WEBVTT 1 00:00:00.001 --> 00:00:02.980 Judith: And Hello, everybody! Thank you for being here. 2 00:00:03.020 --> 00:00:12.850 Judith: My name is you, this Peris Castro, and I'm going to present a paper which is called Education for Sustainability. I mean. 3 00:00:13.040 --> 00:00:15.929 Judith: in higher education students. 4 00:00:17.330 --> 00:00:18.340 Judith: Yes. 5 00:00:18.800 --> 00:00:26.380 Judith: So to start with a we can say, that sustainable development 6 00:00:26.480 --> 00:00:29.630 Judith: it's a concept that has gained 7 00:00:29.850 --> 00:00:37.460 Judith: importance in institutional discourses and actions strategies since the mid Twentieth Century 8 00:00:37.690 --> 00:00:53.099 Judith: At the beginning it was an issue mainly related to the environmental care however. and nowadays this notion refers to the balance that we need to reach between societies and nature. 9 00:00:53.440 --> 00:00:55.630 Judith: It it not. It doesn't 10 00:00:55.690 --> 00:01:02.900 Judith: only refers to environmental care, but also it refers a 11 00:01:03.260 --> 00:01:05.890 Judith: to the protection of cultural, social and 12 00:01:05.950 --> 00:01:17.119 Judith: economic and biological diversity. So we can satisfy human needs and foster national development without threatening life in the planet. 13 00:01:21.370 --> 00:01:34.019 Judith: education for sustainability is also an important issue for higher education institutions and for professional training in general. As a result of the different problems that we have experience. 14 00:01:34.060 --> 00:01:39.139 Judith: worldwide from pollution and and decision of some species 15 00:01:39.690 --> 00:01:42.590 Judith: to the pandemic and social inequality. 16 00:01:48.430 --> 00:01:58.289 Judith: Well, here, we can see the main differences between environmental education and education for sustainability. 17 00:01:58.490 --> 00:02:05.790 Judith: I'm not going to read them all. But I would like to highlight some of these differences. 18 00:02:05.980 --> 00:02:34.809 Judith: for example, environmental education talks about mainly talks about environmental problems. But education for sustainability. It tries to, have a a more comprehensive perspective that includes environmental care, efficient usage of natural resources, preservation of ecosystem economic development and well functioning of society. 19 00:02:34.920 --> 00:02:43.479 Judith: also education for sustainability focus on culture, cultural, social, economic and biological diversity. 20 00:02:43.490 --> 00:02:58.969 Judith: And it it, it's objective is the achievement of a good quality. Life in the time being and for future generation. also a education for sustainability looks for 21 00:02:59.190 --> 00:03:06.490 Judith: looks to promote changes in lifestyle based on what really matters for human existence. 22 00:03:07.740 --> 00:03:30.380 Judith: also this. this education is based and apply or try to be applying the economic, social and cultural and ecological context. And at the same time, it's like to renal national and international a context. 23 00:03:31.740 --> 00:03:46.880 Judith: And finally, this perspective aims to be included along the teaching and learning process across all educational levels and throughout the different educational modalities, formal, non-formal, informal, continuous, and life education. 24 00:03:47.240 --> 00:03:59.230 Judith: So this is in general terms, the difference between environmental education and education for sustainability. Now, what I'm presenting here 25 00:03:59.650 --> 00:04:18.550 Judith: is a result of a bigger research whose objective was to identify. what undergraduate the students know, think, and do in favor of sustainability as well as knowing. The main structure is developed by the university on that school. 26 00:04:24.740 --> 00:04:29.910 Judith: This is a quantitative research with this 27 00:04:29.970 --> 00:04:37.229 Judith: and we work with that liquor scale with 4 options. 28 00:04:37.410 --> 00:04:49.650 Judith: the the sample was, Formed by 3,800 were the students from a university of the South east of Mexico, and we have 2 29 00:04:49.730 --> 00:04:57.859 Judith: categories of analysis. The first one was about and institutional and 30 00:04:58.280 --> 00:05:07.260 Judith: individual dimension on sustainability. And the second one was about institutional strategies for sustainability. 31 00:05:08.790 --> 00:05:16.540 Judith: Now, what are the results in the first dimension about individual individual dimension. 32 00:05:17.190 --> 00:05:23.449 Judith: we have a high consensus of individual actions and perception perceptions. 33 00:05:23.560 --> 00:05:40.040 Judith: for example, eighty- of the students strongly agree that garbage and waste. We're a big threat for environment. 82% also strongly agree that it was important to put garage in its proper place. 34 00:05:40.310 --> 00:05:50.409 Judith: and 87% said that they they care and respect to other people was a way to put to care and respect to ourselves. 35 00:05:50.660 --> 00:05:59.049 Judith: These are, This. This statements belong to the individual individual dimension. Now 36 00:05:59.300 --> 00:06:06.519 Judith: the following statements also belong to the individual dimension, but they have lower consensus. 37 00:06:07.270 --> 00:06:14.599 Judith: The first one was my classmate. They tend to throw garbage everywhere, including green areas. 38 00:06:14.830 --> 00:06:16.710 Judith: 30, 39 00:06:16.840 --> 00:06:21.100 Judith: 4% strongly agree, and 34% disagree. 40 00:06:21.310 --> 00:06:28.659 Judith: And another statement was, very frequently there are garbage and waste in different parts of the university. 41 00:06:29.040 --> 00:06:33.739 Judith: we can see that. they, they answer. 42 00:06:33.760 --> 00:06:39.209 Judith: we're distributed into these. These 3 categories is totally agree. Agree and disagree. 43 00:06:42.480 --> 00:06:43.420 Judith: Now. 44 00:06:44.510 --> 00:06:47.390 Judith: in the first category. But 45 00:06:47.740 --> 00:06:53.780 Judith: talking about institutional dimension, we have a greater variability in the answers. 46 00:06:53.890 --> 00:06:59.620 Judith: For example, when we ask in well, in the statement, in my institution. 47 00:06:59.780 --> 00:07:03.589 Judith: Actions on caring for ourselves and other are foster. 48 00:07:03.710 --> 00:07:11.529 Judith: We can see that 37% of the students is strongly agree. However, 18% disagree. 49 00:07:12.050 --> 00:07:14.800 Judith: Almost one fifth of the students 50 00:07:16.940 --> 00:07:27.020 Judith: in this, in this disorder. a statement. When we asked if there was a culture of respect between the students, teacher, and managers. 51 00:07:27.680 --> 00:07:30.920 Judith: as we can see. then 52 00:07:31.030 --> 00:07:36.710 Judith: the answers were very diverse, say 26% strongly agree. 53 00:07:36.850 --> 00:07:53.639 Judith: and 21% disagree also. In this one the institution is concerned, and implement different actions for environmental care is 24% of the student is strongly agree and 26% disagree. 54 00:07:53.660 --> 00:07:57.279 Judith: So this was the the first category, but 55 00:07:57.860 --> 00:08:02.130 Judith: they the institutional dimension. 56 00:08:02.320 --> 00:08:08.710 Judith: Now, talking about the the main strategies that institutions, implements 57 00:08:09.220 --> 00:08:16.209 Judith: to foster education on sustainability. we we can see that the main actions are 58 00:08:16.330 --> 00:08:25.949 Judith: brochures, leaflets, and flyers, which. and have the greatest consensus among the students. 59 00:08:26.420 --> 00:08:35.080 Judith: 44% of the students said that this is the the most frequent actions. Thanks. The university does 60 00:08:35.400 --> 00:08:39.539 Judith: then we have workshops, conference and talks 61 00:08:41.480 --> 00:08:45.559 Judith: and in the end, we have the specific actions between 62 00:08:45.700 --> 00:08:48.179 Judith: students, teachers, and manager. 63 00:08:48.420 --> 00:09:03.169 Judith: which here 23% of the students that they almost never do. This kind of actions, and 23% said that they never do. This kind of actions, I mean specific actions 64 00:09:03.440 --> 00:09:06.009 Judith: between a students, teacher, and managers. 65 00:09:07.210 --> 00:09:19.900 Judith: What can we conclude from this from this resource? Well, this all shows that students. Idea of sustainability is focused mainly on environmental care and individual actions. 66 00:09:20.950 --> 00:09:38.020 Judith: The statement that got the highest consensus, where, if the first place, the ones refer to waste management manage, in the second place, the once about relationship with other people, and in the third place, those referring to individual care. Talking about this, this 67 00:09:38.060 --> 00:09:41.920 Judith: this is, statements are about the individual dimension. 68 00:09:41.930 --> 00:09:50.650 Judith: Now, talking about the statement on on institutional debate they mentioned. As we said, this had 69 00:09:50.730 --> 00:09:52.549 Judith: a greater variability. 70 00:09:52.610 --> 00:10:04.409 Judith: It is not worthy that those regarding care for one sales and others, and as well the respect between a student teachers and manners, had the lowest consensus 71 00:10:06.320 --> 00:10:27.149 Judith: As to the institutional strategy for sustainability. This, the most mentioned were distribution of brochures lifted, and Flyers conference and talks, and well as well as organization of worship. However, apparently this information do not turn into specific action, for environmental and people care. 72 00:10:27.260 --> 00:10:33.400 Judith: So in general, we can say that the students, these these students 73 00:10:33.580 --> 00:10:34.570 Judith: have 74 00:10:34.710 --> 00:10:42.120 Judith: an individual perspective of a education for sustainability, and that 75 00:10:42.200 --> 00:10:43.750 Judith: the institution 76 00:10:44.490 --> 00:10:48.530 Judith: it's focused mainly on giving information 77 00:10:48.680 --> 00:10:49.800 Judith: about 78 00:10:50.010 --> 00:11:00.440 Judith: education for sustainability. But they don't really do specific actions to to change the perspective of this students. 79 00:11:00.820 --> 00:11:03.450 Judith: And that would be all. Thank you. 80 00:11:03.500 --> 00:11:19.459 Anita Hirsch: Thank you very much if you did that discussed. So thank you very much, and we can go to the other. I. And which is the second. The second one is it is that the 81 00:11:19.550 --> 00:11:23.520 Anita Hirsch: you ready? 82 00:11:24.570 --> 00:11:25.790 Jesús García: Hey? Italista. 83 00:11:26.140 --> 00:11:29.760 Anita Hirsch: it, Took this pony to video. 84 00:12:03.790 --> 00:12:05.940 Jesús García: you. 85 00:12:34.360 --> 00:12:36.349 Jesús García: I can use them all, 86 00:12:43.020 --> 00:12:44.630 Jesús García: if they 87 00:13:38.190 --> 00:13:56.300 Jesús García: I I 88 00:15:29.590 --> 00:15:31.830 Jesús García: and 89 00:16:07.980 --> 00:16:08.810 Jesús García: math. 90 00:19:50.810 --> 00:20:03.139 Anita Hirsch: yes, thank you very much, Doctor Garcia. I I don't see over there. here, back there is in the in third place. 91 00:20:03.730 --> 00:20:20.760 Anita Hirsch: and I don't know if she entered in the in this presentation. I'm here. I'm sorry I I see I didn't see you before. Thank you very much. Can you put your presentation or the E, 92 00:20:21.040 --> 00:20:26.970 Anita Hirsch: and I think you have it inside. No, you you put it before. Yes. 93 00:20:31.070 --> 00:20:33.150 Anita Hirsch: great. Thank you very much. 94 00:20:34.150 --> 00:20:36.879 Okay. I just want to see if I can. 95 00:20:40.130 --> 00:20:43.649 I had floating meeting on draws. Okay, thank you. 96 00:20:44.750 --> 00:20:46.549 Okay, can I start? 97 00:20:47.000 --> 00:20:48.309 Anita Hirsch: Yes, please. 98 00:20:49.000 --> 00:21:05.109 Okay, so I'm I'm clear. Wagner, from the University of Pretoria in in South Africa, and this pap is with my colleague, Jeremy Gibb, who's an adjunct professor at Nelson Mandela University. 99 00:21:05.350 --> 00:21:10.740 and I will talk a bit more about our roles, and 100 00:21:11.070 --> 00:21:13.329 I'm going to 101 00:21:13.510 --> 00:21:22.200 presents a bit about pedagogical insights from a course on reducing university students ecological footprints. 102 00:21:30.590 --> 00:21:33.380 It just seems to be stuck 103 00:21:34.730 --> 00:21:47.570 Anita Hirsch: okay over there. So the the structure of the presentation. I'm first going to look at some context, for our course 104 00:21:47.710 --> 00:21:57.950 and then look at some approaches to sustainability, pedagogy. look at the background. that we use to develop our course 105 00:21:58.090 --> 00:22:06.700 and our approach to sustainability pedagogy and then give some insights from teaching. 106 00:22:07.780 --> 00:22:30.649 So we all know that there's insufficient progress towards addressing climate change, and there's a need for personal responsibility to achieve change more rapidly and at scale. But there is a bit of a problem with the tools and the methodologies that explore this relationship between behavior and impact. 107 00:22:30.740 --> 00:22:41.579 So, we could ask, how can data be used to enable greater personal responsibility and action to support sustainability? 108 00:22:42.390 --> 00:22:53.890 So how can we use evidence to actually get people to to to behave change behavior? in in terms of sustainability. 109 00:22:54.090 --> 00:23:11.299 But we could also ask, then, if we're trying to get people to change their behavior. and the responsibility that we have in universities to address climate change. How can this, then, be taught to students as well. 110 00:23:13.170 --> 00:23:21.399 So in the literature we found 3 educational approaches to sustainability. 111 00:23:21.500 --> 00:23:45.360 and these approaches seem to be in a hierarchy, and if we start at the bottom, we have education about sustainability. So that's more content and knowledge based learning. So the a course would look at the meaning of sustainability towards as a separate subject and focus on content and knowledge about 112 00:23:45.510 --> 00:23:47.850 climate change. For example. 113 00:23:47.940 --> 00:24:06.120 if we move up the hierarchy education for sustainability, we'd add more values and and a capability bias. So the educators would assume that they know what is needed to promote sustainability and and build that into their courses. 114 00:24:06.610 --> 00:24:11.010 in in the highest part of the 115 00:24:11.050 --> 00:24:14.710 hierarchy education as sustainability 116 00:24:14.830 --> 00:24:30.139 or we could also refer to that as as hoytagogy. is a more holistic and dynamic view of people environments into actions. So that is sustainable living in the learning process. 117 00:24:30.260 --> 00:24:31.260 And 118 00:24:31.940 --> 00:24:51.199 it seems as if the first 2 approaches education about, and education for sustainability tend to be used mostly in sustainability education, whereas the literature tells us that education and sustainability is actually the beast approach. 119 00:24:52.860 --> 00:24:58.380 So some background to the this course that we have built 120 00:24:58.550 --> 00:25:14.010 in in my departments. I actually come from psychology. But I think sociology is quite more advanced. We're catching up in terms of environment. 121 00:25:14.030 --> 00:25:34.819 And we have 3 different mosque coursework mosses programs where you can register as a psychologist afterwards and the environmental psychology course is located in the research psychology masters where students get trained to become 122 00:25:34.870 --> 00:26:01.889 social researchers. So at the moment there are 4 areas that they get trained in this. This is a new curriculum that we've just started this year and my course on environmental psychology landed in the psychological theory module. I'm not sure if it's quite belongs. But anyway, and 123 00:26:01.980 --> 00:26:24.829 the way that I do. The course is that students have 50% of the theoretical component. We, they choose a topic from 9 areas of environmental psychology. They need to write an essay. They need to. do a presentation of the key points of the essay, and then field a cute question, and on secession. 124 00:26:25.060 --> 00:26:42.860 What my presentation is focus on today is the practical component. That's the other 50% of the course. And here they need to participate in a research project. for example, at the moment, what I'm going to talk about today is reducing ecological footprints. 125 00:26:43.980 --> 00:26:48.500 So what we have done in the course is 126 00:26:48.520 --> 00:27:09.960 combined. Psychology is a particularly environmental psychology, which is me. And then Jeremy comes from an architecture bolt environment background. So we meant at a sustainability conference and I was interested in some of the things that he was doing around 127 00:27:09.960 --> 00:27:21.110 measuring behavior and green buildings, and so on. And and so we got together, and came up with this idea. 128 00:27:21.410 --> 00:27:37.379 and for various reasons, mainly because of covid we decided on a very individual approach. For the students, we actually had something completely different planned and then and then we had to look at something more individual. 129 00:27:37.390 --> 00:27:48.229 So what we get students to do is to they have to develop, implement and assess an intervention to reduce the ecological footprint. 130 00:27:48.420 --> 00:28:00.829 And we we captured daughter. so we we kept her daughter about. the the results from this intervention, and we also captured daughter about 131 00:28:00.940 --> 00:28:09.539 what the the the experience they had within this course. itself in terms of the teaching. 132 00:28:10.540 --> 00:28:17.689 So the data that we look at is we use an ecological footprint calculator. 133 00:28:17.750 --> 00:28:24.619 and I'll I'll show you on this next slide 134 00:28:24.730 --> 00:28:29.839 what it looks like. I don't know if any of you have ever used this calculator. 135 00:28:30.010 --> 00:28:50.889 So you go in and you enter, daughter, about your current living patterns. So, including food, accommodation, waste and travel, and the calculator then provides you with your ecological footprint and your equitable, she, or the number of earth that are required to support your lifestyle. 136 00:28:51.000 --> 00:29:09.089 and then the calculator enables options and and impacts of changes in lifestyle to be a certain. So, for example, there, it says to you that if everyone lived like you, we would need for earth's so so that that gives them a good idea. 137 00:29:09.530 --> 00:29:10.999 of that. 138 00:29:11.720 --> 00:29:28.789 Okay. So then we also have a patterns of life information, not just on an excel spreadsheet. So we give the students the intervention. is 7 days long. It's not very long, but this is quite a small course, and so we can't spend 139 00:29:28.790 --> 00:29:47.379 too much time with the students, because then the university administration won't be happy. But we. We have a spreadsheet from each day of the week where they have to enter information about their food, their accommodation. They travel, and so on. in the spreadsheets. 140 00:29:48.310 --> 00:30:15.420 we also use diaries. So we ask the students to in electronically, to type every day. what's happened around the intervention, what they experien as we, we have specific questions. that they need to answer, and then, either every day they submit their diary online, or at the end of the intervention, they can send us the diaries. 141 00:30:15.770 --> 00:30:18.550 and then we also 142 00:30:18.870 --> 00:30:32.860 have a report at the end of the intervention. They have to write a report on the ecological footprint measurements and the experiences. 143 00:30:33.090 --> 00:30:41.280 So these are the project steps that we follow with the students. we start off with an interactive workshop 144 00:30:41.450 --> 00:30:57.400 where we provide an overview of the project what's expected of them. And then Jeremy usually will give them a bit of inputs about ecological footprints and and just sustainability issues in in general. 145 00:30:57.590 --> 00:31:16.239 We'll give the students a week or 2 to go and have a look at what they need to do. study the documents, and then come back to us with a pre project meeting, just to discuss any questions that they might have if they're not clear about anything that they need to do. 146 00:31:16.480 --> 00:31:20.189 Then we it's the implementation of the project. 147 00:31:20.250 --> 00:31:25.339 and as I said, they they do it for 7 days. 148 00:31:25.570 --> 00:31:42.260 So the the students have to go and develop their own intervention. We don't tell them what to do. They must come up with their own intervention. They must implement the intervention, and then they must measure the intervention. 149 00:31:43.430 --> 00:32:11.220 once we've done that, we have a post-project meeting where we get feedback from students about the process. just in a informal sort of discussion workshop to see how they experience things. And then they need to submit their reports. So they so they analyze the own data, and then they submit narratives. of the data as well. 150 00:32:13.420 --> 00:32:15.960 So the findings 151 00:32:15.990 --> 00:32:34.420 quantitatively we compared the before and after intervention, ecological footprint schools to see if there there is a difference between these schools and quantitatively a semantic analysis of the diary recordings. 152 00:32:36.569 --> 00:32:59.660 So it just in terms of of the quantitative results. so, unfortunately, for 2 years running, we had very small cohorts in the smallest program, 3 each. So we only have 6 students at the moment. This year we have 9 students at least. So we we will have a bit more, daughter. 153 00:32:59.760 --> 00:33:14.490 But as you can see, we. We put the the daughter into histograms just to show the ecological footprints in terms of food, shelter, mobility, goods, and services. 154 00:33:14.490 --> 00:33:40.599 And if you look you can see that there's a large difference in ecological footprint between the students, and I think this also speaks to the inequality in South African society in terms of and the diversity of students that we have, that that some of them have a very high footprint to start off with, and others have a very low footprint 155 00:33:40.950 --> 00:33:58.070 But one can also see that there is a large reduction in ecological footprints as a result of in intervention. We haven't tasted any significance because of the very small sample, but at least we can see 156 00:33:58.189 --> 00:34:00.290 that there was a decrease. 157 00:34:02.080 --> 00:34:15.770 The qualitative results. We haven't done the thematic analysis yet. I think there's a lot of nice data that we we could look at. But we just chose to 158 00:34:15.810 --> 00:34:29.879 quotations from from the students just to give you an idea of what they said. And one said, I am grateful for being able to be part of this research, and it was an exciting course during my degree. 159 00:34:29.900 --> 00:34:46.039 The interventions that I implemented had a huge effect on my Ef. Scores, and I think it was very successful in the way that I had planned. I had a great experience, and I learned a lot about individual actions, affecting environments and spaces around us. 160 00:34:46.470 --> 00:34:48.469 And then another student said. 161 00:34:48.500 --> 00:35:10.360 I appreciated this experience for 2 reasons. It showed me that I was capable of changing my behavior for the betterment of the environment, and it showed me that some changes and challenges only seem difficult in one's mind, and only when you jump head first into a challenge or a change. Can you see how capable you are of completing them? 162 00:35:10.740 --> 00:35:21.220 of course this looks very nice. There were some negative comments. but As I say, we, we still need to look into the daughter. 163 00:35:21.930 --> 00:35:30.850 So what are some of the insights? you know, from from teaching sustainability? that we can share with you. 164 00:35:31.080 --> 00:35:59.649 So there are implications for methodologies for changing behavior. I think we we need to understand a lot better how we, we can change people's behavior. And how these different ways of of trying to do this work. I know there's a lot of criticism against ecological footprints. especially. I'm I'm glad to see. Not that much 165 00:35:59.650 --> 00:36:12.889 amongst the sociologists, but the critical psychologists have said that we need to forget about individual behavior and just focus on justice. But I think we we need to. 166 00:36:13.150 --> 00:36:18.019 be be more open to all kinds of methodologies 167 00:36:18.210 --> 00:36:47.270 in terms of teaching sustainability. so some people might need to focus the courses on those first 2 levels of of the hierarchy. But we argue that practical experience and reflection and evaluation seems to work very well. for the students in getting them to change their behavior. And 168 00:36:47.570 --> 00:36:56.969 I'm looking at it from a quantitative and a qualitative perspective, you know, gives us a lot more to work with. 169 00:36:57.220 --> 00:37:13.739 and then in terms of the environments and services that we provide to students, we, we were actually quite amazed at how much data came out of our study about the context of the students so. 170 00:37:13.880 --> 00:37:21.370 or how our campuses are set up, how the areas around our universities are structured. 171 00:37:21.480 --> 00:37:46.969 And the the kinds of implications for that, for example, what kind of food? the students have access to. what? kind of you know, shops on walking distances? for them. And then they were very contextual things which I I won't go into in in this paper. I'll give you a reference for the rest. But 172 00:37:46.980 --> 00:38:09.620 for example, in South Africa it's not safe for women to walk around. It's all over, especially at night. So if you suddenly want to stop using your car or public transport, one of the students said that it she felt very unsafe because she would walk around and get you know, comments from men that made her feel 173 00:38:09.700 --> 00:38:26.890 very uncomfortable. So so we also argue that. you know, in terms of this inequality of ecological footprint. We need to go and look at the the You know more details in terms of the the context. of 174 00:38:26.950 --> 00:38:32.000 the students. So in conclusion. 175 00:38:32.150 --> 00:38:51.780 I think we need to reflect on our approaches to sustainability. Education? You know how we are, we trying to intervene in terms of that hierarchy? And why? how are we doing it? 176 00:38:51.930 --> 00:38:56.249 You know, how? How does this all work and 177 00:38:56.380 --> 00:39:19.700 and what's effect? Does it eventually have in students lives? And we feel that a hoy to go logical approach. I haven't made up a word there, but self directed learning really empower students to create viable realistic interventions that reflect their context, a lot of the literature. talks about 178 00:39:19.720 --> 00:39:32.420 you know, interventions that students were given to do. And we feel that things that they actually develop themselves. 179 00:39:32.610 --> 00:39:34.810 I is much more powerful. 180 00:39:34.980 --> 00:39:47.289 and then They could also be future avenues to explore. that include the methodology, to assess provision of student accommodation and services 181 00:39:47.460 --> 00:40:06.159 and identify how these can be improved to support changes in student behavior and associated ecological footprints. recently, our our university sent an email to say that they had. They have released the plan for spatial development for 2,030 182 00:40:06.320 --> 00:40:24.949 and we had submitted a report based on our findings. to a committee because of ethics, because we use students, we, we had to inform them. And we said if the university, if anyone in the Facilities Department wants to speak to us about 183 00:40:25.030 --> 00:40:40.789 the the the. You know, the way that students use space, and in in terms of sustainability. And of course no one spoke to us, so I just hope that they have included some of these issues. in the plan. 184 00:40:41.270 --> 00:40:45.210 So I'll leave it at that. If you 185 00:40:45.320 --> 00:41:02.310 when to read more about the results. that we got from the the first bit of daughter. we did publish an article about that in the South African Journal of Psychology. And yes, thank you 186 00:41:02.430 --> 00:41:04.099 very much for listening. 187 00:41:04.760 --> 00:41:13.960 Anita Hirsch: Thank you very much. It clear. Thank you very much. A we e. I will ask if is 188 00:41:14.090 --> 00:41:26.359 Anita Hirsch: in the next one is to sing you from the National title University in Taiwan. I don't know if he's over there in the 189 00:41:27.410 --> 00:41:31.790 Anita Hirsch: and I don't see 190 00:41:31.950 --> 00:41:35.490 Anita Hirsch: it so. 191 00:41:36.820 --> 00:41:43.599 Anita Hirsch: it it I don't know. With Terry. Eliot is included in this program in this presentation 192 00:41:45.680 --> 00:41:49.749 Terri Elliott: I'm not to present. No, I'm just listening to the presentations. 193 00:41:49.850 --> 00:41:50.879 Anita Hirsch: Thank you. 194 00:41:50.900 --> 00:42:13.859 Anita Hirsch: Thank you, Terry Rick, thank you very much. So we, if if that I we? I don't see this in a presenter from Taiwan, so by we go to the the last one from Kesu's Garcia radius. He he already presented one, but he wants to present another paper in his. 195 00:42:22.890 --> 00:42:24.649 Jesús García: but if they 196 00:43:18.130 --> 00:43:20.239 Jesús García: anything else, as it may have been more time. 197 00:43:29.080 --> 00:43:30.539 Jesús García: a. 198 00:44:49.880 --> 00:44:52.430 Jesús García: Properly so. Yeah. 199 00:45:34.600 --> 00:45:39.760 Jesús García: the E is the 200 00:45:52.560 --> 00:45:56.409 Jesús García: the the 201 00:46:04.850 --> 00:46:14.400 Jesús García: and 202 00:47:02.440 --> 00:47:03.420 Jesús García: the 203 00:48:01.600 --> 00:48:05.600 Jesús García: the 204 00:49:14.450 --> 00:49:19.420 Jesús García: a. 205 00:49:28.890 --> 00:49:31.940 Jesús García: Oh, more or less, as a 206 00:52:03.450 --> 00:52:06.439 Jesús García: it's, it's it's it's okay. It'll 207 00:52:41.810 --> 00:52:59.459 Anita Hirsch: let's see which is grass. Yes, thank you, Dr. Garcia, and we have time to present some questions. If you have something to say to complement your presentation. 208 00:53:00.040 --> 00:53:01.349 Anita Hirsch: A. Who did? 209 00:53:04.090 --> 00:53:06.709 Judith: I don't know if they that he said. Any question 210 00:53:09.900 --> 00:53:11.280 Anita Hirsch: I don't know. 211 00:53:11.420 --> 00:53:20.159 Anita Hirsch: and if you want to complement, you have time to do it. Now I I have a couple of questions. 212 00:53:23.230 --> 00:53:33.460 What questions to his sister. See, on his first presentation that he made. So I I hope I can ask in English, because I understand Spanish, but I cannot really speak in Spanish, so 213 00:53:35.070 --> 00:53:38.049 Anita Hirsch: he's clear talking. 214 00:53:38.070 --> 00:53:56.409 Anita Hirsch: it's clear. No, it's someone from the audience it's in. I'm sorry. I'm sorry you can ask questions or or ask them the the presentation, if with the presentation, if you will have something to A to complement them. 215 00:53:57.890 --> 00:54:15.410 Yeah. So I have a question to Hesu Garcia on his first presentation. So you you you you showed some factors of youth participation, and among those factors there was a political appetite. 216 00:54:15.410 --> 00:54:29.160 And I wanted to ask Wouldn't you say that actually, political apathy is more a result of consequence of the other factors, and not one of the factors, because, I suppose. 217 00:54:29.420 --> 00:54:46.620 Contexts or culture would lead Toward political apathy, or vice versa, would induce political activism. But it so it's more a consequence, and not one equal factor with others. So this was one question 101 218 00:54:46.820 --> 00:54:52.569 And another. It was very interesting. But when you showed your results. 219 00:54:52.600 --> 00:55:18.300 That Female E females were less active almost in all the areas of participation that that you show. And for me, because I'm I'm coming from Europe and in in Vitrain In particular. So for me it was very interesting that in religious participation female are much, much less 220 00:55:18.300 --> 00:55:33.600 active than than male participants. So so could you comment a little bit on that. So what? What are the reasons? What? What's behind that result, because somehow I would expect a a different one at least, looking from from my context. Thank you very much. 221 00:57:30.480 --> 00:57:33.879 Jesús García: I mean 222 00:57:48.700 --> 00:57:55.089 Anita Hirsch: yes, yes, it it, Terry. Did you understand what it is he who talked about? 223 00:57:55.100 --> 00:57:56.550 Yes, thank you. 224 00:57:56.870 --> 00:57:59.099 Anita Hirsch: Your Spanish is great. 225 00:58:00.050 --> 00:58:13.169 Anita Hirsch: I online so sorry. What I cannot say anything in span is what I can understand. Great, great. Thank you very much. Okay. A. Who did you want to to ask something or comment something? 226 00:58:14.690 --> 00:58:15.510 Anita Hirsch: No. 227 00:58:16.540 --> 00:58:19.370 Anita Hirsch: something about sustainability. 228 00:58:20.660 --> 00:58:22.709 Anita Hirsch: about your 229 00:58:23.210 --> 00:58:24.600 yeah. 230 00:58:25.350 --> 00:58:36.649 Judith: Well, I the only thing I can. I I I want to ask a question. Thank you. Yeah. Sorry. interrupt you. So yeah, I'm very interested in presentations, and 231 00:58:36.680 --> 00:58:39.100 I have a question for clear. 232 00:58:39.350 --> 00:58:43.419 And maybe this is. And this question is relevant to 233 00:58:43.520 --> 00:58:54.650 you know people from Mexico as well. So at this Isa, one of the prominent themes is indigenous and fascination people. 234 00:58:54.900 --> 00:58:56.819 So it seems that you know. 235 00:58:57.120 --> 00:59:06.329 in natives, actually, I don't know a traditional culture in Africa, and I'm not so familiar with traditional culture in in Mexico or Latin America. But 236 00:59:06.680 --> 00:59:09.549 Jerry, speaking no 237 00:59:09.650 --> 00:59:23.680 indigenous people. They have a very different understanding of the relationship between nature and human. So it seems that, like the traditional cultures in South Africa or Mexico. 238 00:59:23.720 --> 00:59:35.810 you know, seem to see. you know, intimate relationship between humans and nature. So Claire, for example, when you like, you know, ask your students to 239 00:59:36.090 --> 00:59:45.659 you know design interventions for themselves. Did any of your students like not try to work with some traditional 240 00:59:46.070 --> 00:59:55.010 ecological practice in you know South Africa, for example, And you know, when you envision. 241 00:59:55.380 --> 01:00:00.609 education, and sustainability in the South African context. 242 01:00:00.620 --> 01:00:07.850 like, are there any traditional cultural practices or idioms that you may consider. 243 01:00:08.040 --> 01:00:19.459 you know, incorporating into your education as in sustainability. So I am. I'm curious about how you know. Traditional, indigenous cultures might help. 244 01:00:19.510 --> 01:00:24.470 you know, designing education for sustainability. Yeah. So thank you. 245 01:00:24.780 --> 01:00:32.390 Anita Hirsch: They thank you. And so someone wants to answer who did? The question was from Claire. 246 01:00:33.020 --> 01:00:45.410 Anita Hirsch: but she's not there because they're they're pressing she left. I I think I'm very oh, she's done clear. I'll go to where you can see me. 247 01:00:45.930 --> 01:00:51.760 Anita Hirsch: she as you walk through to this. 248 01:00:52.620 --> 01:01:01.720 Yes, they do. My microphones, one for the audience, and then one that you can't see us, and then one here 249 01:01:02.150 --> 01:01:04.200 where you can see us. 250 01:01:04.570 --> 01:01:15.899 Yeah, yeah, thank you. for the question. so in South Africa, in environmental psychology and sociology is a very small field. 251 01:01:15.910 --> 01:01:21.230 And I keep saying to students, we need to do more work. There isn't much 252 01:01:21.510 --> 01:01:32.080 out there that's published, anyway. So we really need to do studies about indigenous 253 01:01:32.220 --> 01:01:47.560 relationships with the environment. So I think we we sort of starting with a lack of knowledge. But in the theoretical component of the course, the students, one of the themes that they're supposed to look at is 254 01:01:47.560 --> 01:02:04.959 African in general and South African, specifically, perspectives on this relationship. And they really struggle because I think our education system is so still, so colonial and so western. And if you are sets in, why did you not? 255 01:02:05.040 --> 01:02:12.379 I include more of this? And they just look at me, and I even sometimes give them try to give them reading. So I think 256 01:02:12.710 --> 01:02:37.779 that's a limitation. One of the questions that we ask in the diary as well is we ask questions, students, where did you get your ideas for your intervention? So we asked them to to list ideas, and then they have to choose 3 of those ideas. And we ask them, okay, so where did it come from? And most of them just say that they read 257 01:02:38.000 --> 01:02:45.680 literature, or they use the calculator or so that is also not the. So 258 01:02:46.090 --> 01:02:48.110 that's yeah. 259 01:02:48.230 --> 01:02:50.220 It's it's it's not really. They. 260 01:02:51.500 --> 01:03:12.860 Anita Hirsch: Thank you, Clear? Don't go, please. I want to say that in Latin America this indigenous or not, if a population is always fighting to to be, recognize that they are very important for the for the system, the ability? 261 01:03:12.860 --> 01:03:23.989 Anita Hirsch: No, I think it. The question, the the quick before the question, the he, he said before. It's a very important one because it's 262 01:03:23.990 --> 01:03:39.850 Anita Hirsch: in. I I know in South Africa it's the same. So many people want to participate, and they want to explain the others that they they are in knowledgeable knowledge of knowledge 263 01:03:39.850 --> 01:04:02.379 Anita Hirsch: double. He is knowledgeable about this, the land and the trees, and the cultivation in, and they want to be recognized, and and I see that problem in a medical at the in Latin America. So. But I I would say, Anna, that sorry 264 01:04:02.380 --> 01:04:16.290 Judith: I mean this. This acknowledged that we should give to the, to the indigenous people in us. Clear set. The problem in Mexico specific in Mexico is that the Silla Wisconsin is very 265 01:04:16.610 --> 01:04:29.110 Judith: Western. Yes, we in Mexico we done usually a study in indigenous people, or we don't incorporate. We not include 266 01:04:29.200 --> 01:04:39.469 Judith: in the Us. People knowledge, because we have a very Western Salem. Now, as a strategy that has been implemented since 2,003, 267 01:04:39.540 --> 01:04:50.520 Judith: the foundation of intercultural universities in these universities. the Mexican government try to 268 01:04:50.560 --> 01:04:56.460 Judith: to mix or to include Western knowledge with indigenous knowledge. 269 01:04:56.500 --> 01:05:10.809 Judith: But the the truth is that they are not really very successful, because I mean, people want to go to the university, I mean, indigenous people want to go to the university because they want. They also want 270 01:05:10.840 --> 01:05:14.920 Judith: to to have an opportunity in the labour market. 271 01:05:14.980 --> 01:05:23.360 Judith: Yes, but this kind of May. A programs, this kind of degrees, are not really 272 01:05:23.570 --> 01:05:28.159 Judith: I mean acknowledged or recognized in the labour market. So 273 01:05:28.930 --> 01:05:33.180 Judith: for them it's like wasting their time. So 274 01:05:33.590 --> 01:05:50.620 Judith: these universities have a very low enrollment. Even in the beginning of people want to go to the mainstream universities, because they know that if they learn Western knowledge they will have more opportunities. 275 01:05:50.680 --> 01:05:58.530 Judith: even though in this, in these options, in this support, in this universities they have the opportunity to share their knowledge. 276 01:05:58.770 --> 01:06:04.720 Judith: But the truth is that they don't have free a opportunities in labor markets. That's a problem. 277 01:06:05.160 --> 01:06:18.799 Judith: And and that's because we have all these knowledge. I mean, we, we. We usually study about what happened in Europe. What happened in in North America? What happened in Mexico in general. But we done really a study 278 01:06:18.930 --> 01:06:28.770 Judith: in the Us. Culture in Mexico, even though we have, even though that in, say, 23% of our population 279 01:06:28.900 --> 01:06:31.329 Judith: belong to in the Us. People. 280 01:06:31.730 --> 01:06:35.109 Judith: even though so we have this problem also. 281 01:06:35.650 --> 01:06:47.749 Anita Hirsch: And I, I I would say it's America. Latin America is more, more or less the same. Not only Mexico. No, this problem is all, or Latin America. 282 01:06:48.350 --> 01:07:00.530 Anita Hirsch: and and maybe all that. All other continents like Africa. I think it's not only a Mexican problem, it's a very a huge problem, international problem. No. 283 01:07:03.930 --> 01:07:07.639 Anita Hirsch: and I I think it's the same in in South Africa. 284 01:07:07.760 --> 01:07:13.290 Anita Hirsch: In some him, not in some a a themes by exam. 285 01:07:16.970 --> 01:07:25.959 yeah. So so that, that's what we talking about a lot as well. in in higher education, how to address this? 286 01:07:26.820 --> 01:07:30.570 can can I ask? Judith, a question. 287 01:07:30.860 --> 01:07:43.219 do you do you think some some do you think some kind of practical intervention would work with your kind of students as well. 288 01:07:44.620 --> 01:07:53.740 Judith: Are you you talking about my presentation? Yes, yes. yes, and here I should say that in Mexico 289 01:07:54.210 --> 01:07:59.360 Judith: we still have, at the at least at the universities we were working with. 290 01:07:59.810 --> 01:08:12.729 Judith: This. The one I precipitated was just an example, but in general universities. A. Still have this very narrow idea about sustainability. They just 291 01:08:13.100 --> 01:08:19.799 Judith: and think of sustainability as something related to the environmental care. 292 01:08:20.190 --> 01:08:22.070 Judith: That's what they usually do. 293 01:08:22.390 --> 01:08:39.249 Judith: And institutions usually organize campaigns. I mean, I mean, say, let's say that this this week we are going to to. What are the plans? Let's say so. But they don't do, really. 294 01:08:39.380 --> 01:08:42.239 Judith: They don't really intervention, as you say. 295 01:08:42.700 --> 01:08:48.190 Judith: and that's why that's why the results show us that if students 296 01:08:48.640 --> 01:08:51.039 Judith: and I mean, the students said that 297 01:08:51.080 --> 01:08:54.550 Judith: they usually have lots of information, but they almost 298 01:08:54.630 --> 01:08:56.160 Judith: don't do anything. 299 01:08:56.850 --> 01:09:01.220 Judith: It's just about theoretical, Or information. 300 01:09:01.610 --> 01:09:03.890 Judith: The thing? Yes. 301 01:09:04.680 --> 01:09:11.390 Judith: and also it is not. It is this information the university used to give to the students 302 01:09:11.490 --> 01:09:23.320 Judith: is focus on environment, not the sustainability as a whole. And that's the problem we see. But I agree that maybe if this is, students have 303 01:09:23.530 --> 01:09:24.680 Judith: and 304 01:09:25.590 --> 01:09:43.979 Judith: have the chance to do something else to learn or to have a bigger idea about sustainability. Maybe things will change. But the problem is that this is a this is a I mean, this subject has been included in the I was counted very recently. 305 01:09:44.600 --> 01:09:48.840 Judith: It is not very important. It has not been very important, for 306 01:09:48.950 --> 01:09:56.039 Judith: for I mean for Mexican sea levels. at least in higher education. at least in higher education. 307 01:10:00.170 --> 01:10:07.910 Anita Hirsch: So do we have. Another question or another is to to talk about. 308 01:10:08.020 --> 01:10:23.670 Yes, I I would have a question, a couple of questions to player. So first, thank you very much for for the presenting your educational methodology, but I think really interested in it. I I see a lot of value in that. And and I want to ask, so 309 01:10:23.860 --> 01:10:35.140 your post- intervention results show a kind of quite big, positive effect on ecological fruit. 310 01:10:35.150 --> 01:10:53.320 How much do you think it will transfer in the future for further future lives of of the students and students, and and how to ensure or encourage kind of the continuity of being aware of the ecological footprint, and actually to keep this 311 01:10:53.320 --> 01:11:10.480 practices that they learned during this intervention. So this is one question and another one you kind of at the very end. You talked about institution. That kind of the results that you got would be very useful for institution when thinking about its future strategies. 312 01:11:10.480 --> 01:11:23.669 and and you kind of were hopeful, but at the same time a little bit hopeless. So my question is so what about the institutional change? Any any chances that you see, a kind of institution would would make 313 01:11:23.980 --> 01:11:41.770 more attention to what you can so can suggest. And actually, maybe even at the institutional level, to look at the ecological footprint of of of institution and actually kind of program. The change based on on on the facts, and not only on some abstract ideas which often happens. Thank you. 314 01:11:42.110 --> 01:11:42.770 Okay. 315 01:11:44.580 --> 01:12:12.930 yes. So I think that in our limitations section of our article we did say that. we cannot say whether this would be a long, lasting intervention. with the students. So I I have been thinking it would be very interesting for me, because, of course, The the one thing that most of them chose to do was to suddenly become vegetarian or vegan. 316 01:12:12.930 --> 01:12:24.799 and I don't know how sustainable that is, especially if you go from eating me to being a Vegan. I I I don't know 317 01:12:24.800 --> 01:12:30.219 so that would be something very interesting to to follow up on. But I think. 318 01:12:30.220 --> 01:12:49.009 another aspect that I didn't put in that that that's not really related, but because these are more so. Students who who learn to become social researchers. I think it's it was also nice for me for them to experience what it is like? 319 01:12:49.010 --> 01:13:04.849 living and intervention. So what can you think about when you are the person who is going to develop and develop interventions for other people. you, so that you have at least had some experience of 320 01:13:05.100 --> 01:13:15.049 of participating in an intervention. So I I think that it would be very interesting for me to follow up with these students to see if if they have 321 01:13:15.060 --> 01:13:27.550 carried on with anything. yes, because some of them said, Oh, I'm definitely going to recycle forever now. you know. But we don't know. And then, secondly. 322 01:13:27.650 --> 01:13:34.009 I would like to have a look at the Spatial Development plan that the University now has. 323 01:13:34.030 --> 01:13:51.460 and but you know we having a lot of conversations as well about the culture at our university being very hierarchical and you know we we you can not allow to speak to anyone in top management. so 324 01:13:51.590 --> 01:14:13.770 I think it's quite difficult to engage with them. But we should try to find some space. Maybe you know the people that we gave the report to and not the right people to engage with. the the people who actually come up with the the the the way that the university is structured in that way. 325 01:14:13.770 --> 01:14:34.369 So yeah, perhaps we need to take our research a step further as well. But I think also starting off with only 3 participants. We were also a bit mindful that maybe this is just a beginning, and and that we need to build our data, our evidence base up a bit more. 326 01:14:39.880 --> 01:14:46.949 Anita Hirsch: And what? The the same question, some, a press the phone, the presenters. 327 01:14:47.300 --> 01:14:53.029 Anita Hirsch: It's do you want to say anything more? 328 01:14:54.610 --> 01:14:57.810 No, I think there's another question from the audience. 329 01:14:57.960 --> 01:15:08.480 Okay, okay, so I'd like to ask a question for all the presenters again. And the my question is about, what do you think 330 01:15:08.560 --> 01:15:12.680 about the role of spirituality? 331 01:15:13.460 --> 01:15:17.430 But I can religion, in promoting sustainability education. 332 01:15:17.540 --> 01:15:20.129 And I ask this question because 333 01:15:20.280 --> 01:15:27.940 there is now a group of people in Europe in Latin America who are advocating this 334 01:15:28.190 --> 01:15:32.399 program called internal development goals 335 01:15:32.840 --> 01:15:37.519 as a counterpoint to sustainable development cost. 336 01:15:37.570 --> 01:15:47.420 so they call it idgs, right internal development goals, and they believe that you know to promote Sdgs 337 01:15:47.470 --> 01:15:51.799 in sustainable development. we really need to transform 338 01:15:52.130 --> 01:15:56.289 ourselves first, right our in our world. 339 01:15:56.470 --> 01:16:00.949 So. And when I look at in the various universities 340 01:16:01.190 --> 01:16:13.220 in the world, in the Us. Or Europe. I'm familiar with, like Latin America and Africa, but actually a number of the number of universities 341 01:16:13.310 --> 01:16:26.820 and creating contemplative studies programs kind of like the contemplation. Like no religious feature, you know, practice kind of programs. The number of those universities has been increasing. 342 01:16:27.060 --> 01:16:30.680 So apparently, I'm more under my universities 343 01:16:30.910 --> 01:16:40.490 around the world are interested in actually helping students work on the antenna in ours. 344 01:16:40.680 --> 01:16:47.069 So. of course, the universities are traditionally seen as a secular temple. 345 01:16:47.330 --> 01:16:54.049 But then, somehow, you know, spirituality seems to be coming back in the universities. 346 01:16:54.210 --> 01:17:04.399 So I'm just curious about, you know my colleagues in Africa and Mexico. Another part of the world about. You know their observations 347 01:17:04.470 --> 01:17:10.240 on the role of I can speech on. But religious practice 348 01:17:10.480 --> 01:17:22.459 in promoting sustainable and sustainability education in universities. So that's my question for all the presenters. If you have any thoughts and observations. Thank you. 349 01:17:31.670 --> 01:17:32.690 Anita Hirsch: I 350 01:17:32.710 --> 01:18:01.350 Anita Hirsch: we'll say very, very few words, and I think we're progressing. I'm talking about the National University of Mexico, National Autonomous University of Mexico. We have a new postgraduate, not so new. But the new postgraduate about system. Ability. So I think it's probably a slower. But I think it. They are a lot of 351 01:18:01.350 --> 01:18:20.359 Anita Hirsch: ideas that these they are coming by very slowly, but they are in Mexico. I think they're at least I it's growing in importance. I don't know if who did the do you think the same or not? 352 01:18:21.690 --> 01:18:26.040 Judith: But the question was about a spirituality, wasn't it? 353 01:18:27.260 --> 01:18:34.739 Judith: It is a part of the of the of the of the question. What about spirituality? Wasn't it? Well. 354 01:18:34.860 --> 01:18:37.570 Judith: specifically about this topic, I 355 01:18:37.660 --> 01:18:43.930 Judith: should say that in Mexico we our I mean 356 01:18:44.230 --> 01:18:50.310 Judith: our educational system, since its foundation is a secular one. 357 01:18:50.730 --> 01:18:52.000 Judith: Yes, so 358 01:18:52.030 --> 01:19:00.140 Judith: we even though the majority of the country a. Our castle in general. 359 01:19:00.290 --> 01:19:02.660 Judith: there is a big. a 360 01:19:02.730 --> 01:19:05.619 Judith: separation, a big distinction 361 01:19:05.680 --> 01:19:11.000 Judith: between I mean public public life 362 01:19:11.600 --> 01:19:18.139 Judith: and religious life. So in Mexico for us is, I mean. 363 01:19:18.960 --> 01:19:21.860 Judith: it's almost unthinkable that 364 01:19:22.020 --> 01:19:28.630 Judith: we can include this kind of a spiritual knowledge in our programs. 365 01:19:28.780 --> 01:19:32.889 Judith: because, besides, it is forbidden constitutionally forbidden 366 01:19:33.140 --> 01:19:34.360 Judith: some 367 01:19:34.760 --> 01:19:37.450 Judith: private E in 368 01:19:37.620 --> 01:19:41.700 Judith: higher Education university, I mean higher education institutions. 369 01:19:42.020 --> 01:19:45.540 Judith: some private, are really is one, but 370 01:19:45.610 --> 01:19:59.820 Judith: I mean for us this this dimension of sustainability? I think it. It is not included in. I think it's very unlikely that could be included as part of our education. 371 01:19:59.880 --> 01:20:01.229 Judith: That's what I should say. 372 01:20:01.500 --> 01:20:05.149 Judith: because for us, release live is for them. 373 01:20:05.230 --> 01:20:07.720 private life of the individual 374 01:20:08.520 --> 01:20:09.830 Judith: just like that. 375 01:20:11.330 --> 01:20:20.230 Judith: I mean, I think, but personally, I think it would be an interesting approach, but I don't think it could be included in our 376 01:20:20.350 --> 01:20:21.780 Judith: in our programs. 377 01:20:22.820 --> 01:20:30.920 Judith: at least not in public universities, not even in basic education. Because, as I said, it's forbidden. 378 01:20:31.040 --> 01:20:52.239 Judith: we have catholics universities as, we have catholic universities. But they they. They they didn't include or they don't include this this kind of topics, either. As far as I. As far as I know, they they don't include spiritual knowledge as part of sustainability. 379 01:20:52.960 --> 01:21:01.539 Judith: because, even though they are private universities, these they have to. They are regulated by by the States. 380 01:21:01.720 --> 01:21:03.300 Judith: by the Government. 381 01:21:06.630 --> 01:21:26.740 Judith: So that's my! I don't know if I could if I answered the question. But I don't know. Thank you. Then. maybe that you know speech. I you as a little bit too strong award. So how about that? Let's say, You know what some universities in the Us. And Europe. What they are doing is to incorporate mindfulness, practice 382 01:21:26.860 --> 01:21:32.720 into sustainability, education, so mindfulness practices like in a meditation. 383 01:21:32.760 --> 01:21:48.339 and it can be practiced in a secure and like a scientific way. So and I'm just curious about what's happening in Mexico and South Africa, you know, regarding the relationship between. Okay, let's just say a 384 01:21:48.380 --> 01:21:50.290 like a mindfulness practice 385 01:21:50.320 --> 01:21:53.230 and sustainability education. 386 01:21:56.980 --> 01:22:11.300 Okay, yes, it's a maybe a little bit different on. So I would give then is So in in, in psychology, they've now started this climate change group, and 387 01:22:11.410 --> 01:22:28.719 it's become very dominated by clinical psychologists and and therapists. We they are working very much with the individual and but also very much with mental health and issues around Eco-anxiety. 388 01:22:28.740 --> 01:22:42.150 and but South Africa is a very conservative religious country. So perhaps you also add on to the answer a lot of churches or 389 01:22:42.200 --> 01:22:54.519 and and very diverse in in faith groups. So a lot of churches are jumping on this issue around spirituality. But I have. So I I think individual 390 01:22:54.760 --> 01:23:11.030 addressing individual behavior is very important, but there is a line of thought that you know, people can do as much therapy as they want and address these issues. while the earth is collapsing. 391 01:23:11.170 --> 01:23:20.570 So yes, it is, we consider and be mindful about sustainability. But we might not have a planet to. 392 01:23:20.740 --> 01:23:26.230 you know practices sustainability on if we don't act quickly. 393 01:23:34.290 --> 01:23:37.000 Anita Hirsch: what you mean in 394 01:23:38.070 --> 01:23:55.160 Judith: in that case I should say only that if it is about this mind mindful practices in Mexico, I mean, there is a growing interest, Especially in higher education, about These practices, related to self care. 395 01:23:55.340 --> 01:24:05.099 Judith: respect, and the exercise of rights mainly, but mainly about self care. And, as you've just said, it is also 396 01:24:05.180 --> 01:24:10.299 Judith: a growing interest on this 397 01:24:10.650 --> 01:24:14.290 Judith: violence, I mean practices against violence. 398 01:24:14.740 --> 01:24:29.199 Judith: This is a very important topic now in Mexico, because this is a growing problem since the last 20 years. So I should say that this kind of practices are mainly focused on these 3 topics. Yes. 399 01:24:29.340 --> 01:24:34.930 Judith: the health, care, respect, and the exercise of rights. 400 01:24:40.230 --> 01:24:41.240 Anita Hirsch: Right 401 01:24:41.330 --> 01:24:42.930 Anita Hirsch: is the. 402 01:24:43.690 --> 01:24:59.580 Anita Hirsch: if not, if you nothing more, I think we could, is close the presentation, this session. What do you agree? Or do you want to? complete something? 403 01:25:02.230 --> 01:25:07.980 Anita Hirsch: Are we clear? Yeah, yeah, I don't know. If there is another question that you send any any question 404 01:25:08.030 --> 01:25:22.950 Anita Hirsch: we can close. We can choose. So thank you very much to everybody. It was great. We learn a lot of things. Thank you, Claire, thank you for the thank you. And it was great. 405 01:25:23.040 --> 01:25:29.000 Anita Hirsch: No, and and we say, goodbye, bye, bye. Thank you.