We are human because, at a very early stage in the history of the species, our ancestors discovered

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We are human because, at a very early stage in
the history of the species, our ancestors
discovered a way of preserving and disseminating
the results of experience.
But we understand only when, by liberating
ourselves from the tyranny of words, conditioned
reflexes, and social conventions, we establish
direct, unmediated contact with experience.
Aldous Huxley, 1956, Knowledge Understanding
Part 1, Vedanta the West, Vedanta Soc. of S.
California
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The Lifestyle Project
Steven Earle, Geology Department Malaspina
University-College Nanaimo, British Columbia
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Science 403 Energy and the Environment
SCIE-403 is one of the science requirements for
Education students at Malaspina. We use the
topic of energy to provide some science
background, particularly in Earth Science and
Physics, and to discuss how our uses of energy
impact the environment.
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Most of us would like to do something to decrease
our impact on the environment, however most of us
think that our individual contribution to
environmental and climate change is small, and
even if we do change, it wont make much
difference because others wont.
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One of our objectives in SCIE-403 is to encourage
students to break out of this pattern. This
2003 paper from the Journal of Geoscience
Education seemed to fit with our goals.
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In the Lifestyle Project students are challenged
to make some significant changes to their
lifestyles, and to keep a journal describing how
well they met their targets and how the changes
impacted them and those around them.We asked
out students to work on the following

• minimizing electricity use
• minimizing heating energy use
• minimizing wasteful use of water
• minimizing (eliminating) generation of landfill
  waste
• minimizing (eliminating) use of a car
• adopting a diet that has minimal environmental
  impact

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Participation in the project is voluntary. The
alternative is a term paper. (We have over 90
participation!)We ask students to select any 3
of the 6 topics, and then submit a written
proposal listing their choices, outlining what
their goals will be in each of the 3 areas, and
how they plan to achieve those goals.
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For each student the project lasts 3 weeks. In
the first week they have to meet their goals on 2
days, in the second week 3 days and in the final
week 4 days.
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The most popular topic choices are water and
diet, followed by electricity and waste. Alas,
relatively few choose to give up the use of their
car!
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Some important aspects of the project for
students

• learning that they can make a difference to the
  environment,
• understanding how they and those around them are
  affected by their lifestyle changes,
• modifying their strategies over the three-week
  period,
• describing their progress, and, most
  importantly, how they feel about, it in a journal

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Learning models represented by the Lifestyle
Project
Kurt Lewin Action research or self-reflective
enquiry Although they may not be aware of it,
each of the students is involved in their own
action research project. They are researching
ways to reduce their environmental impact,
reflecting on how well they have done and how it
has impacted them, and writing up the results in
a journal.
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Learning models represented by the Lifestyle
Project
John Dewey Experiential learning as a cyclic
process impulse, observation, knowledge and
judgment Because its a three-week project, and
because students reflect on and then write about
their progress every week, it becomes a cyclic
process.
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Experiential learning as a cyclic process

• Students
• acquire knowledge about reducing their
  environmental impact,
• plan some lifestyle changes and a strategy for
  achieving them,
• observe their progress,
• judge how the process might be improved, and
• make some changes to the strategy for meeting
  their next weeks goals.

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Learning models represented by the Lifestyle
Project
David Kolb Learning through transformation of
knowledge acquired from experience The Lifestyle
Project can be described using Kolbs
experiential learning theory. Students are
experiencing what its like to reduce their
environmental impact, and transforming that
experience into understanding in a variety of
different ways
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Transformation of knowledge acquired through
experience
C ? E (comprehension transformed by extension)
Find out which of your appliances use the most
energy and devise a strategy to reduce
consumption. A ? E (apprehension transformed by
extension) Try out a number of
energy-conservation options until you find a
group of options that feels doable and is
acceptable to the other members of the
household. A ? I (apprehension transformed by
intention) Share ideas with a classmate on how
to reduce energy consumption. C ? I
(comprehension transformed by intention)
Experiment with different energy-saving
strategies and watch your energy consumption
meters to monitor the effect.
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We have been truly amazed at the response of
students to this project not just in how well
they were able to meet their goals, but in the
positive feedback they gave us about how good it
felt, how they were influencing those around
them, and how they thought that this would lead
to permanent - and positive - changes in their
lives. Some examples
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I am now used to all the free time in the
mornings that I save from not doing my hair this
I thought I could never change!
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I really like walking home. I feel better
after I do it.
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Overall, this project has opened my eyes to the
variety of food that is available to me that is
beneficial to the environment, as well as the
amount of energy I consume on a daily basis. It
has made my lifestyle one that I can be proud of.
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Everyone seems happy to see how united we are in
trying to "save the environment" personally I
think when I say "save money" they appear more
willing either way it benefits us!
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I have come to the end of my lifestyle project
and I am amazed how fast it has gone. I never
would have thought that this one small assignment
would have such a large impact on both myself and
the people around me. I have been able to
influence my landlord, family, friends and most
importantly myself.
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Today I showed my children how the hydro meter
speeds up with the use of the oven, stereo,
computer, lights and TV. They were amazed at the
differences when nothing was operating verses
when everything is on.
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It was fun, trying and eye-opening. An
experience that I will take with me for many,
many years and incorporate into my teaching in
the future.
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End of term survey on the lifestyle project

• 31/34 said that it increased their awareness of
  the environment
• 34/34 thought that it was a useful education
  experience
• 32/34 said that they would consider adapting
  this project to their own classrooms

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The lifestyle project doesnt just have to be
about the environment. There are many areas in
which we and our students could be challenged to
change our lifestyles in ways that would be of
benefit to us and the wider community.Some
examples

• social awareness
• political awareness
• fitness and health
• study habits

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If youd like to take the lifestyle challenge
please go to http//web.mala.bc.ca/earle/lifes
tyle/and/or get in touch with
meearles_at_mala.bc.ca