2.2

 If there is little consensus on definitions of sustainability and sustainable development, there is even less about the path that should be taken to get there.  In a transition to a sustainable society, efforts will be required at both the individual and collective levels.  Different interpretations of living sustainably:  one extreme - renouncing all possessions and living in communes  or are we now committed to a high-technology future?) 2.3

“…some of the very products of our technology – plutonium, for instance, require of us that we maintain a very high degree of cultural continuity, economic and political stability, and technological capacity and sophistication, far into the future. To ensure our safety and the safety of all forms of life, we must always be able to store, clean up, and contain poisons like plutonium and persistent organic toxins. Eventually we must be able to eliminate them safely…In the case of certain creations, like nuclear materials and some artificially constructed or genetically modified organisms, our secure custodianship must be maintained for thousands of years”. (AtKisson, 2001) 2.4

 to change energy systems  to phase out the use of certain chemicals and metals that nature cannot assimilate  to manage the life-supportive ecosystems in a sustainable way – fresh water flows, forest, fields and fishing waters  to heal the battered and broken cultures around the world (Robèrt, 2001) 2.5

 Integration of economic and environmental goals in policies and activities  Intergenerational equity (that is, equity between one generation and the next)  Conservation of biodiversity and ecological integrity  Recognising the global dimension  Dealing cautiously with risk and irreversibility (anticipatory and precautionary policy approach). ‘Anticipatory’ approach - to be cautious of actions that may have serious/irreversible environmental damage. ‘Precautionary’ approach - “Where there are threats of serious or irreversible environmental damage, lack of full scientific certainty should not be used as a reason for postponing measures to prevent environmental degradation.” 2.6

(continued) 2.7  Ensuring that environmental assets are properly valued  Constant natural capital and “sustainable income”  Social equity (intragenerational equity)  Limits on natural resource use  Qualitative development. Economic development that also develops the quality of life – cultural, social, ethical  Efficiency in use of resources  A resilient economy that has an increased capacity for environmental protection  International competitiveness in an environmentally sound manner; external trade balance in favour of sustainable development  Community participation

 International competitiveness in an environmentally sound manner; external trade balance in favour of sustainable development  Community participation  Harding, 1998, derived from the National Strategy for Ecologically Sustainable Development and the four largest environmental groups in Australia (continued) 2.8

 50 scientists, including ecologists, chemists, physicists and medical doctors wrote a consensus statement about the conditions that are essential to life as a basis for sound decision-making.  Agreed on four ‘system conditions’ for sustainability:  In a sustainable society nature is not subject to systematically increasing:  concentrations of substances extracted from the earth’s crust  concentrations of substances produced by society;  degradation by physical means and in that society…  human needs are met worldwide 2.9

1eliminate our contribution to systematic increases in concentrations of substances from the Earth’s crust 2eliminate our contribution to systematic increases in concentrations of substances produced by society 3eliminate our contribution to systematic physical degradation of nature through over-harvesting, depletion, foreign introductions and other forms of modification 4contribute as much as we can to the goal of meeting human needs in our society and worldwide, going over and above all the substitution and dematerialization measures taken in meeting the first three objectives (continued) 2.10

 Developed by green architect William McDonough but apply equally to non-architectural work:  Insist on rights of humanity and nature to co-exist – in a healthy, supportive, diverse and sustainable condition  Recognize interdependence – the elements of human design interact with and depend upon the natural world, with broad and diverse implications at every scale. Expand design considerations to recognize even distant effects  Respect relationships between spirit and matter – consider all aspects of human settlement including community, dwelling, industry and trade in terms of existing and evolving connections between spiritual and material consciousness 2.11

 Accept responsibility for the consequences of design – decisions upon human well-being, the viability of natural systems and their right to co-exist  Create safe objects of long-term value – do not burden future generations with requirements for maintenance or vigilant administration of potential danger due to the careless creation of products, processes or standards  Eliminate the concept of waste – evaluate and optimise the full life-cycle of products and processes to approach the state of natural systems in which there is no waste  Rely on natural energy flows – human designs should, like the living world, derive their creative forces from perpetual solar income. Incorporate this energy efficiently and safely for responsible use (continued) 2.12

 Understand the limitations of design – no human creation lasts forever and design does not solve all problems. Those who create and plan should practice humility in the face of nature. Treat nature as a model and mentor, not as an inconvenience to be evaded or controlled  Seek constant improvement by the sharing of knowledge – encourage direct and open communication between colleagues, patrons, manufacturers and users to link long term sustainable considerations with ethical responsibility, and re- establish the integral relationship between natural processes and human activity (continued) 2.13

 Develop an environment which supports human dignity through gender and racial equality and promotes intergenerational respect  Develop honesty and integrity in daily life  Encourage the fair distribution of wealth  Work to strengthen local communities and safeguard the health and safety of all  Commit to maintaining and enhancing the integrity and biodiversity of the natural environment  Use natural resources, such as water and land wisely and aim to reduce consumption  Refuse, reduce, reuse, repair and recycle 2.14

 Where possible buy “green” products, locally produced with reduced packaging.  Understand the synergies between advances in technology and behavioural change to achieve sustainability.  Encourage ethical business practices  Develop business strategies which promote good corporate governance.  Encourage financial success through openness and transparency. (Source: the National Centre for Sustainability at Swinburne University of Technology) (continued) 2.15

In terms of a business, sustainability “…can be evaluated by a wide range of factors. Examples include: energy efficiency; community relations; eco design; materials efficiency; product recyclability; and employee relations. All relate back to the bottom line and to intangible asset management such as brand and reputation.” (Mays, 2003, p. 10) 2.16

 improved environmental performance  reduced occupational health and safety risk  financial savings  market advantages  development of new product lines  enhanced reputation  better community relationships  more efficient processes  reduced liability and insurance premiums  improved working environment for staff 2.17

 Vested interests in maintaining the status quo  Pressure upon people to consume more  Emphasis upon entertainment  Mental models - including “subconscious and unspoken assumptions that:  the Earth is infinite  that there is an “away” where you can throw things  materials from the Earth’s crust can be removed and re-emitted almost anywhere without a problem (e.g. metals, burnt fossil fuels, arsenic, asbestos etc)  the individual is powerless to effect change within large and complex systems” (Sharp, 2002) 2.18

“…people are conditioned to conform to group perceptions and to doubt and withhold their individual perceptions if they are in conflict with the shared reality of those around them…has enormous significance when considering how people are currently responding to the demise of the planetary systems that support human life. The degree of inaction around this profoundly life threatening situation can perhaps best be explained by viewing our state as a massive “absurd consensus” that is the product of our social conditioning which has enforced our subservience to, and blind confidence in, shared societal constructs of reality.” (Sharp, 2002) (continued) 2.19

 You need to identify exactly what a successful sustainability literate graduate will be able to do as a result of your course.  Graduates are likely to have developed : Professional specialist elements (eg accountancy, business, plumbing) Professional but transferable elements (eg book- keeping, management) Personal elements (eg interpersonal skills, critical evaluation, reflective learning). 2.20

 The best possible characteristics for a person who is “sustainability literate”, would be demonstrated through:  Recognising the need to become more sustainable in their behaviour  A person who recognises the need for sustainable approaches will be able to articulate the need to support this behaviour, draw examples from their own lives and will be able to transfer this knowledge to various situations and environments.  Having sufficient skills and knowledge to be able to decide and act in a sustainable way  A person with these skills will be equipped with a number of tools and strategies that enable them to make informed decisions that are likely to contribute to a more sustainable society.  Encouraging and rewarding sustainable behaviour in others Recognition of sustainable behaviour and rewarding and reinforcing this approach 2.21

2.22

The learner’s worldRelevance 1. Mapping the learner’s environment These are the key relationships of the learner, with the most important relationships in the middle of the spheres and reducing as they work outwards. 2. Matrix to identify essential aspects of the learning environment The 3 elements which identify the competencies required for a particular career 2.23

Other influences could include:  Money  Financiers  Creditors  Customers  Insurance  Electricity  GST  Taxes  Computers  IT Resources  Paper  Buildings  Others? 2.24

Other influences could include:  Money  Suppliers  Creditors  Customers  Insurance  Electricity  GST  Taxes  Natural resources  Computers  Training  Paper  Professional associations  Buildings  Landscapes  Community  Manufacturers  Others? 2.25

Other influences could include:  Research  Suppliers  Creditors  Customers  Insurance  Energy consumption  GST  Natural resources  Computers  Paper/ water  Professional associations  Buildings  Bridges  Community  Contractors  Others? 2.26

Other influences could include:  Food  Suppliers  Creditors  Food safety  Insurance  Energy consumption  GST  Natural resources  Computers  Paper/ water  Professional associations  Disposables  Biodiversity  Community  Contractors  Others? 2.27

Other influences could include:  Plants  Suppliers  Creditors  Urban design  Insurance  Water use  GST  Natural resources  Computers  Paper  Professional associations  Land  Biodiversity  Community  Contractors  Wildlife  Oceans  Others? 2.28

Other influences could include:  Plants  Suppliers  Radioactive material  Dangerous goods  Insurance  Water use  GST  Natural resources  Computers  Paper  Professional associations  Land  Biodiversity  Community  Contractors  Wildlife  Oceans  Others? 2.29

Other influences could include:  Staff  Suppliers  Tax benefits  Government  Insurance  Caring  GST  Donations  Computers  Paper  Professional associations  Philanthropy  Grants  Community  Contractors  Disabled  Children  Others? 2.30

Other influences could include:  Money  Suppliers  Tax benefits  Government  Insurance  Creativity  GST  Sponsors  Computers  Paper  Professional associations  IT Software  Grants  Community  Contractors  Canvases  Art groups  Others? 2.31

Other influences could include:  Staff  Suppliers  Tax benefits  Government  Insurance  Caring  Ethics  GST  Donations  Computers  Paper  Professional associations  Philanthropy  Grants  Community  Contractors  Disabled  Children  Others? 2.32

What should the learner be good at to be able to manage relationships in their sphere of influence which encourages and maintains resources, ethics and values? Areaswhich need to supported to ensure a beneficial flow Suggested Competency Examples of issues to explore with students Natural Capital The resources and services provided by the natural world Social capital Relationship building, health, social groupings (families, universities, TAFEs) Financial capital The money and value placed on objects and how they can be more accurately represented and measured. 2.33

Areas which need to be supported to ensure a benefit Suggested Competency Examples of issues to explore with students Natural Capital The resources and services provided by the natural world Social capital Relationship building, health, social groupings Financial capital The money and value placed on objects Identify opportunities to design for reduced environmental impacts Discuss the value of stakeholder consultation in the engineering/ manufacturing sector Describe concepts of eco-design, eco- efficiency and “lean” manufacturing. Examine case studies on “lean” manufacturing practises Role playing examining the importance of community-based decision making Examine the benefits of “lean” manufacturing 2.34

 Countless possible ways to operate more sustainably  There is no ‘silver bullet’ – everyone has to figure out their own path  Can be either a series of incremental steps, with a goal of continuous improvement, or can be a ‘quantum leap’, where entire processes and products are completely re-evaluated and may change radically  Do we have time for incremental improvements?  eg current global agreements for carbon emissions for modest reductions are hard to reach, impossible to enforce, and virtually without effect; and even if they were successful, they would have a negligible impact on the critical trend 2.35

 – Ecorecycle Victoria site with information on reducing waste in the office  - Profits from Cleaner Production: A Self-Help Tool for Small to Medium-Sized Businesses (NSW Dept State & Regional Development and the former NSW EPA)  - an AGO site with information on greenhouse gas issues, eg energy efficiency and tips for reducing emissions  - dispels some of the myths about turning off your computer monitor  Russell (2003) – lists numerous additional websites 2.36