ANÁLISIS DE LA SITUACIÓN Y ANTECEDENTES DEL MERCADO 1 BRIEF DE LA MARCA Y CAMPAÑA

This module relates to the core value of Sustainable Development, which involves striving for social and economic benefits, equitably shared, security and self- sufficiency within the family and community, and a general sense of well-being about oneself and others. It is sustainable when it is continuing and independent, and provides for the welfare of present and future generations.

The module also concerns the related value of Work Ethic and Industry, which involves the motivation to exert best efforts to produce useful goods and services as a way of developing one’s own potentials, as well as to contribute to others

Objectives

• To be aware of the current environmental crisis

• To recognize the danger of continuing with the conventional pattern of production • To see the interconnection between the production sector and environment • To identify one’s personal stand in the light of these issues

• To realize the new ethics in creating a more sustainable society

Content

• Concepts in sustainable development

• New paradigms for ethical considerations, i.e. How to Catch A Monkey Parable

Procedure/Learning Activities:

Cognitive Level: Knowing

1. Facilitator draws out from participants various facts and data on sustainability from recent newspapers and magazines.

2. After participant’s contribution, facilitator discusses the concept of sustainable development. The following are some major ideas to be explained:

• The concept of “sustainable development,” especially as proposed in the Report of Brundtland Commission titled, Our Common Future, is an attempt to balance two moral demands. The first demand is for ‘development,’ including economic development or economic growth. It arises mainly from the interests of people in developing countries, whose present poverty gives them a low quality of life and calls urgently for steps to improve that quality of life.

• The second demand is for ‘sustainability,’ for ensuring that we do not mortgage the future for the sake of the gains in the present. It arises from the interests of people in future generations, who will need, if they are to have a reasonable quality of life, non-renewable resources, access to unspoiled wilderness, and a healthy

biosphere.

• As the Brundtland Commission recognizes, these two moral demands can conflict. In fact, economic growth or development is a prime source of threats to the natural

Learning to do

environment. But the Commission believes the demands can be balanced, that policies can be found that satisfy both to a reasonable degree, or that, in the oft- quoted words, “meet the needs of the present without compromising the ability of the future generations to meet their own needs.”

• To attain the aims of sustainable development, we need to revisit the main ethics of work and of the paradigms of development industries.

Facilitator explains the changing concept of Sustainable Development since

Brundtland, towards a more holistic and integrated approach which acknowledges the complexity and interlinked nature of social, economic and environmental issues. 3. Facilitator presents the parable, How to Catch a Monkey (see end of module) as an

alternative paradigm to conventional view of development. Facilitator elicits

participant’s reactions to the parable and discusses the implication of this paradigm with the conventional one.

Conceptual Level: Understanding

4. Facilitator engages the participants in a discussion of the major reasons for the non- sustainability of the conventional production system.

5. Facilitator also explores the major players who are responsible for this.

Affective Level: Valuing

6. Facilitator invites participants to reflect on their own stand in relation to the aforementioned issues. Facilitator conducts this by distributing a Value Sheet for participants to complete (attached to this module). Then, participants form groups of three to five to share on their responses to the questionnaire.

7. Facilitator elicits the reflection of participant’s responses vis-à-vis the topic being discussed: How close or far are they from contributing to a sustainable society via their attitudes and values toward their work? What ethics could they consider or reconsider in order to support a sustainable society?

Active Level: Acting

8. Drawing from their responses in facilitator encourages participants to articulate a new work ethic that will include consideration for a sustainable society. This may be done in the form of a set of beliefs or positions.

Materials Needed

• Newspapers and magazines • Parable: How to Catch a Monkey • Value Sheet

• Paper and colour markers

Suggested Reading

Jack Campbell (Ed.). (2001). Educating for Unity in Diversity. Paris: UNESCO Publishing.

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ACTIVITY SHEET

‘HOW TO CATCH A MONKEY’—A PARABLE OF GROWTH AND SUSTAINABILITY25.

• Hollow out a coconut

• Carve a hole in the top and fill the nut with rice.

• Find a likely location and wedge it firmly between two boulders so that the top half is clearly visible

• Fasten the nut with a chain to a stake in the ground

• The hole should be just large enough to allow a monkey to put an extended hand inside but not big enough to withdraw its fist when full of rice

• If it refuses to let go of some of the rice the monkey is trapped

• It is relaxes its grip and takes less rice the monkey will be free and fed.

Question: Can our species relax its grip and take only what it needs?

Module 27: Emerging Ethics for Sustainable Society 151

25 Adapted from Daly, H. Steady-State Economics, Earthscan, London 1992

Learning to do

ACTIVITY SHEET

UNDERSTANDING YOURSELF

1. What is the primary purpose of your paid job?

O Getting out of the house

O Obtaining money for basic subsistence

O Paying bills and then buying as much stuff/experiences as possible O Saving for the future

O Advancing in my profession and doing what I was trained to do O Making a contribution to others and society

O Other: (specify) _______________________________________

2. What made you choose the kind of work you do?

O I fell into it

O It’s all I could get with the education I have O It’s secure and I do not know what else to do O My family expects this of me

O It’s interesting, challenging and useful O I wanted to make a contribution

O Other: (specify) _______________________________________

3. What changes are you willing to make in earning a living to protect the environment?

O None, my main concern is to look out for myself O Job share, work part-time or take a pay cut O Lobby for change in my company

O Change jobs if my company’s products, policies or practices are bad for the environment

O Other: (specify) _______________________________________

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Module 28:

Protection and Promotion of