Humane Edge December 2007

In This Issue:

• NOT "WHY HUMANE EDUCATION?", BUT "HOW?"
  
• EASY, INEXPENSIVE, PRACTICAL = PROGRESS
  
• THE PERFECT HOLIDAY GIFT: TEACH OTHERS ABOUT CONSUMERISM
  
• FEATURED GRADUATE: NEIL HORNISH
  
• FEATURED RESOURCE: THE SECRET LIVES OF OUR STUFF
  
• HELP BRING AN IHE WORKSHOP TO YOUR COMMUNITY

NOT "WHY HUMANE EDUCATION?", BUT "HOW?"

by Mary Pat Champeau, M.Ed./HECP Director and IHE Faculty

There are a number of questions I am routinely asked by potential students interested in our educational programs. These are questions such as: How do I apply? When is the next deadline? How long will my program take? What kind of jobs are graduates doing? How much does it cost? Who are the faculty members? Is financial aid available? I am happy to answer all these questions, and any others that arise. I often direct people to the HumaneEducation.org website, as well, where they can find course outlines, applications, and specific information on dates and cost.

It has recently occurred to me, however, that there are a couple of questions I don’t think I’ve ever been asked in my five years at IHE. The first is: Why should I study humane education? And the second: Of what relevance are these topics to my life, to the world?

Perhaps these questions don’t come up because many of the people drawn to our programs already know in their hearts and minds that hunger, poverty, enslavement, cruelty to animals, racism, sexism, war, injustice and environmental degradation can all be solved through education. They see education as a way of schooling the mind and cultivating the imagination to recognize an inequity as a problem; assess the problem based on the best available information; approach the problem with critical and creative thought; come up with a step toward a solution; then take that step responsibly and with respect for all concerned.  Many students express the idea that they have always believed and felt passionately that the role of education should include an examination of the links between environmental, animal, cultural, and human rights issues – but were unaware that there was actually a name for the field that reflected their beliefs, until they discovered humane education.

History has shown us that once human consciousness is raised and brought to bear, social, political, and economic reforms are sure to follow.  I cannot help but think of our pioneering students as the next wave of humanists in the world: “Humane-ists.”  Humanists believe in the dignity and worth of all people and affirm our ability to use intellect and reason as a means of seeking the truth. Similar to the educators, artists, philosophers, inventors, scientists and thinkers that helped usher in a period of great cultural rebirth in Europe during the Renaissance, our current Humane-ists will include all sentient beings, as well as the Earth itself in those deserving of worth and dignity.

Though our graduates are the only academically credentialed humane educators on the planet at the moment, my suspicion is that many people who contact us are already “Humane-ists” in their hearts. For this reason they rarely ask: “Why?” They simply ask, “How?”

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EASY, INEXPENSIVE, PRACTICAL = PROGRESS: AN INTERVIEW WITH ASHLEY WIGHTMAN

"For the most part people aren't even aware or are unsure of what to do about increasing world concerns."

Canadian and IHE student Ashley Wighman wants to help Ontarians learn about making humane choices by writing articles that advocate easy, inexpensive practical actions for families. We interviewed Ashely about her final project for IHE and her plans for the future.

IHE: You're writing a series of articles for publication in Canadian media, which focus on what families can do to live more humanely. What made you decide to focus on families/households, and why do it through articles?

ASHLEY: While doing research for my thesis for my Master of Education in Humane Education, I found very little documentation on how and why Canadians make humane-related decisions. For the most part people aren’t even aware or are unsure of what to do about increasing world concerns. Since most of us live in a family unit (even a small one), I chose to focus on educating households. Although most of us aren’t avid readers, it is so easy to pick up a magazine or newspaper, whether at the doctor’s office or as a subscriber, and read an article. As of yet there are few organizations or schools contributing to the burgeoning field of humane education, and most of those tend to focus on only one aspect (e.g., environmental education or social justice). A wider and deeper perspective is needed, which I hope the articles will begin to address.

IHE: What topics do your articles focus on, and why did you choose those topics over others?

A: They are focused mainly on basic issues that advocate easy, inexpensive, and practical actions that a family can do to lead a more humane lifestyle. I chose topics that address the most pressing concerns, leaving more minor issues to be addressed later.

IHE: How "humane" are Ontario citizens? How aware are they of the issues surrounding human rights, environmental preservation, animal protection and media & culture, and to what degree are they making humane choices?

A: The province of Ontario is made up of just over 12 million residents from a vast background of nationalities, both urban and rural. This represents great potential for humane education because I can connect with so many different backgrounds. While we have many humane initiatives, it does not necessarily mean that people will take advantage of them. They may also feel the burden of inconvenience in changing their lifestyle.

IHE: How will you measure the impact of your work?

A: Teaching households in this indirect way brings awareness and exposure to subjects that may be misunderstood or unknown. More importantly, it gives an implicit message that living humanely is one of the best things people can do to resolve concerns around the globe and within their own neighborhoods. There is no concrete way to measure how these articles will affect people, but I believe a household is made stronger by working together through daily actions, however small, as members encourage and motivate one another.

IHE: What kinds of media are you approaching with your articles? What kind of success have you had in getting them published?

A: I have approached a local daily newspaper and Ontario magazines that centre in some way on humane related issues. The best progress has been with new start-up publications because they are looking for new writers and ideas. I will also start contacting magazines in all of Canada and those that may not exclusively publish humane content.

IHE: What have been your biggest challenges with these articles?

A: Getting interested publishers.

IHE: What have you learned through this whole process?

A: The more coverage, the better. It is impossible to pin down one single topic that will have mass appeal and make the biggest difference. Equally it is nearly impossible to affect all readers of a single article. The goal is to bring awareness to as many people as is possible. We can’t save the world but we can each save little parts of it.

IHE: What are your humane education plans once your articles have been published?

A: I’m coming to realize that there are few 9-to-5 steady jobs in humane education, especially in a smaller town. You have to create prospects and get people motivated. After this experience, I’d like to explore different avenues of opportunity in this field. For instance I’m helping right now in an initiative to ban plastic bags from local grocery stores, and I may soon be teaching an Introduction to Humane Education course at our community college.

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THE PERFECT HOLIDAY GIFT: TEACH OTHERS ABOUT CONSUMERISM

If there's one thing we can count on the holidays being about (at least in the U.S.), it's shopping. With the clash of "Black Friday" and "Buy Nothing Day," the juxtaposition of good will toward others and acquiring more stuff, the fall/winter holidays are an excellent time to explore issues of consumption, materialism and waste. Below are sample activities that may help you.

Leave Only Footprints

Everyone has an ecological footprint. Participants use paper footprints to simulate the impact of their choices on the earth. Extension activities allow students to explore their ecological footprints and what choices can be made to reduce them.

Recommended for grades 6 and up.
Time: 45 minutes

Trash Investigators

What’s in our trash that doesn’t need to be there? Participants investigate a trash source and analyze which items can be removed from the waste stream.

Recommended for grades 4 and up.
Time: 30 minutes

True Price

Help participants become more conscious in their consuming by analyzing the “true price” of the products we use.

Recommended for grades 6 and up.
Time: 20-60 minutes, or several days

Whale’s Stomach

Students learn about the impact of our “throwaway society” by exploring all the different kinds of trash found in a whale’s stomach.

Recommended for grades 4 and up.
Time: 15-45 minutes

Check out our other Humane Education Activities.

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FEATURED GRADUATE: NEIL HORNISH

"I can easily say that the IHE program was one of the most defining periods of my life."

Neil Hornish thought he was a pro at the whole sustainable, compassionate lifestyle thing, until he learned about humane education and IHE. Read his story. 

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FEATURED RESOURCE: THE SECRET LIVES OF OUR STUFF

Be polite, just go about your day, and all’s well, because you’re not hurting anybody, right? Look deeper into that cup of coffee you drank this morning, the shoes you’re wearing, the burgers & fries you had for lunch….and so on. Every choice we make – every product we use – has an impact that many of us are unaware of. Those choices affect other people, other animals, and the planet in myriad ways – often in very destructive, harmful ways. Ryan & Durning explore the impact of some of the choices we make by making connections between our daily habits and the various consequences of those habits. Find out the hidden story of “everyday consumer goods.”

Teaching Ideas for Stuff:

• A downloadable curriculum – developed by NEW BC – was created to  accompany Stuff. You’ll find several teaching ideas in it.
• Stuff is one of the required titles for IHE students to read. One of their assignments requires them to choose an everyday household object and trace its path from beginning to end – how it’s created, with what materials and by whom; how all its composite materials are made; how it’s disposed of, etc. Our students have traced the lives of products from toothbrushes and hair dye to crayons and iPods to soymilk and potato chips. This activity is an especially important and useful one for those who live in a consumer culture.
  

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HELP BRING AN IHE WORKSHOP TO YOUR COMMUNITY!

Help promote humane education and humane living in your community and create a growing network of people! Sowing Seeds and MOGO Workshops are offered all around the U.S. and in Canada, and you may be able to help us bring one to your community. Find out more. 

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