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Various environmental programs and initiatives at sewanee university and berea college, including waste-not, serp, and the sustainable campus program. Students are encouraged to participate in short-term projects, political change, and environmental education. Case studies of environmental injustice are explored, and students learn important skills while assisting with nutrient management on the college farm.
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February 2006 Volume 1, Issue 5
the Eco-Cup, a campus-wide high profile, month-long competition to decrease energy and water consumption, a green newsletter, fraternity/sorority recycling, and a Green Pledge dinner, where graduating seniors pledge to maintain environmentally friendly lifestyles.
Waste-Not is a less formal program that enables students to participate short-term in single projects. Waste-Not makes trips to local elementary schools, teaching environmental education and planting trees, and serves as a voice of the green student body to the administration of the University. The Eco-House is a small dorm whose residents actively work to live more sustainably. Eco-House residents act as an example to others by composting food, working in their garden, and doing outreach activities. SERP (Students for an Environmentally Responsible President) focuses its efforts on political change. Our goal is to provide every member of our diverse student body with an avenue for environmental activism that meets their particular interests. For example, the math major who volunteered
Mention peak oil or global warming, and most students will simply shrug their shoulders. In our conversations with student leaders from across the South, it is apparent that their main concern is the apathy of their student bodies.
With its origin in the Greek apatheia – not suffering – apathy is the inability or refusal to experience pain. Faced with seemingly intractable problems such as global climate change, destruction of ecosystems, and depletion of fossil fuels, it’s natural to want to ignore them, to avoid feeling the pain, to surrender to apathy.
However, eschewing apathy, deciding to feel the pain of environmental problems also means letting yourself feel connected to the environment and other humans working for it. As environmental activists, we’re not just asking people to feel the pain associated with the suffering of the earth, we’re offering people the opportunity of feeling connected to the earth, to other people, and responding to the warning signals all about us. Discontent is a necessary precursor to action, and action is the antidote to despair.
At Sewanee University, we have developed several programs that provide opportunities and inspiration for action, and have helped us to combat apathy:
An Environmental Resident in each dorm works to raise environmental awareness and promote recycling. Environmental Resident projects include
to develop the math formulas for determining the winner of the Eco-Cup inter-dorm competition. (Although, it was her dorm that won the ping-pong table, so maybe we should have had someone check that math...) Another student’s strong point is writing, so she started the Sewanee Lorax , a newsletter on environmental concerns at Sewanee. It costs money, hundreds of dollars, but we did not let that get in our way or even be seen as an obstacle. We knew we’d get the money somehow, and we did. A s w e g i v e students (and faculty, staff, and administration; even members of the Board of Regents) a variety of ways to actively address the environmental crisis, we encourage a more meaningful engagement in the world. After all, some kind of meaning is as necessary to us as oxygen. Feeling the pain of a planet and then acting to heal it is powerful meaning- making. Repression of pain deadens us. Apathy isn’t fun, it’s not enlivening, it’s not bright and hard and engaged. To surrender to apathy is to surrender to psychic numbing, and to a life less full. Our goal? One hundred percent of students, faculty, staff, and administration alive, active and engaged in creating our sustainable future.
Haley Merrill, Mary Bruce Gray, Dr. Lucia K. Dale, and Dr. Sid Brown are the co-chairs and advisors of the Environmental Residents at Sewanee: The University of the South, Sewanee, Tennessee.
Attendees of Sewanee’s 2005 Green Pledge dinner.
to apply a first cob plaster coat. Saturday March 25: Slipstraw Wall Slipstraw is straw coated with clay slip (much like tossing a salad) that is forced into forms that make up a wall. The forms are removed when full and after a period of drying the wall is ready for plaster. Participants will learn how to build framing to support the slipstraw, how to mix the slipstraw and pack it into forms.
Workshops for the public have been scheduled for the months of March and April. These events will center on the new solar shed/natural building lab under construction in the Ecovillage. Saturday March 18: Earthbag Wall Earthbag is the tried and true sandbag method of building bunkers and levies converted to use in a building. In this workshop participants will learn how to stack bags so that they are stable and also learn how
P a g e 2 T h e S u s t a i n a b l e C a m p u s F e b r u a r y 2 0 0 6
Saturday April 15: Cordwood Wall with Clarke Snell Cordwood is a method of building where equal lengths of wood (new, recycled or cast off) are mortared together with the end grain showing. The final result looks much like a stone wall. Berea College will be hosting the author and green building expert Clarke Snell who will conduct this workshop. Saturday May 6: Cob Wall Cob is a very old method of building where clay and sand are mixed with straw to form walls. Very durable, these buildings can last for hundreds or in some cases a thousand years. Participants in the event will learn the cob basics of mixing and building. All workshops will require a registration fee which will cover the cost of food and miscellane- ous materials. The fee will be $5.00 for students and $10.00 for all others. Email SENS House Director Phillip Hawn at phillip_hawn@berea.edu for more information.
The Sustainable Campus Volume 1, Issue 5 February 2006 Editor Wes Lowe CPO 1015, (859) 985- SENS Program Dr. Richard Olson, Director CPO 1921, (859) 985- Dr. James Dontje CPO 2016, (859) 985- Dr. Paul Smithson CPO 2064, (859) 985- SENS House 121 Jefferson St Berea, KY 40404 (859) 985- SENS House Directors Phil Hawn (Non-Residential) CPO 698, (859) 985- Alix Heintzman (Non-Residential) CPO 717, (859) 985- Allison Butts (Non-Residential) CPO 118, (859) 985- Anita Goodrich CPO 509, (859) 985- Dan Pray CPO 1174, (859) 985- Jessica Hasting CPO 660, (859) 985- Wes Lowe The Sustainable Campus Online www.berea.edu/sens/ sustainablecampus/default.asp
Natural Building
Workshops Scheduled
Students in Brad Christensen's TEC 107 (Residential Construction) class work on the frame for the solar shed. All lumber was milled from trees cut from the College forest.
ties, open space, safe energy, and equitable educational and job opportunities. Environmental justice transcends the realm of economic justice and is based on the deeper principle of equal access to, and equitable sharing of, the Earth’s riches. Environmental justice begins with the belief that a healthy economy depends on a healthy environment. After defining environmental justice, students explored case studies of environmental injustice (i.e., the lack of environmental justice) in a diversity of communities across the U.S. and the rest of the world. From the mountains of Appalachia to the sweatshops of India, the residents of these communities have been systematically devalued as human beings and subjected to polluted environments and inhumane living/ working conditions. Yet, their stories are also stories of resistance and hope as they fight back against “the powers that be” and work towards environmental sustainability through the eradication of
Fall semester “Sustainability & Environmental Studies (SENS) 460: Environmental Justice” offered students an opportunity to explore intersections of environmental degradation and societal oppressions such as racism, classism, and sexism. Since SENS 460 is a newly-developed capstone course for the SENS minor, the five students participated in co-creating the curriculum with instructor Richard Olson, Director of the SENS Program. A primary goal of the course involved coming to a consensus on exactly what is meant by the phrase environmental justice. Initial discussions revolved around a tentative definition of environmental justice as: …the right of all people to their basic needs: clean water, healthy food, non-toxic communi-
God has made of one blood… : Environmental Justice and Berea College By Jason Fults
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During their campaign the children had generated media attention. At their initial protest they had been written up in the local newspaper, which led to coverage in the Lexington Herald Leader. This influenced other schools and groups including Berea College to join in the campaign to “Save Black Mountain.” The children finally got national attention when ABC News Nightline with Ted Coppell made a visit to Harlan featuring the protest in the “Power of Place” special aired July 6, 1999. In their final effort the kids traveled to Frankfort to meet with the legislature to present their research findings against mountain top removal. On Wednesday April 21, 1999 for the first time in state history a tentative agreement was reached between environmentalists and the coal companies. The government reimbursed the companies for the 22,000 acres that were saved and only the lower portions of the mountain were mined. Judith Hensley, who faced some opposition from school administration, coal executives, politicians and local people, maintained the personal and collective integrity of her students. The project included studying the mixed Mesophytic forest of the Appalachians and the unique plants and animals contained there. The children used English, arts, humanities and science, as well as studies of ecosystems, geology, and endangered species. One of Hensley’s goals was to allow students to form their own opinions. There were several students who participated by justifying the opposition and they were supported by Hensley and their fellow classmates. Hensley stated that she believed the most important part of the educational process is to teach children how to think. “You can never know everything but you can teach children how to think for themselves and express respectfully their thoughts and opinions. They have a right for you to teach them and to let them decide for themselves,” said Hensley. Environmental legislation is easily overturned, corporations crusade for their best interest and impoverished areas rarely find a strong voice. It is up to
institutions like Berea and UK to stop t h e s e s o c i a l , e c o n o m i c a n d environmentally degrading practices. Judith Hensley knows the first step; education. Judith Hensley is an example of the powerful voice that can be found in children and through education. Anita Goodrich is a sophomore SENS House Director.
Rights Consortium.
Jason Fults is a 2005 Berea graduate.
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Mountain Top Removal… Continued from Page 3
Environmental Justice… Continued from Page 2
social inequity. In this spirit of resistance to environmental injustice, the class turned its analysis inwards and examined Berea College’s historic commitment to environmental justice as proclaimed by its motto (“God has made of one blood all people’s of the Earth”) and long-standing commitments to undoing racism and classism. Through examining the College’s admissions policies, hiring practices, consumption, curriculum, and finances, the students found that, as with any large and complex institution, Berea has a mixed record in regards to environmental justice. For example: