Aim:
The overall aim of this lesson is to support exploration of the deeper human values needed to reach a sustainable future through the lens of Spiritual Intelligence.
Objectives: The lesson has the following objectives
- To highlight the need for a new level of human consciousness in order to realise a sustainable future
- To raise awareness that sustainability requires reaching to long-term higher-level values concerning service to humanity, the planet and future generations
- To create a safe ecology for reflection, self-discovery of these higher-level values and position-taking in relation to the planet, life on Earth and future generations.
- To surface the negative beliefs that may inhibit the hope and confidence in achieving a sustainable future
This can be applied to a module or threaded through a programme as a reflexive personal development process. In engaging with this reflective practice, students will strengthen competencies such as ‘Critical Reflection’ in terms of personal and professional position-taking in relation to sustainability as well as Self-awareness and Normative (Values) sustainability competencies as well as Spiritual Intelligence, Systems Thinking (Long-view thinking) and Ecological Worldview and Emotional Intelligence aspects of the Sustainability Mindset Principles.
Sustainability Mindset Principal Themes addressed: (Delete as appropriate)
ECO LITERACY -
My Contribution
SYSTEMS PERSPECTIVE
Long Term Thinking
Both-And Thinking
Cyclical Flow
-Inter-connections
EMOTIONAL INTELLIGENCE
Creative Innovation
Self-awareness
SPIRITUAL INTELLIGENCE
Oneness with Nature
Mindfulness
Purpose
Enterprise Educator Framework addressed: (Delete as appropriate)
Developing an Enterprising and Entrepreneurial Mindset
Activity:
Pre-requisite(s): Students have an awareness of the environmental imperatives (eg. Climate Change) behind the need for social and economic transformational change.
- Set the lesson context by sharing the importance of developing a new level of consciousness for sustainability (presentation 5mins) Slides 2-4
- Open up the concept of Spiritual Intelligence to surface divergent views and agree on a central definition for the purpose of this session (presentation and word poll, 10mins). Slides 7-8
Note: it is important to stress that this is simply a small introduction to a vast domain yet to be truly discovered and realised
- Introduce the concept of higher human values and higher self as it relates to sustainability (Presentation and group discussion, 10mins) Slides 9-12.
- Set up the reflective and contemplative experiential exercise by explaining the purpose of the exercise (Presentation, 5mins) Slides 13-15. Share student example and reiterate definition of higher self.
This can be done two ways, firstly as an individual meditative exercise or in pairs / threes. If the former, put on some suitable background music and allow 3mins per slide. If the latter, organise the group into twos/threes and then give 5mins for each slide, given them time to reflect on and share their position in relation to the planet, all life on the planet and future generations. Note the difference in asking the reflective questions from an objective or subjective view. Experiential reflexive activity, 20mins . Slides 17-20
- Surface the beliefs positive and negative that influence our belief in reaching to a desired and sustainable future. Again, you can do this as an individual or paired reflective activity. It is important to surface discussion on these beliefs as from experience, there can be a profound lack of belief in relation to achieving a sustainable future. Shared group discussion (10mins) supported by slides 21-22. Ensure you ask what would help to build belief as this is important for us as educators to discover.
- Final Reflection (10 minutes) - Shared class debrief on the learning with a focus on the need for position-taking in relation to sustainability.
- Closing notes – including a link to Nature Connectedness as a way to positively grow our value for this beautiful blue planet we are blessed to call our home. Presentation, slides 24-26, slide 27 optional.
Note: See slide notes on the accompanying presentation for accompanying prompts on facilitation of this session.
Skill Development:
UNESCO Sustainability competencies covered using this tool.
Cognitive/ Thinking competency
- Systems thinking competency: the ability to recognize and understand relationships, to analyse complex systems, to perceive the ways in which systems are embedded within different domains and different scales, and to deal with uncertainty.
- Anticipatory competency: the ability to understand and evaluate multiple futures – possible, probable, and desirable – and to create one’s own visions for the future, to apply the precautionary principle, to assess the consequences of actions, and to deal with risks and changes.
- Critical thinking competency: the ability to question norms, practices, and opinions; reflect on own one’s values, perceptions and actions; and take a position in the sustainability discourse.
Behavioural/ Ways of Doing competency
• Strategic competency: the ability to collectively develop and implement innovative actions that further sustainability at the local level and further afield.
• Collaboration competency: the ability to learn from others; understand and respect the needs, perspectives, and actions of others (empathy); understand, relate to and be sensitive to others (empathic leadership), deal with conflicts in a group; and facilitate collaborative and participatory problem-solving.
• Integrated problem-solving competency: the overarching ability to apply different problem-solving frameworks to complex sustainability problems and develop viable, inclusive, and equitable solution that promote sustainable development – integrating the above-mentioned competencies.
Socio-emotional/ Ways of Being competency
- Self-awareness competency: the ability to reflect on one’s own role in the local community and (global) society, continually evaluate and further motivate one’s actions, and deal with one’s feelings and desires.
- Normative competency: the ability to understand and reflect on the norms and values that underlie one’s actions and to negotiate sustainability values, principles, goals and targets, in a context of conflicts of interests and trade-offs, uncertain knowledge and contradictions.
Resources:
PowerPoint slides with all required resource links and notes, please email the author for a copy of the slides.
References:
Rimanoczy, I. (2021), The Sustainability Mindset: A Guide to Developing a Mindset for a Better World, Routledge, New York, NY.
Rieckmann, M. (2017). Education for sustainable development goals: Learning objectives. UNESCO publishing.