Dianne Monroe writes (2011),
The old paradigm of our culture, based on limitless growth, endless acquisition, and the belief that more is always better, is rapidly changing as we run up against the limits of a finite planet. … Already some people are beginning to create a new story about what a good life can mean, exploring ways we can live in mutual relationship with our planet, rather than viewing it as something to be exploited.
She then explores what impact this consciousness might have on how we raise our children:
So, how can we share this new, emerging story of what a good life means with the children in our lives? Perhaps more importantly, how can we offer them resources to enable them, as young adults, to continue writing and shaping this story through their own vision?
Specifically, she describes four qualities she wishes to instill in future generations and practices that support those qualities.
|Qualities and strengths||Practices|
Resilience, she states, is "grown" by nurturing the above qualities and strengths.
- What can the pursuit of "a good life" offer to an understanding of the social and ecological transformation that is currently experienced by children around the world?
- In what ways does Monroe's perspective take into account the vast inequities in the ways climate change is experienced?
- How do Monroe's qualities, strengths, and practices overlap with other pedagogical practices?