The aim of this contribution to the Green Forum is to connect people in small islands across the globe who are making action plans to adopt a circular, steady state economy.

The wider context is to promote education in international community understanding (ICU) "ICU" refers to the concept of fostering mutual knowledge, awareness, and respect among people, governments, organizations, and nations across the globe. It involves promoting a shared sense of connection and empathy, despite cultural, political, religious, or economic differences, in order to enhance cooperation and peace.

Here are some key aspects of international community understanding:

Cultural Awareness: Encouraging a deeper appreciation for the customs, values, and traditions of different countries to reduce cultural misunderstandings and stereotypes.

Diplomatic Relations: Supporting communication and diplomatic efforts to resolve international conflicts, enhance cooperation on global issues, and build trust between nations.

Educational Exchange: Promoting international education programs, student exchanges, and cross-cultural dialogue to increase understanding between people of different backgrounds.

Global Citizenship: Fostering a sense of global responsibility where individuals and institutions consider how their actions impact others globally, emphasizing ethical conduct and collaboration.

Peace and Conflict Resolution: Supporting international peacebuilding initiatives, dialogues, and efforts to understand the roots of conflicts and how to address them cooperatively.

Overall, international community understanding aims to create a more interconnected and peaceful world by promoting tolerance, dialogue, and shared values.

Why isn't there a national curriculum for living sustainably. One view is that here isn't a national curriculum for living sustainably in many countries for several reasons, though there is growing interest in incorporating sustainability into education systems. Some of the key reasons include:

1. Diverse Definitions of Sustainability
Sustainability means different things to different groups. For some, it centers around environmental conservation, while others emphasize economic sustainability, social equity, or cultural preservation. Developing a one-size-fits-all curriculum would be challenging due to these varying priorities.

2. Political and Ideological Differences
Sustainability can be a politically charged issue. Policies surrounding climate change, renewable energy, conservation, and environmental regulations often vary depending on the political landscape. In some regions, there is resistance to implementing sustainability education due to ideological differences, especially where environmental issues are contentious.

3. Decentralized Education Systems
In countries with decentralized education systems, individual states or regions often have significant autonomy over their education standards and curricula. Creating a uniform national curriculum would require reconciling differences between local and national priorities, which can be a lengthy and complex process.

4. Competing Educational Priorities
Many education systems are already burdened with subjects deemed critical, such as STEM (science, technology, engineering, and math), literacy, history, and economics. Integrating a comprehensive sustainability curriculum would require time and resources, and it might compete with other subjects for attention and funding.

5. Lack of Standardized Content and Resources
While there are many organizations promoting sustainability education, there is no universally accepted set of standards for what sustainability education should include. Developing these standards and ensuring that teachers have the resources and training to implement them would require a significant investment of time and money.

6. Economic and Industry Resistance
In some cases, economic interests, particularly in industries such as fossil fuels, may resist sustainability education that could be perceived as threatening to their business models. This resistance can influence policy and decision-making at both the local and national levels.

7. Global Variability
Sustainability issues vary from one region to another. For example, coastal areas may focus on ocean conservation and climate adaptation, while agricultural regions may prioritize land management and food security. A national curriculum might struggle to address these localized concerns effectively.

8. Cultural Sensitivity
Different communities may have distinct views on sustainability, rooted in their traditions, religious beliefs, and cultural practices. A national curriculum might not be able to accommodate these diverse perspectives, leading to resistance or inadequate coverage of important cultural values.

9. Complexity and Interdisciplinary Nature
Living sustainably involves a broad range of interconnected issues—environmental science, economics, social justice, health, and ethics. Creating a curriculum that effectively integrates these elements into a cohesive, teachable program across different age groups is a complex task that requires interdisciplinary collaboration.

Growing Efforts and Trends
Though there may not be a formal national curriculum in many countries, there is increasing momentum toward including sustainability in education. The United Nations promotes Education for Sustainable Development (ESD), and some countries and regions have begun integrating sustainability topics into subjects like science, geography, and social studies. However, it remains an evolving field, and many countries are still figuring out how to implement these concepts most effectively.

Nurturing Resilience in a Changing World.

Concepts and Themes of a Syllabus of Radical Hope for Self-learning in the 2020s and Beyond

Cultivating Cultural Islands: The Imperative for a Syllabus of Radical Hope

In the complex tapestry of our global society, cultural islands emerge as unique ecosystems, each harboring diverse traditions, perspectives, and narratives. These islands, however, face the relentless tides of change, often threatened by the homogenizing forces of globalization and a rapidly evolving world. In this context, the need for a syllabus of radical hope becomes apparent within a curriculum that transcends traditional boundaries and fosters resilience, creativity, and inclusivity within these cultural islands.

Cultural islands are symbolic spaces where distinct traditions, languages, and ways of life are preserved. These can be geographical regions, communities, or even subcultures within larger societies. These islands serve as reservoirs of cultural diversity, embodying the richness of human heritage. Yet, in the face of globalization, these unique identities are at risk of being overshadowed by a uniform global culture.

Cultural islands are not relics of the past but living, evolving entities with the potential to contribute significantly to the global tapestry of diversity. A syllabus of radical hope is not merely an educational agenda but a call to action—a commitment to empowering these cultural islands to shape their own destinies. In embracing such a syllabus, we cultivate resilience, celebrate diversity, and forge a path towards a more inclusive and harmonious world. A syllabus of radical hope is an educational framework designed to empower cultural islands to navigate the challenges they face while preserving their unique identities.

"Cultural islands" typically refer to isolated or distinct cultural communities that are surrounded by a dominant or different cultural context. While the term is more commonly used in the context of communities within a larger society, it can also be applied metaphorically to groups that are isolated in various ways. Here are some examples:

Chinatowns: These are areas within cities, often in Western countries, where Chinese communities have established themselves with distinct cultural elements such as language, cuisine, and traditions.

Little Italy: Similar to Chinatowns, these are neighborhoods with a predominantly Italian cultural identity, often maintaining traditions, language, and cuisine from Italy.

Amish communities: The Amish people in the United States live in close-knit communities with their own distinct cultural practices, often isolated from the broader societal influences.

Hasidic Jewish communities: Certain Hasidic Jewish groups live in tightly knit communities with their own unique customs, clothing, and traditions that distinguish them from the surrounding culture.

Gated communities: While not defined by ethnicity, some gated communities can function as cultural islands, with residents sharing similar socioeconomic status, lifestyle preferences, and sometimes even cultural values, effectively isolating themselves from the broader community.

Monastic communities: Monasteries, convents, and other religious retreats can be considered cultural islands, as they often maintain a distinct way of life, separate from the secular world.

Academic or scientific communities: Research institutions and academic campuses can develop a unique culture and set of values, forming a sort of cultural island within the broader society.

Online communities: Virtual spaces, such as forums, social media groups, or gaming communities, can also function as cultural islands where members share common interests, values, and communication styles.

These examples illustrate that cultural islands can exist in various forms and are not solely dependent on physical geography. They can arise through shared interests, beliefs, or other factors that create a distinct cultural identity within a larger societal context.

Spiritual Dimension Of Education On Islands

Islands, with their secluded and often pristine landscapes, have long served as sources of inspiration for artists and seekers of spiritual connection. The combination of isolation, natural beauty, and a unique cultural milieu creates an environment that fosters a profound interplay between spirituality and art. This essay explores the symbiotic relationship between spirituality and art on islands, examining how the confluence of these two elements contributes to a rich and distinctive cultural tapestry.

One of the most captivating aspects of islands is their natural beauty. Surrounded by the vast expanse of the ocean, islands often boast breathtaking landscapes, from lush tropical jungles to rugged cliffs and serene beaches. The isolation and seclusion offered by these landscapes create an environment conducive to introspection and contemplation, inviting individuals to connect with a higher, transcendent force.

In many island cultures, the natural elements are deeply intertwined with spiritual beliefs. The rhythm of the waves, the rustling of palm trees, and the vibrant colors of the sunset become part of a spiritual symphony that resonates with the islanders. Artists, inspired by this connection, channel these natural elements into their work, creating pieces that reflect a profound sense of spirituality.

Need for a syllabus of radical hope

A syllabus of radical hope is not a standardized or widely recognized educational document like a typical subject syllabus. Instead, it is a conceptual framework or a set of principles that can guide educational practices and curricula to instill hope, resilience, and positive action for the environment in students facing life in an unstable post-carbon world. It incorporates a variety of subjects, disciplines, and practices to foster a mindset that goes beyond traditional academic content. In this respect, spiritual thinking about human ecology often addresses questions related to the meaning of life, purpose, and values. Integrating these aspects into school curricula can help students explore their own purpose in a broader context, fostering a sense of individual fulfillment and direction. Spiritual teachings often emphasize interconnectedness and community. This sense of belonging can counter feelings of isolation and helplessness, which are common in times of crisis.
Incorporating spiritual thinking into a syllabus of radical hope does not necessarily mean promoting a specific religion. Instead, it involves teaching the universal values and principles found in various spiritual traditions, encouraging students to explore their own beliefs and values while respecting others’ perspectives. This approach can contribute to the holistic development of individuals, fostering a sense of hope, purpose, and empathy, whilst empowering students with the knowledge, skills, and mindset necessary to contribute to positive social, environmental, and personal change.

Educational Pathways To Sustainable Development
In 2008 the Welsh Government published information for teacher trainees and new teachers in Wales to promote education for sustainable development and global citizenship. As of 2023 this humanist framework can be used in Wales’ new national education system to help every school in Wales develop its own curriculum, that incorporates a syllabus for radical hope. Engaging in such initiatives is crucial for raising awareness, sharing knowledge, and encouraging positive actions towards a more sustainable future. For example, posting to groups such as the ‘Green Learning Network’, Islands, ‘Learning Circularity With CIDS’ and ‘GO4SDG’s provides dynamic educational/training resources to delineate cross curricular learning pathways to sustainable development.

C. P. R. Environmental Education Centre (CPREEC) is a Centre of Excellence in Environmental Education established by the Ministry of Environment, Forests and Climate Change (MoEF&CC), Government of India, and CPR Foundation, Chennai, in 1989. Its mandate is to raise awareness and disseminate information about the environment and its various problems. CPREEC develops innovative programmes and builds capacity in the field of education and communication for sustainable development. It endorses attitudes, strategies and technologies that are environmentally sustainable.

CPREEC established its first field office at Ooty in 1991 with the aim of conserving the ecology of the Nilgiris. The importance of the Nilgiris Biosphere Reserve has been a key theme in CPREEC’s outreach to the teachers, teacher trainees, villagers, village forest committee members, women and students. CPREEC suggested and implemented an Anti Plastic Campaign, which is organized annually at Ooty, Nilgiris. To protect the forests, CPREEC has been training the Toda, Kurumba, Kota and Irula tribes of the Nilgiris on income generation programmes and formed Forest Protection Committees with tribal youth.

CPREEC set up a Field Office in the Andaman & Nicobar Islands in 1994 and initiated environmental education in the region with the aim of protecting natural resources and promoting sustainable development. Training programmes for teachers, teacher trainees, students and women are conducted on the importance of the island ecosystem in the islands. Several exhibitions are also conducted in the islands for school students and general public. All important environmental days were observed in the Islands. During the International Biodiversity Day, signature campaigns were organized to motivate the stakeholders. CPREEC had organized water quality monitoring programmes for the tribal and non tribal students and rural farmers on soil quality monitoring.

CPREEC's work on the Andaman & Nicobar Islands is relevent to SIDS.

Life At The Margins

SIDS are often described as being at the "margins of sustainable development". There are several reasons for this:

Geographic Isolation:

Limited Natural Resources:.

Vulnerability to Climate Change:.

Limited Economies of Scale:

Limited Infrastructure:

Limited Access to International Markets:

Dependence on Imports:

Limited Space for Agriculture:

Limited Freshwater Resources:.

Limited Human Capital:.

Despite these challenges, SIDS have unique cultures and environments that make them valuable and important entities in the global community. International organizations and initiatives exist to support the sustainable development and resilience of these nations in the face of their geographic limitations.

Bringing small island states into mainstream geography involves acknowledging their significance, addressing their unique challenges, and integrating their perspectives into academic, political, and social discourse.

Here are several strategies to achieve this goal:

Recognition and Representation:

Research and Education:.

Partnerships and Collaboration:

Incorporate Indigenous Knowledge:

Raise Awareness:

Policy Advocacy:.

Support Local Initiatives:.

Promote Cultural Exchange:

Accessible Data and Information:

Sustainable Tourism:

By implementing these strategies, small island states can be brought into mainstream geography, ensuring that their unique perspectives and challenges are acknowledged and addressed.