The Role of Higher Education in Promoting the Imperative of Sustainability
by Ryan Harding
Warning! What follows is a rather esoteric discussion of an ongoing debate centering on one early modern political theorist’s purported views on the value and function of a nation’s educational apparatus, seeing it a conduit to disseminate a specific brand of political or social dogma. Have I lost you? Trust me, this short discussion illustrates an important point—just bear with me.
On one side of this arcane debate, we have commenters who believe this unnamed political theorist seemed to see education as a social institution which can be easily politicized, and used to systematically inculcate a nation’s citizenry. Commentators on this side of the debate object to how this political theorist seems to envisage the institution of education as an arm of the state, which can be easily bent and used by the state as a means of brainwashing individual citizens. On the other side of the debate are a group of people (myself included) who see this political theorist, and the object of the theory he created, through a far less nefarious lens. That is, we see his motives as more noble than villainous. According to this lot, he sought to use the university as a means by which to bring about social accord, but not by disseminating a particular brand of political theology. Rather, by promoting and cultivating knowledge and understanding conducive to the common good—the curriculum taught by the university should transcend local politics and set its sights on creating an informed and socially aware citizenry.
Both sides seem to converge over one point in particular: that the university sits at an important crossroads and wields an inordinate amount of power because of it.
Without getting too in depth about how a university’s curriculum should look, or saying something which might inadvertently trample on academic freedom (something of which I am a staunch and unyielding proponent), I think what is important to draw from this debate is that the university, because of its function, is uniquely situated to lead the charge in the promotion of social change (for the better, I hope).
Although we may all use a different yard stick to judge political or social change, I think most of us can agree that sustainability is an inherently good thing. After all, the social virtue of moderation is as old as antiquity, and who would advocate unsustainability? Even though discussions of sustainability may touch socially and politically volatile issues—like global warming, for example—I think sustainability as such, considered without respect to what may motivate someone to act sustainability, is a rather socially and politically benign issue. So what’s my point?
Because, at least for now, there seems to be rather broad acceptance of sustainability as a universal good (even countries whose consumption rates top the chart have begun to do more to signal their full embrace of the virtue of sustainability), it is important not only to begin thinking about sustainability at the international, or national level (something we do often), but also sustainability in education. APUS has committed itself to helping lead sustainability efforts in higher education by signing the American College and University Presidents’ Climate Commitment (ACUPCC). “But there is more to be done,” chimes a number of administrators at the helm of universities or organizations in Britain, leading the sustainability effort there.
In fact, argues Harriet Kingaby, a Communications Consultant at Futerra Sustainability Communications, higher education ought to do its part to impart to students the spirit and encourage the practice of sustainability. Beyond incorporating, and bringing attention to sustainability through curriculum design, Kingaby contends there are six “themes” to which universities should tailor sustainability efforts (the first three of which I include below).
• “Understanding.” Just as the ACUPCC has brought together a large block of universities committed to sustainability, Kingaby suggests that there is a “need” for higher education “to consolidate their activities under a common banner and understand ‘why’ sustainability is relevant to them.”
• “Changing behaviours.” Although it is important for behaviors to change at the individual level, here, Kingaby is referring to how an educational institution behaves. “Often they’ve got great carbon management plans and are changing their infrastructure,” says Kingaby, “but need to change habits in order to achieve the reeducations they need.”
• “Engagement.” Although her point here is rather straightforward, she writes that there must be a “desire to engage students, staff, and the local community with what they’re doing.” This means you must do your part too, students!
As we continue our march into the 21st century it seems the preeminent question with which we must come to grips is a universal, fundamentally human question: how to create a global culture of sustainability. The university, because it sits at an intersection where theory meets practice, has an important role to play in answering this question.
To see some specific examples of what signatories to the ACUPCC are doing to promote sustainability on their campuses and across the larger educational spectrum, visit the ACUPCC’s “Reporting” page. The ACUPCC website also offers great resources and case studies exemplifying best practices.
To learn more about what institutions across the pond are doing to act sustainably, see The Guardian’s “How can higher education institutions become more sustainable?”
Tags: American College and University Presidents Climate Commitment, Futerra Sustainability Communications, Harriet Kingaby, sustainability imperative, sustainability in higher education
