Ingles es lo maximo

7/23/2019 Ingles es lo maximo

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Most TV shows have an influence projected violence, high standards of disagreement, generally

with a highly harmful to the audience and society in general content, and when you consider that

most of these are tweens, which They grow into consumerism by the broadcast medium.

If it is true and we are about 85 convinced that television is one of the mass media with the most

influence on our daily lives and ! or daily, often becomes trash TV.

"o when you start to see the 8. T#I$T% program, I thought it was one of many in which only spea&s

of the problems and all the circumstances by which he is or are passing the 'olombians and the

world. (ut to go into the content was encouraging me and I started to reali)e that if there are

different programs, in which a 'olombia shown a different destination a high standard of creativity

and &nowledge.

*ach topic was ma&ing a stop and interesting in one way or another each of the sentences, words,themes and dialogues there projected.

Issues of cultural interest, such as art and architecture, lectures, various issues+

Imaginary -riends In which are e/pressed by this common specialists in 01 of children2youth

where we will e/plain the pros and cons of this psychological situation and are definitely better

friends, cousins of truth, flesh and blood

The cinema and art in the comple/, clogs The man ne/t door.

must be created

3nowing writers to read and thus understand their readings

Invitation to visit several scenarios where there is art, where there is culture, where there is

something different.

4ltimately producing the most producing and canals flooded the afternoon and evening with

programs that have nothing to offer, empty, bereft of form and poor content, so today the invitation is

that our television is awash with positivism things and new programs, people who believe in the

culture, in the talents and above all a new way to see and believe.


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earning to 6pen 6ur Minds

7n interview with 3arti&eya "arabhai

Kartikeya Sarabhai is the founder and director of the Centre for Environment Education (CEE)

in Ahmedabad, India. CEE has 40 offices across India, and aso !orks in Austraia, "ermany

and Sri #anka. $e estabished %IKSA&, an '" romotin* eoe+s articiation in natura

resource mana*ement, and Sundarvan, a nature discovery center. $e is a trustee of the

reservation and -emoria &rust of the Sabarmati Ashram in Ahmedabad !here "andhi ived

for many years, and is aso a member of the Earth Charter Internationa Counci. $e !as

recenty a!arded the adma Shri, one of the hi*hest civiian a!ards *iven by the "overnment

of India. or more information see www.ceeindia.org.

%outh who live in a regularly flooded

area of (angladesh participate in a monthly disaster management project meeting /".-..

Akash1anos ictures2

SGI Quarterly: hat are your hopes for the $io9:1 meeting;Kartikeya Sarabhai:7t $io :1


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KS:7sia, 7frica, 'hina, India22a very large part of the world22are largely following an older

paradigm of development that they see in the est and in =apan, which is based on heavy use

of fossil fuels and a very large footprint in terms of consumption and the way waste is

generated. The pressure on the planet is going to be unsustainable22it already is.

The est and =apan have reali)ed this and tried to move away from this model toward a more

sustainable future. The choice for developing countries is either to follow this or use a

>leapfrog> approach into something that is aimed at the future, learning from these e/periences

rather than imitating them. "o the difference between learning and imitating is really the cru/ of

the discussion over what education needs to be.

7 lot of education involves telling you about something that is already &nown. hat we need is

an education that will help one ma&e choices so that one can create a more sustainable future.

6ne reason this change is re?uired is that we need critical thin&ing rather than learning to

imitate. e need to loo& at the est and have a dialogue about development, and use that

dialogue to learn what we can do differently to avoid getting into the problems they face.

"ometimes that will mean thin&ing of solutions not necessarily discovered yet.

e should not be see&ing to find out how to build a flyover, for instance, but how to build public

transport to avoid pollution and congestion.

-or many people this is difficult to do+ they feel much more comfortable with an e/ample in front

of them. "o we need more and more good practice e/amples22identifying them, documenting

them, ma&ing people see them.

Today with video, the Internet and social media networ&s, this is entirely possible. e@ve got the

tools to do this sort of global search. I thin& the time is right for a different way of loo&ing at

&nowledge, learning and decision2ma&ing.

SGIQ: Ao you see signs of this new approach;

KS: %es. The city of 7hmedabad in India was loo&ing at its transport options for the future. 7n

international BC6 partnered with the city@s architectural and planning school+ they did a search

and found a model of a bus service in (ogotD, 'olombia. atin 7merica is generally not part of

our hori)on. The &nowledge partner brought that e/ample to the notice of city planners, too&

them there to see it, then the technology from 'olombia was adapted, and the mayor of (ogotD

came to inaugurate it. 7hmedabad has won many awards for its new system. This is not just

blindly ta&ing a standard model, but loo&ing at alternatives. These can come from anywhere,

but to access them you need the confidence that you can choose right.


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*nvironmental education by a village elder, Itampolo, Madagascar/3.-aro1versionfoto.de2

Most current education teaches you there is one solution for everything. (ut what is valid for

you is not necessarily valid for me or not in a particular conte/t. Aifferences have to be

understood and lived with. "ustainability solutions are very often locale specific.

#ere in the Cujarat mountains, the government was building a guest house with bric&s and

mortar, a decision ta&en in the state capital. This is in the middle of a forest where wood is

plentiful. Bot having people ma&e their own decisions locally in a decentrali)ed way doesn@t sit

with the sustainability concept.

"omehow people have come to thin& of development as being something different from

tradition and culture. India has been sustainable for 5,111 years. Much of the traditional wisdom

about sustainability has become part of cultural practice. -or e/ample, in India, traditionally we

don@t waste food, we pay respect to water, and so on. "ome of these cultural aspects have

problems22they might be sustainable from an environmental point of view but they might be

socially unjust, or involve e/ploitation. "o what you want to do is not throw the baby out with the

bathwater. There are many strengths in the cultures of the world but there are also specific

problems, and these can be addressed.

-or e/ample, every year we have a &ite2flying festival in 7hmedabad. The way we have

traditionally been flying &ites, every year E,111 birds would get caught in the strings and die.

e do want to continue flying &ites, but we don@t want so many birds to be &illed. 7 number of

>do@s and don@ts> have now been formulated, and groups of young people go about patrolling to

ensure that they are followed. 7s a result, about 511 fewer birds are &illed or injured.

The concept of education and learning has to be understood from a wider perspective. hen I

go to schools, I often as& the children, Ao you learn about plants and planting; ho teaches
http://version-foto.de/http://version-foto.de/http://version-foto.de/


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you; >The botany teacher draws plants on the board,> they say. ho &nows the most about

plants; 6ne child might say >the gardener>22"o have you ever called the gardener into class;

>Bo, because he@s not a teacher.>

7 teacher is seen as someone with a degree, white collar, someone who teaches in a certain

way, whereas in fact, learning comes from everywhere. The way we learn needs humbleness,

openness, critical thin&ing, the ability to choose, the confidence to be able to ta&e a decision

different from those of others.

This goes well beyond our formal education system. It goes into civil society. 6ne of the

problems of classical decision2ma&ing is that we put things into different compartments and

sectors. >This is a problem of water, so the hydrologists should handle it,> for instance.

e were creating new ponds in our villages. These new ponds are built li&e swimming pools in

the ground. The traditional pond has a slow gradient that a cow or a child can wal& down. itha steep gradient, if you fall in, you drown. The hydrologist will say this is the most efficient way

to store water, not thin&ing of the social application. *ven doing something as simple as this,

we need a multi2sta&eholder process, involving someone who understands how people use

water, and other customs22sometimes for instance we stand half in water to pray.

6ver the past year and a half, '** has wor&ed with the government to organi)e three national2

level multi2sta&eholder consultations22one on the introduction of genetically modified FCMG

eggplants+ one on protection of coastlines, and the third on a major plantation program as part

of the national mission on climate change. *ach one of these led to a significant shift in

government policy. The government told us, >Through this consultation you have brought in

richness which was otherwise absent.> -or instance, while discussing CM eggplants, the CM

companies said 5 percent was being lost to animals and birds, which could be avoided. The

farmers said 'an someone e/plain to us why the birds, animals and insects should not have 5

percent; Aon@t they have some rights; The view that efficiency means that everything wor&s

just for humans is won&y logic.


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"tudents in Mi)oram, India, document

biodiversity in a '** environmental education project /5 CEE2

The implications of this go beyond &nowledge to the &ind of values involved in sustainability.

The process of consultation that led to the final draft of the *arth 'harter represents one of the

best formulations of the ethics and values needed for sustainability. There again, a lot of

ancient wisdom can be called up. Most traditional societies have a deep understanding of how

to live on the *arth.

e want to promote the concept of the handprint as something which represents positive

action for sustainability. This image came from a Increase your handprint and decrease your footprint.>

Heople need not get overwhelmed by words li&e climate change and global warming, seeing

them only as something that governments do or discuss at international meetings and not

connected to us.

The way sustainable communities will be built is by citi)ens themselves who want sustainability

and ma&e choices at their own level and in their own lifestyles. 6f course we need

technological solutions and legal framewor&s, we need to punish the polluters and have

financial incentives+ but ultimately it is to do with people and what citi)ens do, and therefore

education is a &ey driver.

SGIQ: In your view, what is the ideal way we should be thin&ing about our relationship with the

environment;

KS: -irst I thin& every person needs to understand and appreciate what a wonderful system

nature is. #umans thin& we &now it all. I show children a forest of tall trees and a city with tall


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buildings. hat is the difference between these; The natural habitat has no concept of waste.

The balance is not static, but very dynamic and cyclical.

The whole concept of waste is completely human.

*very child who learns about systems in nature &nows of cycles22the carbon cycle, the water

cycle, the nitrogen cycle and so on22which maintain balance as materials are transformed from

one form to another. %et modern human society thin&s of development as linear. It e/tracts

resources, uses them and creates waste, with little responsibility for what happens thereafter.

The 4B*"'6 $eference Croup for the Aecade of *ducation for "ustainable Aevelopment has

stressed the need for a new paradigm of education, one which moves away from linear thin&ing

to systems thin&ing.

More and more is happening. earning how dragonflies stay aloft and designing helicopters,

observing how antibodies wor& in frogs and developing medicines, learnings which comedirectly from nature.

e have camping programs where people listen to nature and learn things li&e silence and

patience. The reality is that with nature, for most of the time seemingly nothing happens. It@s a

form of meditation. Heople go fishing not just to catch fish 6nce you understand nature, you

start appreciating it22and you don@t destroy what you appreciate.

e see a garden as orderly compared to a forest. The forest loo&s chaotic to us, but actually

every leaf has positioned itself to ma/imi)e sunlight. *very creeper has positioned itself to

ma/imi)e moisture. 6n the other hand, this so2called orderly garden re?uires a gardener, water,

fertili)ers, pesticides and so on. 4nless you loo& differently, you won@t see it. This is again

won&y logic.

I encourage students to start thin&ing about the &ind of logic that has developed and the limited

way in which we loo& at things. I also want them to ?uestion what we mean by the >Creen

*conomy>22is this just a low2carbon economy, or is it an effort to move to a low2carbon future

with e?uity and justice;

I don@t want to give them answers, I want to ma&e them see&ers of answers, rather than havethem thin& that we already &now it all.

Ingles es lo maximo

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