled water or even better what if their

water or even better what if their

water or even better what if their attitude changes so they start talking

attitude changes so they start talking

attitude changes so they start talking to their family and friends about this

to their family and friends about this

to their family and friends about this or even better what do we get them

or even better what do we get them

or even better what do we get them excited about a potential career in

excited about a potential career in

excited about a potential career in which they’d feel so they would feel

which they’d feel so they would feel

which they’d feel so they would feel fulfilled and something that they could

fulfilled and something that they could

fulfilled and something that they could really make a difference with so when we

really make a difference with so when we

really make a difference with so when we talk about education for sustainable

talk about education for sustainable

talk about education for sustainable development you know researchers have a

development you know researchers have a

development you know researchers have a challenge how to measure it

challenge how to measure it

challenge how to measure it so knowledge isn’t so great because in

so knowledge isn’t so great because in

so knowledge isn’t so great because in this field it’s so complex involving

this field it’s so complex involving

this field it’s so complex involving many different parts it’s rapidly

many different parts it’s rapidly

many different parts it’s rapidly changing for example subsidies for

changing for example subsidies for

changing for example subsidies for electric cars here today gone tomorrow

electric cars here today gone tomorrow

electric cars here today gone tomorrow also just because you know about

also just because you know about

also just because you know about something doesn’t necessarily mean that

something doesn’t necessarily mean that

something doesn’t necessarily mean that you’re going to make a difference with

you’re going to make a difference with

you’re going to make a difference with your behavior I bet a lot of people in

your behavior I bet a lot of people in

your behavior I bet a lot of people in the world know of global warming but

the world know of global warming but

the world know of global warming but unfortunately it’s getting worse it

unfortunately it’s getting worse it

unfortunately it’s getting worse it worse and that brings us to behaviors

worse and that brings us to behaviors

worse and that brings us to behaviors theory it could work but problem about

theory it could work but problem about

theory it could work but problem about behaviors is that they’re self reporting

behaviors is that they’re self reporting

behaviors is that they’re self reporting so you’re probably going to get a little

so you’re probably going to get a little

so you’re probably going to get a little bias you know if I ask you and your

bias you know if I ask you and your

bias you know if I ask you and your recycles I bet everybody because you

recycles I bet everybody because you

recycles I bet everybody because you know that’s the answer you’re supposed

know that’s the answer you’re supposed

know that’s the answer you’re supposed to give so the the data will be biased

to give so the the data will be biased

to give so the the data will be biased there also one behavior in two different

there also one behavior in two different

there also one behavior in two different places can mean two different things

places can mean two different things

places can mean two different things take for example that you take public

take for example that you take public

take for example that you take public transit in the u.s. that’s a pretty good

transit in the u.s. that’s a pretty good

transit in the u.s. that’s a pretty good sign that you care about the environment

sign that you care about the environment

sign that you care about the environment but what if you take public transit in

but what if you take public transit in

but what if you take public transit in Hong Kong that’s normal that doesn’t

Hong Kong that’s normal that doesn’t

Hong Kong that’s normal that doesn’t mean that you necessarily care about the

mean that you necessarily care about the

mean that you necessarily care about the environment and this is why we usually

environment and this is why we usually

environment and this is why we usually will measure attitudes when we’re trying

will measure attitudes when we’re trying

will measure attitudes when we’re trying to figure out how well some education

to figure out how well some education

to figure out how well some education for sustainable development course is

for sustainable development course is

for sustainable development course is working since they’re very deep-seated

working since they’re very deep-seated

working since they’re very deep-seated and there’s a very strong correlation

and there’s a very strong correlation

and there’s a very strong correlation with attitudes and behaviors so when I

with attitudes and behaviors so when I

with attitudes and behaviors so when I was in Hong Kong University I was lucky

was in Hong Kong University I was lucky

was in Hong Kong University I was lucky enough to work with this awesome team

enough to work with this awesome team

enough to work with this awesome team and we had a project trying to measure

and we had a project trying to measure

and we had a project trying to measure invite

invite

invite attitudes of secondary students here in

attitudes of secondary students here in

attitudes of secondary students here in Hong Kong and we went to several

Hong Kong and we went to several

Hong Kong and we went to several secondary schools to measure the goal

secondary schools to measure the goal

secondary schools to measure the goal was to compare them with students abroad

was to compare them with students abroad

was to compare them with students abroad and also try to develop a way that we

and also try to develop a way that we

and also try to develop a way that we could do before and after to measure the

could do before and after to measure the

could do before and after to measure the efficacy of a program so we chose the

efficacy of a program so we chose the

efficacy of a program so we chose the new ecological paradigm which is the

new ecological paradigm which is the

new ecological paradigm which is the most used measure of analyzing

most used measure of analyzing

most used measure of analyzing environmental attitudes in the world

environmental attitudes in the world

environmental attitudes in the world originally developed in the u.s. also

originally developed in the u.s. also

originally developed in the u.s. also heavily used in Europe the N ap scale is

heavily used in Europe the N ap scale is

heavily used in Europe the N ap scale is going to have 15 questions on a

going to have 15 questions on a

going to have 15 questions on a five-point Likert scale now what that

five-point Likert scale now what that

five-point Likert scale now what that means is that you’re going to answer

means is that you’re going to answer

means is that you’re going to answer anywhere between strongly disagree

anywhere between strongly disagree

anywhere between strongly disagree strongly agree after you answer the 15

strongly agree after you answer the 15

strongly agree after you answer the 15 questions it’s going to give you a score

questions it’s going to give you a score

questions it’s going to give you a score which will put you on a scale on one end

which will put you on a scale on one end

which will put you on a scale on one end you care deeply about the environment

you care deeply about the environment

you care deeply about the environment and on the other end you care deeply

and on the other end you care deeply

and on the other end you care deeply about societal growth business and the

about societal growth business and the

about societal growth business and the questions are going to be rotated as far

questions are going to be rotated as far

questions are going to be rotated as far as being positively and negatively

as being positively and negatively

as being positively and negatively awarded so if you strongly disagree with

awarded so if you strongly disagree with

awarded so if you strongly disagree with the odd questions but strongly disagree

the odd questions but strongly disagree

the odd questions but strongly disagree with the even questions you’d score five

with the even questions you’d score five

with the even questions you’d score five which means that you’re very

which means that you’re very

which means that you’re very ecologically minded but conversely if

ecologically minded but conversely if

ecologically minded but conversely if you strongly disagree with the odds

you strongly disagree with the odds

you strongly disagree with the odds strongly agree with the evens then that

strongly agree with the evens then that

strongly agree with the evens then that means you’re really about humanity first

means you’re really about humanity first

means you’re really about humanity first and if you score three well that means

and if you score three well that means

and if you score three well that means that you’re neutral so as I said we gave

that you’re neutral so as I said we gave

that you’re neutral so as I said we gave this to many schools and sadly we found

this to many schools and sadly we found

this to many schools and sadly we found out it’s probably not suitable for Hong

out it’s probably not suitable for Hong

out it’s probably not suitable for Hong Kong now we disagree about this inside

Kong now we disagree about this inside

Kong now we disagree about this inside our group but when I’m looking at the

our group but when I’m looking at the

our group but when I’m looking at the data I actually believe that is because

data I actually believe that is because

data I actually believe that is because cultures disagree differently and

cultures disagree differently and

cultures disagree differently and there’s a lot of research that supports

there’s a lot of research that supports

there’s a lot of research that supports this in North America people as a whole

this in North America people as a whole

this in North America people as a whole are far more likely to be open saying I

are far more likely to be open saying I

are far more likely to be open saying I strongly disagree with that but in Asia

strongly disagree with that but in Asia

strongly disagree with that but in Asia more often research shows that if you

more often research shows that if you

more often research shows that if you disagree you might just put neutral yeah

disagree you might just put neutral yeah

disagree you might just put neutral yeah so now you might be wondering are there

so now you might be wondering are there

so now you might be wondering are there any alternatives and again this is when

any alternatives and again this is when

any alternatives and again this is when I get in to disappoint you and say not

I get in to disappoint you and say not

I get in to disappoint you and say not really but that brings us back to our

really but that brings us back to our

really but that brings us back to our original question

original question

original question how to measure but then start thinking a

how to measure but then start thinking a

how to measure but then start thinking a little bit more do we have to measure

little bit more do we have to measure

little bit more do we have to measure and what’s education for is it for

and what’s education for is it for

and what’s education for is it for learning or for evaluation and if we

learning or for evaluation and if we

learning or for evaluation and if we open up our minds that we can teach

open up our minds that we can teach

open up our minds that we can teach something that we don’t have to grade

something that we don’t have to grade

something that we don’t have to grade and evaluate then all the sudden there’s

and evaluate then all the sudden there’s

and evaluate then all the sudden there’s a whole new wealth of options that we

a whole new wealth of options that we

a whole new wealth of options that we can use as teachers so as far as

can use as teachers so as far as

can use as teachers so as far as teaching methods with curricula of

teaching methods with curricula of

teaching methods with curricula of course we’ve got standalone classes in

course we’ve got standalone classes in

course we’ve got standalone classes in Hong Kong you might have the IB class a

Hong Kong you might have the IB class a

Hong Kong you might have the IB class a program that would be offered and there

program that would be offered and there

program that would be offered and there is a class called environmental

is a class called environmental

is a class called environmental societies and systems and this class

societies and systems and this class

societies and systems and this class does touch into sustainability but of

does touch into sustainability but of

does touch into sustainability but of the twenty nine I be secondary schools

the twenty nine I be secondary schools

the twenty nine I be secondary schools in Hong Kong only fourteen even offer

in Hong Kong only fourteen even offer

in Hong Kong only fourteen even offer this as an elective now there are a

this as an elective now there are a

this as an elective now there are a couple other courses that briefly

couple other courses that briefly

couple other courses that briefly discuss sustainability but not very much

discuss sustainability but not very much

discuss sustainability but not very much and then in the local curricula the

and then in the local curricula the

and then in the local curricula the Liberal Studies course they actually do

Liberal Studies course they actually do

Liberal Studies course they actually do have one module of six which does cover

have one module of six which does cover

have one module of six which does cover sustainability but in both of these

sustainability but in both of these

sustainability but in both of these situations you’re teaching

situations you’re teaching

situations you’re teaching sustainability to kids who are finishing

sustainability to kids who are finishing

sustainability to kids who are finishing up their secondary time that means

up their secondary time that means

up their secondary time that means they’re going to be about 17 or 18 years

they’re going to be about 17 or 18 years

they’re going to be about 17 or 18 years old and most research shows that your

old and most research shows that your

old and most research shows that your attitudes your environmental attitudes

attitudes your environmental attitudes

attitudes your environmental attitudes are going to be pretty firmly in place

are going to be pretty firmly in place

are going to be pretty firmly in place at a younger age if you try to do it as

at a younger age if you try to do it as

at a younger age if you try to do it as they are it’s too little too late and I

they are it’s too little too late and I

they are it’s too little too late and I think we can all agree changing formal

think we can all agree changing formal

think we can all agree changing formal curricula is very challenging very

curricula is very challenging very

curricula is very challenging very political something I don’t even want to

political something I don’t even want to

political something I don’t even want to mess with a lot of schools choose to use

mess with a lot of schools choose to use

mess with a lot of schools choose to use extracurricular activities maybe have a

extracurricular activities maybe have a

extracurricular activities maybe have a garden at your school maybe you take

garden at your school maybe you take

garden at your school maybe you take your kids to a recycling plan and that

your kids to a recycling plan and that

your kids to a recycling plan and that works but actually I think there’s a

works but actually I think there’s a

works but actually I think there’s a better way and that’s where the weaved

better way and that’s where the weaved

better way and that’s where the weaved in hidden curriculum a hidden curriculum

in hidden curriculum a hidden curriculum

in hidden curriculum a hidden curriculum is basically when a teacher is going to

is basically when a teacher is going to

is basically when a teacher is going to push his or her attitudes on to his or

push his or her attitudes on to his or

push his or her attitudes on to his or her students I kind of think of it as

her students I kind of think of it as

her students I kind of think of it as putting your soul into a lesson and this

putting your soul into a lesson and this

putting your soul into a lesson and this is how I do it actually I simply just

is how I do it actually I simply just

is how I do it actually I simply just have a Facebook page where whenever I

have a Facebook page where whenever I

have a Facebook page where whenever I read anything that’s talking about

read anything that’s talking about

read anything that’s talking about sustainability preferably in Hong Kong

sustainability preferably in Hong Kong

sustainability preferably in Hong Kong but it could be something abroad

but it could be something abroad

but it could be something abroad that we might want to bring here I just

that we might want to bring here I just

that we might want to bring here I just post it on my page I use the page to

post it on my page I use the page to

post it on my page I use the page to share but more importantly to store

share but more importantly to store

share but more importantly to store because I think any teacher who’s taught

because I think any teacher who’s taught

because I think any teacher who’s taught for a while can remember a time that oh

for a while can remember a time that oh

for a while can remember a time that oh if I only do or that one article was I’d

if I only do or that one article was I’d

if I only do or that one article was I’d use it this makes it very easy in order

use it this makes it very easy in order

use it this makes it very easy in order to have that information those stories

to have that information those stories

to have that information those stories sometimes video is very handy and then

sometimes video is very handy and then

sometimes video is very handy and then as an English teacher I would think

as an English teacher I would think

as an English teacher I would think about what skills do I really want to

about what skills do I really want to

about what skills do I really want to work on today

work on today

work on today it could be something generic or it

it could be something generic or it

it could be something generic or it could be something more specific to

could be something more specific to

could be something more specific to English skills then I might present the

English skills then I might present the

English skills then I might present the question like this now this is similar

question like this now this is similar

question like this now this is similar to what we talked about before with

to what we talked about before with

to what we talked about before with global warming but you notice how now

global warming but you notice how now

global warming but you notice how now it’s a little bit more localized how do

it’s a little bit more localized how do

it’s a little bit more localized how do people in Hong Kong contribute to global

people in Hong Kong contribute to global

people in Hong Kong contribute to global warming

warming

warming I might ask this to my students and they

I might ask this to my students and they

I might ask this to my students and they would probably say something like well

would probably say something like well

would probably say something like well we use energy correct and we use

we use energy correct and we use

we use energy correct and we use transportation also correct but actually

transportation also correct but actually

transportation also correct but actually Hong Kong’s ecological footprint is very

Hong Kong’s ecological footprint is very

Hong Kong’s ecological footprint is very high per person in the world how can

high per person in the world how can

high per person in the world how can that be so we might compare to other

that be so we might compare to other

that be so we might compare to other societies like mainland China what is it

societies like mainland China what is it

societies like mainland China what is it in mainland China that contributes to

in mainland China that contributes to

in mainland China that contributes to their footprint and they might say

their footprint and they might say

their footprint and they might say something like factories and Industry

something like factories and Industry

something like factories and Industry that’s correct

that’s correct

that’s correct well what about the US well people there

well what about the US well people there

well what about the US well people there would have their own car and probably a

would have their own car and probably a

would have their own car and probably a big house much more energy inefficient

big house much more energy inefficient

big house much more energy inefficient than we are here that’s all correct so

than we are here that’s all correct so

than we are here that’s all correct so again I’d probably ask them why guys why

again I’d probably ask them why guys why

again I’d probably ask them why guys why do you think that we have such this big

do you think that we have such this big

do you think that we have such this big footprint and they’re usually amazed to

footprint and they’re usually amazed to

footprint and they’re usually amazed to find that actually the biggest reason is

find that actually the biggest reason is

find that actually the biggest reason is meat yeah people in Hong Kong are

meat yeah people in Hong Kong are

meat yeah people in Hong Kong are carnivores you guys love it and my

carnivores you guys love it and my

carnivores you guys love it and my students are amazed to find the amount

students are amazed to find the amount

students are amazed to find the amount of resources that go into it

of resources that go into it

of resources that go into it to producing meat and this is where I

to producing meat and this is where I

to producing meat and this is where I believe I change a little bit from the

believe I change a little bit from the

believe I change a little bit from the traditional environmental education I’m

traditional environmental education I’m

traditional environmental education I’m not trying to show stories of the Amazon

not trying to show stories of the Amazon

not trying to show stories of the Amazon being chopped down but instead I’m

being chopped down but instead I’m

being chopped down but instead I’m trying to think of solutions talk about

trying to think of solutions talk about

trying to think of solutions talk about what we could actually do in Hong Kong I

what we could actually do in Hong Kong I

what we could actually do in Hong Kong I don’t want to make my students feel bad

don’t want to make my students feel bad

don’t want to make my students feel bad I want them to come up with some

I want them to come up with some

I want them to come up with some positive solutions using English of

positive solutions using English of

positive solutions using English of course and try to figure out what they

course and try to figure out what they

course and try to figure out what they can so I might start off with a simple

can so I might start off with a simple

can so I might start off with a simple question like should we ban meat they

question like should we ban meat they

question like should we ban meat they say of course not

say of course not

say of course not that’s crazy but then I ask okay what

that’s crazy but then I ask okay what

that’s crazy but then I ask okay what about different stakeholders what would

about different stakeholders what would

about different stakeholders what would be their stake why can we not do this

be their stake why can we not do this

be their stake why can we not do this and we

and we

and we some really interesting discussions and

some really interesting discussions and

some really interesting discussions and then that’s where I go back to that

then that’s where I go back to that

then that’s where I go back to that Facebook page that I told you about and

Facebook page that I told you about and

Facebook page that I told you about and I find some stories that could be

I find some stories that could be

I find some stories that could be pertinent to this like this one this is

pertinent to this like this one this is

pertinent to this like this one this is a veggie burger that critics say tastes

a veggie burger that critics say tastes

a veggie burger that critics say tastes just as good as a beef burger or an

just as good as a beef burger or an

just as good as a beef burger or an urban farm here in Hong Kong or if we

urban farm here in Hong Kong or if we

urban farm here in Hong Kong or if we even want to take it one more level in

even want to take it one more level in

even want to take it one more level in urban fish farm in Hong Kong those are

urban fish farm in Hong Kong those are

urban fish farm in Hong Kong those are true stories and we’ll talk about the

true stories and we’ll talk about the

true stories and we’ll talk about the pros and cons of each try to get some

pros and cons of each try to get some

pros and cons of each try to get some more data while we might have a

more data while we might have a

more data while we might have a discussion we might have a listening

discussion we might have a listening

discussion we might have a listening activity a reading activity many things

activity a reading activity many things

activity a reading activity many things we can do and then in this situation I

we can do and then in this situation I

we can do and then in this situation I might have a debate after that what Hong

might have a debate after that what Hong

might have a debate after that what Hong Kong should do to reduce its ecological

Kong should do to reduce its ecological

Kong should do to reduce its ecological footprint and I’ll have my class broken

footprint and I’ll have my class broken

footprint and I’ll have my class broken up into different groups and we’ll have

up into different groups and we’ll have

up into different groups and we’ll have an amazing debate and since I’ve been

an amazing debate and since I’ve been

an amazing debate and since I’ve been doing this you know what I found that

doing this you know what I found that

doing this you know what I found that actually their English improves now it’s

actually their English improves now it’s

actually their English improves now it’s not just speaking it could also be

not just speaking it could also be

not just speaking it could also be writing it could be any of the skills

writing it could be any of the skills

writing it could be any of the skills but something else happened I’ve been

but something else happened I’ve been

but something else happened I’ve been teaching for 10 years now and never once

teaching for 10 years now and never once

teaching for 10 years now and never once have I had a student come up to me and

have I had a student come up to me and

have I had a student come up to me and say hey Shawn I love this textbook

say hey Shawn I love this textbook

say hey Shawn I love this textbook doesn’t happen but I do have students

doesn’t happen but I do have students

doesn’t happen but I do have students regularly come up to me and say hey

regularly come up to me and say hey

regularly come up to me and say hey Shawn that lesson is really cool it’s

Shawn that lesson is really cool it’s

Shawn that lesson is really cool it’s different yeah I think I’ll remember

different yeah I think I’ll remember

different yeah I think I’ll remember that actually and that’s amazing that’s

that actually and that’s amazing that’s

that actually and that’s amazing that’s what I’m looking for

what I’m looking for

what I’m looking for now there’s other goals and other

now there’s other goals and other

now there’s other goals and other outcomes that I could hope for or things

outcomes that I could hope for or things

outcomes that I could hope for or things that could happen sometimes students

that could happen sometimes students

that could happen sometimes students will come up to me a little bit later

will come up to me a little bit later

will come up to me a little bit later and say you know what I eat a little

and say you know what I eat a little

and say you know what I eat a little less meat right now I really make a

less meat right now I really make a

less meat right now I really make a conscious effort I try to eat a little

conscious effort I try to eat a little

conscious effort I try to eat a little less mate some students will come up and

less mate some students will come up and

less mate some students will come up and say that they talked to their parents

say that they talked to their parents

say that they talked to their parents you know this is something that I find

you know this is something that I find

you know this is something that I find fantastic but once again unfortunately

fantastic but once again unfortunately

fantastic but once again unfortunately we can’t measure it now we already said

we can’t measure it now we already said

we can’t measure it now we already said that curricular so tightly packed you

that curricular so tightly packed you

that curricular so tightly packed you know there’s not really so much wiggle

know there’s not really so much wiggle

know there’s not really so much wiggle room that we have in there which is why

room that we have in there which is why

room that we have in there which is why I want to leave you with this we need to

I want to leave you with this we need to

I want to leave you with this we need to look to a hidden curricula to help

look to a hidden curricula to help

look to a hidden curricula to help educate some of the things that can’t be

educate some of the things that can’t be

educate some of the things that can’t be measured and I truly think that if more

measured and I truly think that if more

measured and I truly think that if more teachers were to use education for

teachers were to use education for

teachers were to use education for sustainable development they would find

sustainable development they would find

sustainable development they would find multiple advantages in multiple courses

multiple advantages in multiple courses

multiple advantages in multiple courses but also they would see that is

but also they would see that is

but also they would see that is a better way to teach about the

a better way to teach about the

a better way to teach about the environment thank you

environment thank you

environment thank you [Applause]