Illuminating the Earth Charter- Presentation of the project FutureFlash! 2050

By Sue Blythe

It’s the year 2050 – the 50th Anniversary of the Earth Charter.  A holographic image of the Earth appears in the center of the crowded stadium.   It sprouts a green shoot that grows quickly into a sapling, and then a young tree.  It seems to be alive with images.  You zoom in with your hand-held and see that each image is the beginning of a story.  Panning around the trunk of the tree from ground level to branches, you realize that you’re looking at the sixteen principles of the Earth Charter, illuminated with the experiences of thousands of real people.  Together they show how the human family has brought the vision of the Earth Charter closer to reality.   You’re looking through 50 years of arts, sciences and service.  You search in 2014, looking for that project you began all those years ago …

Illuminating the Earth Charter

Illuminating the Earth Charter is the centerpiece of the FutureFlash! Project, an educational program to engage young people – and those who care about their future – in meaningful activities for a sustainable, just and peaceful world.

The purpose of Illuminating the Earth Charter is to show, year by year, how people are bringing the vision of a sustainable world into reality.  What you do today makes a difference for the generations that follow you.  When they look back on this time, what will they see?

We are at the beginning stage of creating the exquisitely complex hologram envisioned for the 50th Anniversary of the Earth Charter in the year 2050.  The process is taking shape.  The product is in its infancy.

In 2014 we will continue developing the web site with art and activities from people of all ages.  We invite you to help show the many ways the Earth Charter is coming to life in homes, schools and communities around the world.

Take a look at three examples, below.  Then follow the Guide for Illuminating the Earth Charter.

Illuminating the Earth Charter with Westwood Middle School

Illuminating the Earth Charter with Westwood Middle School

Art students illustrated a simple version of the Earth Charter in Marihelen Wheeler’s classes.

 

 

 

 

 

Illuminating the Earth Charter with Trilogy School.

Illuminating the Earth Charter with Trilogy School.

Middle school students planned and carried out four service projects on Earth Charter themes of Life, Ecology, Justice and Peace.

 

 

 

 

Illuminating the Earth Charter with the Interfaith Climate Group

Illuminating the Earth Charter with the Interfaith Climate Group

In a series of monthly workshops, people matched the actions of individuals and groups to principles of the Earth Charter.  Four interfaith gatherings are planned in 2014 to build community in a changing climate, using the Earth Charter as an organizing tool.

 

How are you bringing the Earth Charter to life? We want your story! Email us at info@futureflashproject.org . Ask for your Guide for Illuminating the Earth Charter.

FutureFlash! Project is a nonprofit organization, sponsored by EarthAction Network. They are seeking educators, web and business developers to help build the full online educational program for school and community groups. For more information, contact Sue Blythe <sue@futureflashproject.org>.
FutureFlash! Project
www.futureflashproject.org

http://www.earthcharterinaction.org

Urban gardening: an opportunity for the youths and for everyone to change our food production and consumption system

By Tomi Koivukoski

Photo: Rooftopgardens.ca

Urban gardening has always been there but in recent years it has gained more popularity. Reasons for its growing popularity vary from an increasing awareness and need for nutritious and healthy food to that it is trendy. Either way it is an ecological and sustainable way to produce food. The 7th Earth Charter principle states “7. Adopt patterns of production, consumption, and reproduction that safeguard Earth’s regenerative capacities, human rights, and community well-being.” Urban gardening offers means to put into practice this ideal. Here are 3 main reasons that explain why.

1.      A Sustainable opportunity to safeguard Earth’s regenerative capacities

At a time when corporations are trying to take over food production all around the world including the seeds, urban gardening is a great opportunity to stand up and challenge that risky development. Urban gardening means growing food in urban setting. Food can be grown in bins, inside old tires, in various settings. There are for example a lot of empty rooftops in cities that can be used as a surface in food production.

Urban gardening can be a huge part in solving environmental problems. Food that is produced near the place where it is eaten has a small carbon footprint. The use of pesticides can also be controlled better when the crops are smaller than in mass production and you can choose more natural options comparing to chemical pesticides.  Related to urban gardening, people can also do beekeeping in cities. Bees are really important part of food production but because of intensive use of chemical pesticides the amount of bees has been decreasing (Schiffman, 2012). Reintroducing them in our environment is a great way to act for biodiversity and toward environmental security.

2. And to increase the community well-being

Photo: Richard Revels (rspb-images.com)

Photo: Richard Revels (rspb-images.com)

Around the world, urbanization has taken people away from the roots of food production. Many people can buy everything that they need from markets and all the products are packed in plastic and metal. As a way of bringing people together and closer to the roots of food production, urban gardening can be a great way of bringing a community together. Suburbs or neighborhoods can have their common gardens where people take turns in different stages of growing process to eventually provide food for everyone. After growing process people can have a nice community gathering in the form of harvest festival. There is also possibility to share information between people from different cultures and backgrounds and learn new techniques of gardening.

In Chicago young inmates get a chance to develop their gardening skills in a project that is organized between the Chicago Botanic Garden and Vocational Rehabilitation Impact Center (VRIC). They use their time in prison in productive ways that helps community and inmates learn skills that can also help them for their reintegration to society. Thus, inmates develop skills that can empower them  and community also benefits from it on a sustainable way. (Chigago Botanic Garden, 2013)

3.       That Benefit our health

Considering the Earth Charter principle “14. Integrate into formal education and life-long learning the knowledge, values, and skills needed for a sustainable way of life”, urban gardening has been introduced in several schools around the world as an opportunity to bring children closer to nature and to the roots of food production. For example in the United Kingdom some schools have adopted gardening in their curriculums. As childhood is the best time to learn things that will probably stick with you during lifetime, these schools are actually offering a great opportunity to these kids and for their future development. Gardening will teach valuable skills and will benefit our children’s health. (The growing schools garden, 2013)

Indeed, gardening has proven to have physical and mental health benefits. Working in a garden provides physical exercise and mental health that comes through relaxation and satisfaction. Gardening also provides nutritional benefits when people consume more fruits and vegetables than they might do otherwise.

Considering all these diverse benefits related to health, environment and community, urban gardening is a pretty simple but significant way of changing things when we are heading to a more sustainable future. In overall, urban gardening benefits humans and our earth. It is also a great way for young people to engage themselves in sustainable activities in accordance with some core Earth Charter principles. (The Editors of PureHealthMD, 2013)

Adopt patterns of production, consumption, and reproduction that safeguard Earth’s regenerative capacities, human rights, and community well-being.” Earth Charter Principle 7

“Integrate into formal education and life-long learning the knowledge, values, and skills needed for a sustainable way of life” Earth Charter Principle 14

Sources:

Chigago Botanic Garden, 2013. Vocational Rehabilitation Impact Center (VRIC).[online] Available at: <http://www.chicagobotanic.org/windycityharvest/wch_ccbc.php>  [Accessed 17 December 2013]

Discovery fit & health, 2013. Health benefits of a garden. [online] Available at: <http://health.howstuffworks.com/wellness/food-nutrition/facts/health-benefits-of-a-garden.htm> [Accessed 17 December 2013]

Schiffman, R., 2012. Mystery of the disappearing bees: Solved! Reuters. [blog] 9 April. Available at: <http://blogs.reuters.com/great-debate/2012/04/09/mystery-of-the-disappearing-bees-solved/> [Accessed 17 December 2013]

The Growing School Garden, 2013. Available at: <http://www.thegrowingschoolsgarden.org.uk/> [Accessed at 17 December 2013]

Written by: Tomi Koivukoski

Sustainable Change within the World needs creative and inspiring Youth Leadership

The world needs promising youth leaders and inspiring youth leadership aspiring for global healing and sustainable peace.

By Saskia Troy and Simran Vedvyas.

It is time to tap into the passion, creativity, and ingenuity of all young people, and find ways to transform the community to be responsible by allowing inspiring young people to serve.  A sustainable and peaceful world with young people, their institutions’, and their guardians promising to follow ‘eco lifestyle’ supported by ‘all possible means’ is crucially essential to sooner or later achieve the dream of a Sustainable world.  A young fresh perspective by talented young leaders can invigorate the greatest holistic and sustainable approach needed to help develop creative and pragmatic solutions to the many challenges.

Simran Vedvya, is a 15 years old amazing youth leader from the United Arab Emirates who has been an ‘active environmentalist’, a ‘social campaigner’ and a ‘star student’ since a very young age.  As an expert in social media networking she fights every day for the cause of various international organizations including the Earth Charter and contribute to the empowering of youths around the world to be part of the construction of a more sustainable world.

Simran Vedvyas“I aspire to share my experience, and indulge youth to raise more awareness and participate systematically and effectively in promoting environmental work, sustainability- the future we want and causes that must be addressed sooner than ever before with creative and innovative ideas.”  Simran Vedvyas

Another example of young leader is Princess Ogechi Ukaga who is Chapter Leader Children of the Earth Nigeria and Coordinator of Children of the Earth Africa. She believes a prerequisite for world peace is to strengthen the dialogue between today’s and tomorrow’s decision makers. She therefore actively fights in Nigeria to strengthen the dialogue between today’s and tomorrow’s decision makers.

princess “We are following our own path to true and lasting peace which we believe starts within our own hearts. To truly transform our communities, our countries and the world is to begin transforming ourselves which is the way to sustainable unity within our world. We need to strive to prepare the ground for exceptional ideas and to inspire to concrete action, enriched by the critical voices of idealistic and courageous young people.” Princess Ogechi Ukaga,Chapter Leader Children of the Earth Nigeria

More and more children and youth are fostering the values of sustainability and find a way to act for the establishment of justice, peace and sustainable development within society. Nevertheless, they also need to be taught the skills to empower themselves, form global movements, participate within society and make sure their voices are being heart while at the same time making society more transparent and democratic.

Leaders in business, politics and civil society can create wealth while at the same time they can positively add value to the conservation and protection of the ecological world, having respect for other human beings and building on positive change in their own life. Socially responsible business can not only do well for the world around us but also for the development and the realization of the full potential of individual people. As it’s not always that easy to marry sustainability with making profits in order to develop socially responsible leaders within business and society we need to start teaching the youth of today already at a very young age about sustainable entrepreneurship and how to become a  social and environmental engaged leader.

According to Roebin Lijnis Huffenreuter from the Netherlands who is a trained philosopher and economist and has been working as a researcher and consultant at the DRIFT research institute, governance should put more attention on long-term altruistic behavior, moral motivations, circular processes, and fair distribution. More important, according to Roebin, sustainability requires abandoning the conventional economic view, and taking up more insights, methods, and models of other scientific disciplines. In other words economic development needs radical innovation, breaking with conventional patterns, thinking out-of-the box” and changing the game. Young people do not have the experience of doing things in conventional ways and therefore are able to generate change and renewal within the political, social and economic system.

In order to create a new generations of leaders for business and society we need to make sure that people of all ages, race, color of skin, sexual preference, gender, income class and other varieties have equal access to education. But there’s more needed than only the access to education for everyone. Developing inherent leadership skills within education for young people needs an ongoing dialogue between student and teacher, an interdependent relationship between theory and practice and a conscious and holistic learning.

Provide all, especially children and youth, with educational opportunities that empower them to contribute actively to sustainable development.” The Earth Charter, Principle 14.a