The Sustainability Principle
 of Energy


Home   First draft Aug  2010

About this Work and Updates  

  Online Etymology Dictionary


The Power of Symbols

What is a Prime Symbol?

Variations on the Wisdom Of Confucius

How to Conserve
the Potential

The Human Condition

General Theory

Practical Application

Index of Denial/Acceptance

The Joys in 
Are you vulnerable to denial?
Review Call
Evaluate your
teachers /media
The Compassionate Curriculum
Defining some Prime Symbols


Energy Efficiency









Climate Change





Peak Oil
Principle of Energy




















Celebrating Our Climate
n Essential Climate Education Framework


Note to Teachers  


Perhaps you are one of those teachers who now feels compelled to question the efficacy of our Anglo-American education system in fostering stewardship of Earth’s climate. You are perhaps mindful that the people of our culture destroy vital materials at a rate many times that which the planet can sustain and per capita we rank among the worst polluters of our atmosphere. There may be a reason for this perceived failure: there is a strong argument that current climate education programmes have flawed frameworks that tend to work directly against their objective of promoting active stewardship. 

The framework of Celebrating our Climate was generated using the Sustainability Principle of Energy and provides a radical alternative to contemporary climate education programmes. The prime symbols are chosen for their capacity to help us transcend our grand capacity for self-deceit, especially our denial of stewardship/change. It is vital we conserve the potential of the symbols and some sustaining associations with the symbols are suggested. 

The framework is not prescriptive beyond this point and acknowledges the wonderful ingenuity and passion that teachers can bring to the communication of the fundamental ideas at all levels of our schools the prime symbols. 

Each footstep, gain of sand, leaf, star and bean is
 a trace object amidst a thousand such objects.

For instance there are thousands of ways skilled teachers of new-entrants can make the trace symbol a vital and vibrant tool in the language of our children. I hope later on to be able to offer links to lessons that truly conserve the potential of these vital symbols and display that ingenuity and passion.

This programme is designed to promote the active celebration of Earths atmosphere and enhance our capacity to embrace its amazing dynamism. Some of you, depending on your lifestyle, may initially encounter personal resistance and denial of your roles as stewards within this flux.  This may inhibit the science in your communication of climate processes and care. Be kind to yourself, persist with conserving these prime symbols and both you and our children will be well rewarded.

Some may be wary of the proposal that we encourage our children to meditate on our breath, skies, clouds, rain, the pull of a kite string etc.


The meditative process suggested is not aligned to any religion and is a universal one with the proven capacity to engage our beings in active ways with a subject. Here are a few brief reflections on this meditative process: 

All children are born into the state of science to some degree and enjoy its requisites of sharing and inclusiveness; inquiry; honesty and trust; and generosity of time and reflection. Without the experience of this state of being we are unable to develop arts such as language and civics. It is a great gift that we share and it is easy to lose it as we grow up, especially in our Anglo-American education systems. 

At school we become vulnerable to the distractions of peer dynamics and it is helpful if teachers can foster the gift of this state of being called science. In this state we become more at one with the object of our inquiry and see it more truly. In order to remind students of this wonderful state it is helpful if teachers also foster this gift within. Thus they experience the compassion that enables them to gently and humbly remind students in their focus. 

For example, instruct students to gaze on a cloud and simply observe what happens to it for two minutes. Prepare them for the exercise by discussing in a tolerant way how our minds will constantly create distractions and that when we become aware that something is distracting us from observing the cloud the best response is one of kindness. Teach students how to recognise the distraction, thank it for reminding they might no longer be mindful of the cloud and calmly return the focus to the subject.. They are simply observing  the cloud.  

After they have meditated for two or three minutes on a cloud or small area of sky instruct the students to record their experience or share it with a neighbour. Repeat the meditation and reflection a couple of times. In those moments of stillness the wonder of the cloud lives in our spirit. The universal transformation becomes more manifest. We enjoy a greater state of science.

Above all, enjoy

Introduction               Level 1   Level 2   Level 3  Level 4

Page last  updated: Nov 2010