After looking over the AASHE website, I found the STARS program and was particularly impressed by one portion of its mission - the inclusion of social implications and initiatives. The website sites the Brundtland Commission Report: “our inability to promote the common interest in sustainable development
is often a product of the relative neglect of economic and social
justice.” The report continues, “[a] world in which poverty and inequity
are endemic will always be prone to ecological and other crises.
Sustainable development requires meeting the basic needs of all and
extending to all the opportunity to satisfy their aspirations for a
better life.” And, "[e]ven the narrow notion of physical sustainability
implies a concern for social equity between generations, a concern that
must logically be extended to equity within each generation."
I have often thought about the difficulty that many organizations, both national and international, have in promoting ecological/environmental literacy and green legislation. The statement above reminds me of a saying: "It is hard to make a man understand something, when his salary depends on him not understanding it." - I think I heard this in Al Gore's
An Inconvenient Truth. The logical and moral imperative inherent in most green initiatives and legislation has always been a "no-brainer" for me, but then again, I have never had to work in a coal mine or on an oil rig or lived in a country were cutting rainforest is the only way obtain cooking fuel. It seems logical then to pursue alternatives for people in these situations - a "bottom up" approach, while also pursuing the typical NGO type "top down" approach.
I also revisited the Sustainable Carolina website, and I was most attracted to Campaign #3 -
PROMOTE SUSTAINABLE MANAGEMENT OF CAMPUS RESOURCES. I would love to be involved with the food and garden teams, but was most intrigued by the Built Environment team. As a plant person, I am constantly pondering the decisions made by the landscaping dept. here at USC. It seems to me that a great deal could be done to boost both the beauty and the natural utility of the plantings all over campus. As I see it - being an unapologetic champion of places/programs like the one at Thomas Jefferson's Monticello - there are three main categories that "ornamental" plantings should be judged by: Natural Utility, Resource Input(water, fertilizer, power tool maintenance), and Historical/social meaning. Natural Utility is the relative usefulness of a planting to the resident or transient species of animals/insects and other plants in the area - AKA does the planting provide fruit, nectar, or forage? Resource input can be summarized as the relative level of effort, water, fertilizer and gas needed for its upkeep. Lastly, some species of cultivated or wild species hold special significance for campus residents - AKA the palmetto tree, Camelias, Live Oaks, Azaleas - furthermore, some specific groupings or plantings can have significance (Magnolia + Azaleas).
My questions for Margaret Bounds is: Has anything like I am describing been attempted and if so - What was the outcome?