The Sustainability of Numbers

Last week I discussed conversations and how meaningful they are. This week it's numbers. Normally there is a dual response to dealing with numbers. Those who love them tout them as the only true international language. The ones who are scared of them avoid them at all costs. While numbers might inspire some of us to action (e.g. to save, to plan, to argue) in others is creates a solid state of avoidance and confusion. 

Mr. Carmichael, who so ably held the post of Environmental Coordinator until last June, chose numbers as his focus. ISKL's sustainability efforts, in fact, are often scrutinized through the use of numbers.  For all intents and purposes numbers can become useful data which tell a tale of sorts. Over the past few years ISKL has followed a number of 'indicators' which would tell their own tale. The figures can be found nestled in the 'Indicators' section of our school's Green Pages (which, incidentally, are being re-organized to make them easier to follow).

One of first tasks in putting together an action plan for our school was to look back on those indicators and see just where we've been and where we are. The Indicators below reflect the 2011-2012 academic year and represent only directly school-related operations:

• Air Miles Flown: 8,284,450 miles
• kWh of energy used: 3,479,444
• Kg of non-recycled waste: 64,980 (est.)
• Cubic meters of water used: 52,730
• Sheets of photocopy paper: 3,672,572
• ESD citations (used in unit plans): 232

I'm not a scientist, nor a mathematician. I haven't done a statistical analysis of this information and nor do I know if this is considered "good" or "bad" by international standards. I haven't checked to see how many standard deviations away from the mean the data is, to be sure. But I do know that it's a good starting point from which to venture forth. If my own education has taught me anything, it's that sustainability is not a specific destination. Rather it is a series of never-ending adjustments where successes, no matter how small. all add up. I, for one, am heading out to talk to the community. I've also learned that everyone has some pretty creative ideas on where to go from here.  

Conversations Worth Having

 In my first two weeks on the job I’ve had the opportunity to engage in an array of excellent conversations. These are the things that bring about positive change. I’d like to share a few here in hopes that the reader recognizes the deliberations, brainstorming, thoughtful planning and interactions that make sustainability and service something to be proud of at ISKL. In the two weeks I’ve had the pleasure of working in this new role I’ve had conversations with…

·      … a board member regarding donating her childrens’ outgrown (but still in good condition) uniforms to others who might want one;

·      … the PTA executives in order to put the  student directory online and, in so doing, save thousands of sheets of paper and making the information more accessible;

·      … the HS art department about increasing the capacity for storing reused and recycled paper;

·      … The Director of Operations and Director of Grounds and Maintenance in regard to promoting the newly installed water-less urinals, dual flush toilets and paper-less hand driers at Ampang;

·      … the 1^st season varsity and junior varsity coaches in order to establish a tree-planting day (lead by the HS Earth Club), giving our student-athletes a chance to actively participate in offsetting their carbon emissions from team-related travel;

·      … the composting coordinators and participants who make up a group of 76 families who compost regularly from home;

·      … the HS Earth Club regarding their involvement and organization of the Community Recycling program;

·      … the MS Activities Coordinator about the need for tournaments and the environmental costs versus the experiential opportunities our students are afforded;

·      … the 5^th Grade class to brainstorm ideas for service projects that that go hand-in-hand with Eco-Schools themes;

·      … members of the Technology department about the manner by which we can ensure appropriate re-use of computers when they have outgrown their purpose at ISKL, while allowing low-income schools a chance to engage in educational use of technology in meaningful ways;

·      … with the head of security at Melawati, Sam’s Canteen and the ES administration to discuss the placement of a digester on campus;

·      … with the International Fest Coordinator on ways in which to ensure less waste during this school-wide event;

·      … with the new Ampang canteen vendor (Cheeku) in regard to reducing the use of single-use plastics, composting, cooking oil disposal and the possibility of introducing organic foods;

·      … with HS service-related teachers and administration regarding the organizational structure of the service programs;

·      … with a MS Global Issues teacher, and his Mont Kiara counterpart, who hope to establish cross-town cooperation with their classes and clubs, particularly as they relates to the upcoming Global Issues Network Conference in November;

·      … with Prep-Reception and Prep-Junior teachers in order to initiate a more comprehensive sustainability education program that will allow our youngest students a chance to engage in meaningful relationship with the earth, as well as become comfortable in the natural environment;

·      … with the HS Environmental Officer to ensure the smooth running of the student-lead Green Council which is responsible for moving ISKL toward the Eco-Schools Green Flag by 2014;

·      … with various members of the student body to establish unofficial ‘lunchtime brainstorming sessions’ on how best to reach our community and make a difference.

The list could go on, but I am hoping that in reading this we become a bit aware of what I do in my role as Sustainability & Service Coordinator and, more importantly, just how much is happening at ISKL by way of service and sustainability.

Though it would be naïve to think that each idea will be able to successfully reach fruition, the conversations in and of themselves should be proof enough that our community takes its ethical responsibilities seriously and, in so doing, pledges to make sure that the environment and the world around us are not overlooked. 

Making our Campuses Eco-Friendly Learning Environments

There comes a certain amount of experimentation that goes in in trying to keep up with the times and shifting our old-style thinking processes to recognizing that a new sustainability consciousness is necessary in order to prepare our students for the rest of their lives. When we grew up with one family phone, they go through several just through their schooling years. Where recycling was something reserved for "tree huggers" in the old days, now the concept of recycling is common place on campus and around the world. Certainly a new paradigm shift - a new way of doing things - will leave some of us in the middle between old and new. This is the case for many of us adults who might be having difficulty grasping both the need for, and certainly the manner by which, we can be sustainable in our ways. 

But for our students we hope that it will be another matter altogether. The Melawati campus has garden areas where students are taught about gardening, growing and taking care of things. Their teachers are working on making them conscientious citizens by promoting recycling, reusing and reducing in their daily practices. The campus will, during this semester, welcoming a new digester to its repertoire of systematic environmentally-friendly facilities. The digester will essentially take cafeteria waste (thus eliminating it from the waste that goes to the landfill), and turn it into gas which will then be re-funneled into the cafeteria to provide energy for the cooking of food. It's the kind of systemic thinking that eliminates a large portion of waste that happens currently in much of what we do in our lives.

At Ampang we have solar power to run fans on the upper field, we have water harvesting that happens in the back, allowing for water to be used in the bathrooms in the art block. We also have vermiposting and composting that takes place, allowing for our waste (at least on the fields) to be reutilized in our grounds planting efforts. Our students likewise use parts of campus as labs and in gardening. 

The newest (until the digester becomes operational) eco-friendly facilities are the bathrooms of the Ampang campus nearest the cafeteria which were recently renovated, turning into water-less bathrooms. Using an enzyme the bathrooms are expected to do everything a bathroom should but with no water usage (except for washing ones hands, that is). This change might require some psychological adjustment on the part of our community, but goes a long way in terms of prioritizing local resources.There is a bit of experimental feel to this too, because they are considered a bit of a pilot study for when the new campus materializes. 

So, if you're using the bathrooms in Ampang or turning on the fans in the Upper Field, and have a meal at Melawati remember that you're not only doing what you always do. You are playing your part in teaching your sons and daughters that there is a better way to providing for human needs with a much reduced environmental cost. In short, you are experiencing the sustainability paradigm shift in real time. 

Of course, the shift can only really take shape if our minds follow what our eyes are seeing. And in this, we hope that you'll all join us in celebrating such opportunities to make a positive difference and being great role models for your children. Go ahead, shift!

Communication is Essential to Sustainability: Why is that?

It's been a long while since I've written on this blog, largely due to the fact that one thing lead to another and life essentially got in the way. In one sense that's great. It means that one is busy, hopefully positively busy - with life to worry about writing about it. It's the same reason that, for so many of us, writing letters is a thing of the past. The letters that once took so long to cross the world were often also longer, since they happened less frequently. They were gradually replaced by shorter pieces of information called e-mail. Then followed rules about how the emails had to be short to be read. Then came social media. Now communication happens in mere blips. Short. Fast. Furious. 

But communication is necessary to share a message, whether that communication happens in large amounts or in small uploads, whether there are words or not. For young adults it is a major form of personality sharing, socializing and being who they are. Communication is a necessary part of our community too. It's a way to ensure that we all know what's going on, so that we don't lose touch. So that people know we care. It's a way of being able to keep up-to-date with all that stuff going on week in and week out. 

No matter what the specific purpose of a particular piece of information, it is necessary that it's there. And so it will be with this blog and with the Sustainability and Service Learning programming in general. You can expect this year to be one where I attempt to 'get the message out there' as well as continuing to develop the wealth of information that Angus Carmichael, my predecessor, was able to put onto the Green Pages website. 

So, as the year begins and we all set about to our 'lives' in and out of school, keep an eye out for such communication on the Green Pages, on the Sustainable ISKL blog, on the Friday Flash (which hopefully you are receiving electronically) and soon through those ever-fun social media sites. Go forth and make this year a special one with less waste and more consideration for the environment. I'll keep in touch!

"I'll See it When I Believe it"

When I was in graduate school at the University of Minnesota I had a professor of Educational Psychology, Dr. Punchocar, who taught a class full of upperclassmen (and women) and graduate students. On Tuesday and Thursday evenings I would trudge through the bitter Minnesota winter cold and listen to what she had to say. She is one of those teachers that made a difference in the way I perceive the world. One evening she discussed perceptions and the lecture caught my ear and though I don't exactly remember who she was talking about. I do remember her noting something about a public figure (what was his name?) mixing up his words one day, so that, instead of saying "I'll believe it when I see it", he misspoke to say "I'll see it when I believe it". The class that day focused on the power of perception and how the human mind sometimes has a very difficult time seeing things that, otherwise, might be in plain sight.

Time, dreams and jobs have taken me far from Minnesota by now and conversations aimed at understanding educational psychology have developed a more environmental taste, but I've found, since then, that Dr. Punchocar might well have been talking about global issues. Communities steeped in tradition refusing to consider the possibility that there might actually be more appropriate ways of thinking for a changing world. Empires have been based on such thinking. Racism and discrimination are, likewise, born of such circumstance. At ISKL we hope our students will be able to move above that pre-molded thinking and to put themselves into a 'higher' realm of understanding and perception of the world.

I would have to assume that, if given a survey question stating "do you agree that the environment is important?", almost everyone would say yes. Likewise, similar responses would be generated on the importance of nurturing the environment, supporting sustainable practices, etc. When not pressed for personal sacrifice, the environment, and sustainability are oft popular, particularly in these days of increasing concerns over global warming and habitat loss.

But on a personal level, how many of us have actually made the conscious decision to cut down on travel and follow through on it? How many minimize their shower time? Do we actually car pool? How many address the issues that, collectively, Al Gore so purposely named an inconvenient truth? In the end I don't think that it's an issue of what is right. Most of us are keenly aware of the ethical dimensions of the challenges that lay ahead in our history with regard to sustainability. It's not an issue of knowing or not knowing. It doesn't even matter if humanity is involved or responsible for global climate change, really. I would find it difficult to believe that anyone related to our community would, knowingly, continue a lifestyle without at least a purposeful consideration for the ethical dimensions of what he/she is doing to those around him/her. After all, if we ask our multinational organizations, the world's biggest corporations, the globe's governments, for accountability in what they do, and ethical treatment of people and resources, would it be such a far fetched notion for us to reflect on our own behaviors with regard to the natural balance of things and ask that much more of ourselves?

In the end it's a matter of perception. Does the educational program at ISKL offer the opportunities for our students to engage in an understanding of the world that will essentially challenge the fundamental methods by which humanity has functioned for the past couple centuries since the industrial revolution? Do we, as an institution of learning geared at providing a top-notch education that will provide our students with a pool of knowledge and skills to be a successful leader, actually consider the consequences of our own actions, our choices, our decisions? The simple answer is "yes", but on an arguably limited level.

In redefining the ISKL of the present and the future much weight will be placed on where we want our students to go, what we want our students to know, and what they should be able to do. Thinking creatively, communicating effectively, learning enthusiastically, collaborating constructively, reasoning critically and living ethically have everything to do not only with the education of our students, but with the functioning of our entire community and the world we touch (and will continue to affect).

Each day that passes we should challenge our children to be better at creating a better future. We should ask them to communicate effectively with either peers, teachers and families to ensure a sustainable tomorrow. We should require them to collaborate constructively to enable humanity and the environment to continue having a synergistic relationship. We should ask students to chink creatively in finding solutions in the global and local problems we face. We should hope that they learn enthusiastically and recognize the power of their education in making change. We should expect them to live ethically, to put their lives into perspective, and make educated decisions on how, exactly, we can each contribute to sustaining and bettering our natural heritage.

We need to believe it in order to see it.

Going "green" with Mr. Carmichael

The following discussion is a transcript from an online (as it turns out, getting Mr. Carmichael to have free time around my teaching schedule is a difficult one) interview that I had. with Mr. Carmichael, ISKL's Environmental Coordinator. I am happy to announce that Mr. Carmichael has begun his new role with a good amount of positive energy, spirit and a great deal of enthusiasm. It will be needed as ISKL moves toward being a "green" school. Our community's efforts are solidly founded on the hope that he is a driven, motivated, forward-thinking educator who can also juggle administrative duties, organize activities, model behaviors, set expectations and move our entire microcosm in the right direction. No small order, but so far Mr. Carmichael has impressed even those amongst us who are a little late on joining the "green" bandwagon.

What should people should know about you.

My name is Angus Carmichael. I have been at ISKL for 2 years and before that I worked in Tanzania. One of my favourite ways to spend the weekends is heading outdoors with my family.

Why are you an environmentalist?

Probably the greatest challenges facing humankind at the moment are centered around the changing climate and biosphere. In some small way I hope to make a positive contribution towards improving the situation we find ourselves in.

You have been Environmental Coordinator for close to a month now? What is the best and worst part of the job for you so far.

The diverse responsibilities make the job very exciting; teaching G2s about recycling, writing ESD benchmarks, choosing new cleaning products, scoping out trails for IAS (International Awards Scheme) trips. The hardest part is that there is so much to do and I have to understand I can't tackle everything in the first month.

Do you really expect adolescents to care enough to want to make a difference?

Yes, the initiatives that were set up in the MS last year and presentations to Admin from their students showed a real desire to help us improve things at the school. In HS the new Student Council have the environment as something of a focus this year and their colleagues voted last semester to reduce bus idling times putting the minimizing of pollution ahead of their comfort.

If you look at the new ESD (education for sustainable development) standards, how would you rate ISKL's performance at the moment?

Good, it is a relatively new deal and has only had an outline at each division. However, many teachers have expressed interest with curriculum coordinators, Malaysia Week coordinators and GAP leads all keen to infuse it with what they are doing. As the semester continues time will be spent with departments and teams exploring the possibilities. The 'skill set' worked well with Honours Chemistry students last semester with exceptionally positive feedback and I anticipate the process will find success elsewhere.

Given that we are thinking about moving to a new campus (if and when it happens) which will, almost certainly, mean the displacement of natural habitats in one form or another, what can ISKL do to "live ethically" in the way it handles decisions from here on out?

Certainly the materials used in construction can be as low impact as possible e.g. low C concrete is available. The campus will need to be a working model of best practice where students can get close to Nature on site as well as seeing Green innovations in action.

A thought came to my mind the other day: Since I have been at ISKL animal species that used to be seen on a daily basis (largely kingishers and toads on the lower field) have moved on as we have turned our pitch to Astro Turf and covered up areas where grass used to be. Why is it, I thought to myself, that everything natural has to be pushed aside for human benefit (in this case, making facilities more durable and user-friendly). How about designing and building a campus where biodiversity actually increases? Is it possible to have human development actually promote biodiversity in the same area? Can a school do it?

Yes. A good example is the PREM Centre where students have ready access to countless ecosystems thanks to the woodland, fruit farm and stream that are associated with the campus.

Is environmental ethos just another way to market the school, or does it actually exist at ISKL?

Yes, when parents visit and we tell them about waste from the canteen, read about our tree planting, see the battery bins etc I think it will give us a head-start in attracting students.

How feasible is it to think that ISKL can, at some point in time, have the majority of its energy needs taken care of through sustainable sources? If so, what sources do you envision ISKL using? If it is possible, what would be a reasonable time frame.

One of the most important things to look at before we talk about energy sources is our own efficiency. New campus design will significantly improve this but at the moment we are looking at installing some smart meters and have several students bodies promoting energy saving. More teachers are using desk fans and these changes will make a big difference.

We will be able to make use of solar thermal and some degree of photovoltaic energy but it will almost certainly not be enough to meet our requirements. Again, other systems such as anaerobic digesters in the canteen to fuel gas hobs, small turbines etc can hopefully be included but their presence will primarily be educational rather than for energy production.

You often talk of McKay and his "Sustainable Energy Without the Hot Air" documents online. He indicates that we need to go through major transformations to make a difference. What kind of "major" transformations do you forsee ISKL going through the next few years, realistically?

Several groups are already tackling their paper wastage and this is a great sign that we are thinking of the environment. The biggest impact we have on the environment though is the amount of flying we do. This is a rather contentious issue but there are definitely some areas where the mileage could be trimmed or off-set. HS Athletics has been leading the way on this aspect of our business and I hope others will follow.

Probably the biggest attitudinal change needed is with respect to consumption patterns. Understanding the external costs of a purchase and then thinking carefully how much it is needed. This is the biggest challenge for our community which is comprised of relatively fortunate, privileged individuals.

Say I'm a 6th grader going through your vision of an "ideal" ESD-based education. By the time I graduate, what do I look like? What I have done for the environment? What am I thinking? What levels of understanding, skills, values and dispositions do I have toward the world around me?

Have a read of the presentations and documents on the Green Pages. ESD goes well beyond the traditional 'environmental' focus and will produce a truly well-rounded, international individual. This is well in line with what I believe our mission statement means when it refers to 'highly successful, spirited, socially responsible global citizen'.

Redefining the Way Forward

I am hopeful that, in looking back to this point in ISKL history sometime in the future, we will be able to say that the academic year 2009-2010 was a defining year for ISKL. Not only was the creation of the Environmental Coordinator position a solid move forward for our school, but also the search of a new campus is underway and, with it, the deliberations behind the scenes with architects and mechanical engineers to ensure that when the move happens it will be done so in a sustainable manner.

In looking forward it seems that this particular moment in time is one of defining our priorities and our outlook. When a new campus is built (it seems only a matter of time now) we will have big shoes to fill. Apart from determinging what facilities we need to ensure that our students will prosper educationally, we also have to focus much more what the campus will mean, how it will function, what it - the facility itself and its purpose - will mean for the education of our future alumni. It is hoped that our new campus will be a shining beacon of sustainability and an example of schools across the world. It will be a functioning example of how we can manage a school and promote sustainable practices all in one.

We are fortunate that in conjunction with the establishment of the Environmental Coordinator position, and the current re-structuring of things "green" at ISKL, we are also happily surfing the wave of eco-consciousness across the globe. Steadily the concepts of sustainability and eco-friendlyness are seeping into our daily life. Students are organizing tree-planting sessions. Student clubs are promoting energy savings and reduction of paper. From here on out it will be important for students at this institution and any other to become knowlegeable, skillful and responsible toward the environment, their behavior in it and their usage of it. From here on out ISKL makes a major impact on the environment simply through its choice to purchase new land and develop it. Certainly any new campus will have a massive impact on the immediate area it is built on. Though we do not know where this land is, one can only assume that, to find a piece of land large enough to sustain our educational needs, there will be an impact on the environment that surrounds it. The fact that we are going to build a campus is an environmentally impactful action in and of itself. From here on out we have a choice to make... do what has always been done, or step out and make a statement, embrace sustainable practices and change the future learning of our students.

I am hopeful that, looking back on this year, we will be able to say that the humble beginnings of the Green Team in 2002 set the stage for greater things to come, and that the year 2009-2010 was a defining year in redefining the education for our students. It was the year that ISKL decided to walk the talk. Great opportunities await along side the great responsibility we have of educating the future leaders of our world. But if there ever was a chance to say we are making a difference, this could be just what we have been waiting for.