Climate Change Education

Art, Science, Action: Green Cities Re-imagined

In October 2012, Hurricane Sandy slammed into the New York and New Jersey shoreline, with winds of 145 kilometers per hour and a storm surge 4.3 meters above mean low water. The superstorm flooded the city’s subways, destroyed thousands of homes, washed away beaches and boardwalks, and caused at least 53 deaths and over $18 billion in economic losses. On the other side of the world, between 2006 and 2014, Singapore experienced multiple 150-year record rainfalls and droughts. How can cities experiencing climate-related flooding and other disturbances protect their citizens now and into the future?

Climate change education addresses immediate safety and risk reduction, as well as longer-term actions to enhance environmental quality.

Environmental education—including school and public programs developed by universities and government agencies as well as initiatives that emerge from the efforts of grassroots organizations—can play a role in responding to and preparing for climate change and related disasters. But in so doing, environmental educators face a dilemma: how can we hold true to our foundational values of enhancing the environment, including efforts to mitigate climate change, while addressing the reality that climate change has already irreversibly changed our environment and that we need to adapt and transform? We address this question using examples of formal school curricula, engineered infrastructure development, and public outreach in Singapore, and through an exploratory “three Rs” approach to climate responsive environmental and sustainability education in the U.S. 

Formal curriculum and infrastructure approach

To see more chapters from the book, click here.
Singapore has responded to climate change through a combination of building infrastructure to ensure safety, implementing climate change requirements in the school curriculum, and public education (Figure 1). An example of infrastructure is engineering efficient drainage systems. Reflecting government directives, climate change has been incorporated into the grade 8 and 9 syllabus with a focus on “variable weather and changing climate” (Chang, 2014). Climate change education in Singapore seeks to help learners develop knowledge, skills, values and action to engage with and learn about the causes, impacts, and management of climate change. Students are expected to be proficient in climate change science, make informed judgements about climate change issues, convince others of their beliefs about the causes of climate change, and take personal action to reduce their carbon footprint. Complementing these infrastructure and school efforts is public education on floods, which is focused on public preparedness. For example, Singapore’s Public Utilities Board communicates flood updates on the radio, Facebook, Twitter, and other websites. The public is actively engaged through crowd-sourced reporting of flood locations. In response to droughts, public education has focused on information dissemination and on providing an advisory to households to voluntarily manage water demand.

Whereas Singapore’s multi-pronged efforts are impressive, Chang and Irvine (2014) recognize the need for a more integrated approach to prepare the public. For instance, they suggest developing a program to help the public prepare for precipitation extremes by identifying vulnerabilities and risks, creating an understanding of the notion of adaptive capacity (e.g., through improving drainage systems), and monitoring precipitation. They also promote a relief action program that describes what can be done for post-event recovery. In short, Singapore, which similar to many coastal cities around the world is highly vulnerable to sea level rise, has embarked on a comprehensive approach to protect and educate its citizens and can be expected to take on even greater efforts in the future.

Chapter 5 fig 1
Figure 1. Like many coastal cities, most of Singapore is no more than a few meters above sea level; thus efficient drainage systems and education for public preparedness for floods are essential. Credit: Alex Russ.

Climate-responsive environmental and sustainability education: reclamation, resilience, and regeneration (three Rs)

Education that focuses exclusively on reducing our carbon footprint, or mitigation, is no longer realistic given that changes in climate are already occurring and threatening livelihoods, communities, ecosystems, and biodiversity.

In addition to efforts like those in Singapore that help residents prepare for and respond to the immediate threat of disasters, Hauk (2016) has called for more fundamental rethinking about how we address ongoing climate instability. She had proposed the three Rs approach to climate-responsive environmental and sustainability education. The Rs include reclamation, a form of mitigation or reducing our impact on and improving the environment; resilience, which incorporates notions of adaptation and adaptive capacity; and regeneration, which is most closely aligned with transformation or envisioning new social-ecological processes and systems. We suggest how environmental education can support each of these processes below.

Reclamation

Reclamation involves designing systems to reclaim lost ecological and social capacity. It can include ark-like preservation or conservation via sanctuaries, weather-proof libraries, seed banks, and reserves that maintain cultural lifeways. Whereas we often think of reclaiming in terms of mine reclamation, here we refer to reclaiming more complete sustainable living systems such as those incorporating indigenous ecological knowledge. Innovative technologies, including those informed by deep biomimicry (Mathews 2011), can contribute to reclamation. Because reclamation is driven by an ethic of caring, and by political and social structures that allow for the expression of that caring, it depends on a culture’s commitment to sustainability. Further, because it invites reconsideration of marginalized ecosystems and lifeways, reclamation also depends on the cultural commons, and the continuity and honoring of elder cultures that provide an alternative to practices with a high carbon footprint (Bowers, 2013). While this seemingly excludes the possibility of reclamation for many cities, remnants of social and ecological memories are often retained, for example, by farmers who have immigrated or migrated to urban centers and grow vegetables and herbs in community gardens. Cuba’s permaculture and organic farming revolution and use of appropriate technologies following loss of Soviet support in the 1990s provides an example of reclamation. Such urban agriculture, as well as smaller-scale urban allotment and community gardens, bring together multiple generations and people with different skills, and thus create opportunities for environmental learning.

Resilience

A person, a community, an ecosystem, or a social-ecology system can be resilient. Thus, psychology, sociology, and ecology have developed definitions of resilience, all of which have in common notions of hardship, disturbance, recovery, adaptation, and in cases where an individual, community, or system experiences “tipping point” changes, transformation (Table 1).

Type of resilience Definition
Community Ability of communities to cope with and recover from external stressors resulting from social, political and environmental change (CARRI, 2013)
Ecological Magnitude of disturbance that a system can experience before it moves into a different state with different controls on structure and function (Holling, 1973)
Psychological Processes of, capacity for, or patterns of positive adaptation during or following exposure to adverse experiences that have the potential to disrupt or destroy the successful functioning or development of the person (Masten and Obradovic, 2008)
Social-ecological systems Capacity of a social-ecological system to adapt or transform so as to maintain ongoing processes in response to gradual and small-scale change, or transform in the face of devastating change (Berkes, Colding, and Folke, 2003)

Krasny, Lundholm, and Plummer (2010) suggest four ways in which environmental education programs can contribute to social-ecological and other forms of resilience.

  • Environmental education can foster attributes of resilient social-ecological systems such as biological diversity, ecosystem services, and social capital (cf. Walker and Salt, 2006).
  • Through collaboration with government agencies and nonprofit and community organizations, environmental education organizations can become part of polycentric governance systems, which offer options for adapting to and bouncing back from small disturbance and major disasters (cf. Ostrom, 2010, cited in Krasny et al. 2010).
  • Resilience can help bridge the controversy over whether environmental education is an instrument to promote behavior change, or a means to foster critical thinking and emancipation, by showing that environmental education can foster social-ecological systems (instrumental) and psychological (emancipatory) resilience simultaneously.
  • Parallels among concepts from learning theory and social-ecological resilience may contribute to badly needed cross-disciplinary approaches to address linked social and environmental problems. For example, learning theory suggests that discrepant or unexpected events foster transformational learning, and social-ecological systems resilience suggests that major disturbances spur new approaches to environmental management and environmental education.

A study of environmental educators who experienced Hurricane Sandy in New York City revealed that educators commonly used the term resilience to describe their programs. They drew on their environmental education practice to create working definitions of resilience, which roughly mirrored the academic definitions of psychological, community, and social-ecological resilience. A program emphasizing psychological resilience sought to equip participants with the skills to respond to future disturbances; programs designed to support community participation in planning reflected community resilience; and those that fostered engagement in civic ecology practices, such as oyster and dune restoration, reflected social-ecological resilience (DuBois and Krasny, 2016).

Education for adaptation and transformation can foster healthy ecosystem and community processes, consistent with reducing carbon footprint.

Although educators in the New York City study commonly did not make a distinction between resilience and adaptation, they spoke about resilience more often. Possible explanations include being influenced by resilience-focused funding and resilience-related city government reports. But an intriguing possibility is that the notion of resilience as a pathway forward in the face of personal hardship as well as larger systems disturbance made this term resonate with educators. Or, as one educator put it: “Adaptation—sometimes there is a, I don’t want to use the word helplessness—but less of a proactive feeling than resiliency. Resiliency says it’s a pathway and process—the words adaptation and mitigation—not a lot of love in there.”

Regeneration

Regeneration involves creating more fundamental, transformational change, recognizing that climate change is altering ongoing social-ecological processes and that systems may lose the ability to adapt (Hauk, 2016). Such transformations are consistent with the reorganization phase following tipping point disruptions in the adaptive cycle, and with the emergence of entirely new processes at multiple scales (Gunderson and Holling, 2002; Krasny et al, 2010). Similar to resilient systems, regenerative systems are characterized by multiple and multi-scale feedback mechanisms, including feedbacks among social capital, empowerment, urban food production, justice, and knowledge-sharing networks. For example, students engaged in community gardens may build social capital, which in turn may foster willingness to engage in further action for the common good—including actions that require creating new systems for managing collective resources such as urban open space. Urban environmental education can play a role in regeneration not only by helping young people engage in activities such as creating and monitoring artificial algal systems designed to filter contaminants or produce energy, but also by reflecting on the human, community, and ecosystem processes that enable such systems to thrive. We can think of regeneration as “re-weaving living systems.” Williams and Brown (2012, pp. 44-45) argue that these more radically transformative approaches “redesign the mindscape” while restructuring environmental and sustainability education through “the development of a regenerative metaphorical language to inform sustainability teaching and learning.” The learning is characterized by cooperation, mutual reciprocity, and vibrancy, and catalyzes transformations in the structure and pedagogy of learning contexts.

Summing-up

All three Rs—reclamation, resilience, and regeneration—can occur simultaneously. In fact, we may envision them as embedded processes, with reclamation occupying the more limited vision, followed by resilience and finally regeneration. Further, all three processes may depend on horizontal networks of nongovernmental organizations, scientists, government, and community groups that mobilize actions, and vertical integration of community action with larger political structures so as to effect larger changes (Soltesova et al., 2014).

Environmental education can incorporate reclamation, resilience, and regeneration. Environmental education for reclamation occurs when students become involved in preservation, conservation, and the establishment of sanctuaries of exemplar systems, including in small urban parks or gardens. Environmental education for social-ecological resilience focuses on building adaptive capacity, including through creating social networks to support collaboration and learning, which are in turn applied to an ongoing process of collaborative and adaptive management or so-called “learning by experience.” Similar to environmental education for resilience, environmental education for regeneration incorporates an emphasis on feedback processes and nurtures participation in stewardship activities; however it adds a focus on learning through creating entirely new systems, like algal energy production, and on reflecting on how new types of complex systems operate.

The “reclamation, resilience, and regeneration” climate education framework encompasses learning about mitigation, adaptation, and transformation.

Conclusion

Returning to our original question about the challenges environmental education faces in an age of climate change, we contend that environmental education can integrate mitigation and adaptation in cases where adaptation is grounded in processes that occur in healthy ecosystems and communities (Krasny and DuBois, in press). Examples of so-called “ecosystem-based adaptation” include restoring populations of oysters that provide filtering and other ecosystem services, and restoring dunes to serve as natural barriers for storm surges. Environmental education also can address adaptation in a manner consistent with its social values, including participation and equity, by incorporating “community-based adaptation” options. These include efforts to engage youth and adults in collaborative, hands-on stewardship and monitoring. Although many such initiatives may not sound like environmental education per se, we propose a definition of urban environmental education that in addition to structured lessons, encompasses the learning that occurs through engagement in hands-on reclamation, restoration, and creating or monitoring regenerative systems. In some cases, this will mean that engagement in restoration and other forms of stewardship, normally considered a goal of environmental education, occurs prior to and creates a context for learning.

How might we integrate environmental education alongside mitigation, adaptation, and transformation, and the three Rs climate responsive education? We can start by drawing on a long-term tradition of environmental education that has focused on mitigation. When efforts to foster pro-environmental behaviors address conservation, environmental education is consistent with the first R, reclamation. Climate responsive environmental education expands to encompass ecosystem- and community-based adaptation, which is consistent with the second R, resilience. Finally, climate responsive environmental education encompasses transformation or regeneration, the third R (Table 2). Although we refer here to social-ecological resilience and transforming social-ecological systems, environmental education also fosters psychological resilience and transforms individual lives. Both individual and social-ecological systems resilience and transformation are critical to addressing climate change.

Climate Response Categories  three Rs  Examples
Mitigation Reclamation  Preserves that incorporate indigenous knowledge, seed banks
Adaptation Resilience  Ecosystem- and community-based adaptation (e.g., dune restoration)
Transformation Regeneration  “Reweaving” new systems (e.g., algal energy production system)

In this chapter, we present two paradigms for climate change education in cities. The first is based on the real-life experience of Singapore, a small, coastal city-state in constant risk of flooding whose options are limited by its size and location. Here, a more government-directed approach to ensure the safety of individuals and their water supply has been successful in saving lives.

The three Rs tries to move beyond existing ways of thinking and political structures that reinforce social and economic injustices and environmental degradation. It also suggest moving beyond top-down control strategies for emergency preparedness, despite the fact that such strategies may be desperately needed to save lives and infrastructure in the short run. Finding the balance between real-time responsiveness to ensure safety and save human lives, stewardship action coupled with reflection and integrated understandings of social-ecological systems, and long-term capacity building to create transformed energy and social systems, is a critical challenge facing environmental education as we address social and ecological changes brought about by a warming and more erratic climate.

Marianne Krasny, Chew-Hung Chang, Marna Hauk, and Bryce DuBois
Ithaca, Singapore, Portland, and New York City

* * * * *

This essay will appear as a chapter in Urban Environmental Education Review, edited by Alex Russ and Marianne Krasny, to be published by Cornell University Press in 2017. To see more pre-release chapters from the book, click here.

References

Berkes, F., Colding, J. and Folke, C. (2003). Navigating social-ecological systems: Building resilience for complexity and change. Cambridge, UK: Cambridge University Press.

Bowers, C.A. (2013). The role of environmental education in resisting the global forces undermining what remains of indigenous traditions of self-sufficiency and mutual support. In Kulnieks, A. Longboat, D.R., and Young, K. (Eds.), Contemporary studies in environmental and indigenous pedagogies: A curricula of stories and place (pp. 225-240). Rotterdam: Sense Publishers.

CARRI. (2013). Definitions of community resilience: An analysis (pp. 14): Community and Regional Resilience Institute.

Chang, C.H. (2014). Is Singapore’s school geography becoming too responsive to the changing needs of society? International Research in Geographical and Environmental Education, 23(1), 25-39.

Chang, C.H. and Irvine, K.N. (2014). Climate change resilience and public education in response to hydrologic extremes in Singapore. British Journal of Environment and Climate Change, 4(3), 328-354.

DuBois, B. and Krasny, M. E. (2016). Educating with resilience in mind: Addressing climate change in Post-Sandy New York City. Journal of Environmental Education.

Gunderson, L. H. and Holling, C. S. (Eds.). (2002). Panarchy: Understanding transformations in human and natural systems. Washington DC: Island Press.

Hauk, M. (2016). The new “three Rs” in an age of climate change: Reclamation, resilience, and regeneration as possible approaches for climate-responsive environmental and sustainability education. Journal of Sustainability Education, 7(2). 

Holling, C.S. (1973). Resilience and stability of ecological systems. Annual Review of Ecology, Evolution, and Systematics, 4, 1-23.

Krasny, ME and B DuBois. (in press). Climate Adaptation Education: Embracing Reality or Abandoning Environmental Values? Environmental Education Research.

Krasny, M.E., Lundholm, C. and Plummer, R. (2010). Resilience, learning and environmental education. Environmental Education Research (special issue), 15(5-6), 463-672.

Masten, A.S. and Obradovic, J. (2008). Disaster preparation and recovery: Lessons from research on resilience in human development. Ecology and Society, 13(1), 9.

Soltesova, K., Brown, A., Dayal, A. and Dodman, D. (2014). Community participation in urban adaptation to climate change: Potentials and limits for community-based adaptation approaches. In Schipper, E.L.F., et al. (Eds.), Community-based adaptation to climate change: Scaling it up (pp. 214-225). New York: Routledge.

Walker, B. H. and Salt, D. (2006). Resilience Thinking: Sustaining Ecosystems and People in a Changing World. Washington, DC: Island Press.

Williams, D. and Brown, J. (2012). Learning gardens and sustainability education: Bringing life to schools and schools to life. New York: Routledge.

Chew-Hung Chang

about the writer
Chew-Hung Chang

Dr. Chang Chew Hung is concurrently the Associate Dean for Professional Development, at the Office of Graduate Studies & Professional Learning,and an Associate Professor of Geography Education with the Humanities and Social Studies Education Academic Group, N​ational Institute of Education, Nanyang Technological University, Singapore.

Marna Hauk

about the writer
Marna Hauk

Marna Hauk, Ph.D., is a professor, regenerative designer, and collaborative creativity catalyst. She innovates experiential educational programs for wild Gaian thriving.

Bryce Dubois

about the writer
Bryce Dubois

Bryce DuBois is a doctoral candidate in the Environmental Psychology program at the City University of New York. Bryce is also an Extension Associate with the Civic Ecology Lab in the department of Natural Resources at Cornell University (PI: Marianne Krasny).

Towards the Water-Sensitive City

Art, Science, Action: Green Cities Re-imagined

From the very beginning, with the first urban settlements of Mesopotamia around 4500 BC, cities have required a clean water supply and some form of sanitation. As cities grew in size, the water supply tended to be sourced from further afield, with examples of aqueducts bringing clean water great distances from upland reservoirs or aquifers, where flows were reliable. Although the earliest cities had sewers and cesspits, treatment came much later, and it wasn’t until late in the 19th century, after cholera pandemics killed millions and scientists began to develop the germ theory of disease, that engineers created artificial filter-bed microbial ecosystems to treat sewage. The problem persists: there are still hundreds of major cities in the world that do not treat their sewage.

When city authorities begin to consider the fabric of the city itself as a rainwater collection facility, this changes the way people design and operate the urban landscape.

Cities, therefore, are part of a destructive, linear process, where water is brought from what is often a relatively “natural” area some distance from the city to be consumed, polluted, and then discharged into watercourses or the ocean. The consumption of water in the city has many profound impacts across a wide area. Pristine streams are dammed to create upland reservoirs. Dams prevent the migration and spawning of fish, forests are flooded, and silt, which once fed floodplains, is trapped behind dams. The pumping and treatment of water using electricity generated by burning coal or gas produces carbon dioxide. Once consumed by households and businesses and sullied, water is treated (using more energy) or perhaps not treated and then discharged, where further damage to aquatic ecosystems occurs. The excess of nutrients in wastewaters contributes towards eutrophication, with algal blooms, plunging oxygen levels, and the loss of the majority of species that require relatively clean water. The seas near some major conurbations are dead zones. Most of the plastic garbage in the world’s oceans originates from cities and enters the sea via rivers. Problems with city water supplies and associated impacts are predicted to become more severe because of population growth and climate change, which will increase the likelihood of drought in most regions. Civilizations—including that of the Mayans, for example, which ended around a thousand years ago—have  collapsed because of prolonged drought.

Fixing these problems will involve a changing attitude towards water, preferably before severe shortages bite. There is much to do, but already there are plenty of good examples to follow. Instead of constantly seeking more sources of clean water (which are, in any case, dwindling), we need to seek ways of reducing demand, collecting rainwater in cities, and recycling wastewater. Much water is wasted before it even reaches the consumer and much can be done to find leaks (through improved metering and smart monitoring) and to make prompt repairs. For example, Tokyo, a city of 12 million people, was able to reduce leaks in its water supply network from 150 million cubic metres of water a year in 2000 to 68 million cubic metres a decade later.

The collection of rainwater is most commonly organized on a building-scale, with water directed from roofs into storage tanks and re-used for toilet flushing and other non-potable uses. Good progress has been made in recent years, with accreditation schemes such as LEED and BREEAM encouraging rainwater harvesting in new developments and states (like Tamil Nadu in India) making it mandatory. Singapore considers the whole city as a catchment for harvesting rainwater, with surface water drains channeling rainwater to several water bodies (including former estuaries), where water can be abstracted and treated for re-use.

When city authorities begin to consider the fabric of the city itself as a rainwater collection facility, this changes the way people design and operate the urban landscape. Efforts to reduce pollution become more intensive and finding ways of filtering and cleaning run-off can lead to new, well-funded, and strategically positioned green infrastructure interventions. Recycling wastewater is another way of reducing abstraction from the wider environment. In many jurisdictions, this process is forbidden or frowned upon, because of fears over public health; however, greywater (that is, lightly polluted water from showers and washbasins) can be easily cleaned (by using sand or membrane filters) to a state where it can be safely used for toilet flushing or irrigation. Toilet flushing can constitute up to 30 percent of domestic water consumption and greywater could be a reliable way of meeting this need.

Greywater Diagram
Typical domestic greywater system. Image: Green Infrastructure Consultancy

Having considered the supply, consumption, treatment, and discharge of water and the wider implications of water use in cities, it is also important to think about the way water moves on and through the surface of the city itself. For example, until very recently, rain has been considered a substance that needs to be channeled away from buildings and streets and into pipes as quickly and efficiently as possible. This creates a number of problems, including downstream flooding, polluted watercourses, efforts to turn natural watercourses into concrete-lined drains, hot and dry buildings and streets, and biodiversity losses. Now, people are coming to realize that restoring ecosystems in urban areas and holding water in soil and vegetation within the urban fabric has many benefits.

This begins where the raindrops land on the roofs. If the roof has a well-designed green (or living) roof, it will include sufficient free-draining yet water-absorbing substrate (growing medium) to hold more than half of the water that lands upon it in any given year. Ultra-shallow green roofs should be avoided wherever possible because little water is intercepted and the roof tends to dry out to a point beyond which the parched vegetation cannot recover, even when rain returns. Water stored in the substrate of a green roof will be taken up by plants and transpired or evaporated directly from the substrate. Water lost through evapotranspiration is not wasted. It provides cooling, helping to reduce reliance on energy-hungry air conditioning. The evaporation from soils also proves useful when green roofs are combined with photovoltaic (or PV) panels (biosolar roofs). The cooling effect of the green roofs helps to keep the PVs close to their most efficient, optimum operating temperature. Green roofs can combine to improve the microclimate in whole neighbourhoods by reducing the urban heat island effect, preventing the sun’s energy from being absorbed into the dense materials of buildings and re-radiated at night.

Biodiverse extensive green roof london
Retrofitted biodiverse extensive green roof in London, designed for insects, bees, and spiders. Photo: Green Infrastructure Consultancy

Once water has left a green roof, it can be collected, stored and used for irrigation or directed into rain gardens, tree pits or similar green infrastructure elements. Rain gardens are landscape features designed to receive surface water or rainwater from downpipes. These interventions need to be created in places where they will readily receive water and must be free draining. Ideally, one rain garden overflows into another in a chain of features that, in combination, reduces the volume of water that enters watercourses. Water can evaporate from rain gardens, providing cooling in the way that green roofs do, and any water that flows out of rain gardens has been cleaned by the action of soil microbes. By directing rainwater from downpipes into planted features, it is often possible to eliminate or reduce the need for artificial irrigation. An example is the vertical rain garden on Tooley Street in London. Water from the roof of an apartment block is directed into tanks behind a living wall. Water enters the substrate of the living wall by wicking. Any excess water can overflow to the conventional drains; however, the volume of water entering the drains and contributing to the risk of localized surface water flooding is reduced. The wall has recently been doubled in size after more than a year of operation. See http://www.landscapeinstitute.org/news/London-Bridge-home-to-revolutionary-rain-garden

03_Fair St Vertical Rain Garden
‘Vertical rain garden’ near London Bridge—a self-irrigating modular living wall with tanks filled via downpipes. Photo: Green Infrastructure Consultancy

Following prolonged or heavy rainfall, water that has not been intercepted and stored in cisterns, or the soils of green roofs or rain gardens, will eventually find its way into watercourses. When watercourses were considered no more than sewers, they were often placed underground. Where watercourses were too large to be put into pipes, they were often lined with masonry or concrete, thereby removing most of their ecological value. Although most urban rivers lost and damaged in these ways remain lost and damaged, there are now examples of rivers exposed once more to the sun, the so-called day-lighted rivers like, for example, the Saw Mill River in Yonkers. Where rivers have been straightened and vegetated margins erased, the process can be reversed through river restoration. City dwellers can begin to renew their acquaintance with rivers and can enjoy spending time close to what may be the most natural feature in their neighbourhoods. Linear features like watercourses can also become important corridors, part of a wider green grid that links together neighbourhoods and parks with footpaths and cycleways, helping to make the city more permeable to both people and wildlife.

The citizens of the water-sensitive city must bring together all these ideas and features as part of an ecosystem approach. The ecosystem approach (as advocated by the Convention on Biological Diversity) means people working together and working with the grain of nature so that a full range of ecosystem services is provided within the built environment as well as the wider countryside. The city needs to be considered as part of a wider ecosystem, watershed, and bio-region. This will require better cooperation between jurisdictions (sometimes across borders), sectors, and professionals, as well as full citizen participation. Everyone will need to be much more ecologically minded and water-wise. The idea of bringing much more soil, water, vegetation, and wildlife into cities will become mainstream. By thinking more carefully about water, whether it is in pipes, tanks and sewers, or the open-air ecosystems of the city’s green and blue infrastructure, urban areas will become more resilient to climate change. Water-sensitive cities will be kinder and calmer places to live, with people more closely connected to nature.

Gary Grant
London

On The Nature of Cities

Gary Grant’s new book, which expands on the themes touched on in this article, is The Water Sensitive City, published in April 2016 by Wiley. Check it out here. Also available is Ecosystem services come to town – greening cities by working with nature, published by Wiley in 2012.

Creating the Pioneer St Corridor: How the Tree Made Me See my Neighbors Differently

Art, Science, Action: Green Cities Re-imagined

The tree made me see my neighbors differently.

I began to wonder how we can foster attachment and investment without exclusionary territoriality…Through stewardship, suddenly I realized I’m using the word “we”.

Since spring 2014, I have been making humble attempts to care for the street tree in front of my apartment building—described here. In becoming a steward, I began to perceive neighbors and passers-by as potential threats to the tree. Trash, dog poop, car doors, children’s feet, bicycles, and road salt: these were my challenges to conquer. About the new cultural institution on my block, Pioneer Works, I wrote:

“Also, we had a new hipster art space just two doors down, and all the parties and openings to go with it; this led to a rise in the foot traffic and cigarette butts we encountered on the street. Most mornings I would stoop to clean the accumulated garbage out of the pit.”

Suddenly, I was feeling like the grumpy old man in cartoons shouting, “get off my lawn!” despite the arts space being just the kind of engaged institution that one hopes to see in a neighborhood. I didn’t want to feel this way, and began to wonder how we can foster attachment and investment without exclusionary territoriality.

As anyone knows who has tried to create or grow something in the public realm, there will always be setbacks: intentional vandalism, accidental breakage, and slow decay. Doing this sort of stewardship necessitates constant, ongoing, and determined investment of time, energy, material inputs, and money. It requires some mix of stubbornness and optimism. And I’m not sure whether it requires crazy wisdom or beginner-mind naiveté, or a mix of both.

Stewardship day 4
A tree we stewarded on Pioneer St. Photo: Lindsay Campbell.

I certainly now see tree pits differently—I marvel at those who can create verdant 5 x 9 foot garden patches. I admire a well-crafted tree guard that can last through NYC winters. I want to learn the secrets from the winners of the Greenest Block in Brooklyn competition. I take pictures of everything from tomato plants and corn in mini-agricultural tree pits; to Midtown beds filled to the gills with manicured tulips, planted by building supers and Business Improvement Districts; to handmade tiny tree guards that look like the Brooklyn Bridge. I dream about tires, bathtubs, pickle barrels, boots, cinder blocks and many other forms of DIY container gardens that I see lovingly cared for on sidewalks and front yards. And I know that I *definitely* do not have a green thumb (yet).

Tulip tree bed
Tulip flowers in tree bed, Midtown, Manhattan. Photo: Lindsay Campbell
Car tire planter
Tire planter in Washington, D.C. Photo: Natalie Campbell

But how could I come to see my neighbors differently? Not as threats, but as allies, compatriots, and fellow travelers in the urban forest?

In 2015, I met Carmen Bouyer, an artist in residence at Pioneer Works, whose practice focuses on sustainability, dialogue, and urban landscape. It took a community garden on public housing in the Rockaways, where we both have worked on a project called Landscapes of Resilience, to bring me together with my neighbor, Carmen, who had been working just a few doors down. Carmen had led workshops at the site where I was doing research on community stewardship post-Hurricane Sandy out in the Rockaways, focused on creating signage and lighting, engaging residents in proclaiming their love, attachment, and pride in place for Beach 41st Street.

I learned that Carmen, a Parisian-Brooklynite, was organizing a series of local NYC “Cultures of Resilience” roundtables, timed to align with the COP21 Meeting in Paris, and talking about what we can do to practice sustainability and resilience every day at home. She also shared updates from the climate talks, conveyed through news reports and activist and artist friends back in Paris.

Carmen invited me over to Pioneer Works to tour her studio space and the rest of the artists’ studios and community spaces. While I had walked through gallery shows on the ground floor and relaxed in their lovely backyard, I had never walked up the stairs, despite the many open studios they held: until now. Now I began to see possibility: meeting rooms, gathering spaces, even a community radio station. My prior conceptions about a “hipster” art space began to shift.

Then, Carmen told me about plantings of native plants she had done along the Brooklyn waterfront and lightbulbs began to go off. I encouraged Carmen to see the trees just outside her door as an area for ecological engagement. Maybe if Carmen and I worked together, we could get Pioneer Works not only to care for its incredible, shire-like landscape inside its fence, but to turn its gaze outward onto its immediate street, where the young street trees on the still-industrial, heavily truck-trafficked route were struggling. Maybe they would even let us run a hose from their tap, so we wouldn’t have to carry 10 gallon buckets down from the fourth floor to water our trees in the summer.

Carmen Flyer
Carmen’s “Clean, Prune, Mulch!” flyer. Image courtesy of Carmen Bouyer.

So, we decided to team up. I attended one of Carmen’s roundtables, and we worked together to organize a winter stewardship day on the block. We got mulch and bulbs from Gowanus Canal Conservancy, or GCC, and NYC Parks. Having a more established stewardship group from one neighborhood over lend us a hand with materials, knowledge, and human-power made our little stewardship day move from potential to possible. GCC brought a van filled with trowels, shovels, pole pruners, mulch, buckets, and hundreds of bulbs. They also brought stewardship expertise in the form of Bob Lesko and Leila Mougoui, GCC volunteer leaders, who showed us the ropes. Carmen and Bob were already certified as Citizen Pruners, so they gave some of the older trees a little spruce up. Several of our neighbors and roundtable attendees came out, but one of my favorite surprises was that cyclists along the Brooklyn Waterfront Greenway stopped to admire our work and even join in. This was unplanned, spontaneous, and perfect.

Stewardship Day 1
Planting bulbs on our stewardship day. Photo: Lindsay Campbell
Stewardship day 2
Stewards at work in front of the GCC truck. Photo: Lindsay Campbell
Stewardship day 3
Carmen and Bob pruning trees. Photo: Lindsay Campbell

Our little two-block stretch is already a vital corridor, despite its hardscrabble looks. It is situated at a bend in the Greenway, with Pioneer Works on one end, and Bait and Tackle bar on the other. We are a small, two block connector between the commercial heart of our neighborhood (Van Brunt Street) and our waterfront spine (Imlay and Conover Streets). While many feet and wheels already traverse this social corridor, we are now envisioning it as an enhanced social-ecological corridor. I would love for our sweat equity (instead of a dollar donation) to earn us recognition as the official “adoptees” of the two block spur. Maybe someday we could even be mapped as a perpendicular offshoot/feeder to the greenway itself.

We are having our second Pioneer Street tree stewardship event this June, and hoping our momentum will gather. NYC Parks is coming to give us training as Super Stewards, which will enable us to apply for mini-grants and access free materials. GCC is coming back again with their grow van. We want to continue to mulch, prune, and water. And we want to get beyond just flowers to also include perennial shrubs and native grasses. We would love to have interstitial planter boxes among the trees, inspired by the work of GCC.

Suddenly I realize I’m using the word “we.”

Our informal group of friends and neighbors is becoming, slowly, a stewardship group. I say “hi” to new friends I met at the mulching day on the B61 bus. Marisa Prefer, one of our volunteers, now got a job as the head gardener for Pioneer Works, thanks to her talents as a farmer/gardener and introductions facilitated through Carmen. Carmen and I are plotting designs for signs and flags for all of our trees. I’m sending them both research articles about urban agriculture and urban forestry. We are conspiring, dreaming, and laughing. Suddenly, on a rainy day in April, I’m helping Marisa mulch trees in the Pioneer Works yard—and I realize that my desire to pull them out onto the street has simultaneously pulled me in to embrace this space. Next thing I know, I’m fantasizing about their yard as a potential wedding locale for me and my fiancé.

For the last decade or so, I’ve been researching and working to help visualize and understand stewardship as a part of environmental governance in cities through the Forest Service’s STEW-MAP project. Stewards help conserve, manage, monitor, educate about, or advocate for the environment (Svendsen and Campbell 2008). We’ve found that there are hundreds of civic stewardship groups citywide and in other cities across the country where we have replicated the study (Baltimore, Seattle, Chicago, Philadelphia, Los Angeles, and San Juan, PR). In New York City, about a third of the groups are like our Pioneer Street group—volunteer, emergent, unfunded—and half have no 501c3 status (STEW-MAP 2007; Fisher et al. 2012). At the same time, there are approximately a dozen professionalized, nonprofit umbrella groups that are playing a crucial brokering role, sharing information and resources between citywide public agencies and the local neighborhood grassroots (Connolly et al. 2013). These networked relationships present novel pathways for communication and shared action, and create a more flexible, adaptive approach to governance of the urban environment (Connolly et al. 2014).

Being a part of this progression from idea, to conversation between two people, to catalyzing a wider group of loose social ties, to networking with other organizations and institutions gives me a chance to study stewardship from within, to embody it.

As for the Pioneer Street stewards, we now have a vision of what is possible and we continue to transform our little corner of the world—ever so slightly. In so doing, I’ve realized that we also transform ourselves.

Lindsay Campbell
New York City

On The Nature of Cities

Works Cited

Connolly, James J., Svendsen, Erika S., Fisher, Dana R., and Lindsay K. Campbell 2013. “Organizing urban ecosystem services through environmental stewardship governance in New York City.” Landscape and Urban Planning, 1-9.

Connolly, James J.T.; Svendsen, Erika S.; Fisher, Dana R.; Campbell, Lindsay K. 2014. Networked governance and the management of ecosystem services: The case of urban environmental stewardship in New York City. Ecosystem Services. 10: 187-194.

Fisher, Dana R., Campbell, Lindsay K., and Erika S. Svendsen. 2012. “The Organizational Structure of Urban Environmental Stewardship.” Environmental Politics 21:1, 26-48.

Svendsen, Erika and Lindsay Campbell. 2008. “Understanding Urban Environmental Stewardship” Cities and the Environment 1(1): 1-32.

Scentimental Associations with Nature: Odor-Associative Learning and Biophilic Design

Art, Science, Action: Green Cities Re-imagined

When you walk outside after a summer rainstorm, you know it when it hits you: that distinctly earthy, musty, yet crisp scent that flows with optimism and a desire to be in nature as you take a long, deep breath. It is the smell of rain, known as petrichor, and it is released as raindrops hit the ground, spreading odor molecules from the soil into the air.

Olfactory stimuli, with their unique chemical properties and ability to evoke powerful emotional responses, can be implemented in biophilic designs.

Biophilia, humanity’s innate biological connection with nature, is utilized in biophilic design, which incorporates nature into the built environment to improve our health and wellbeing. Specifically, a Non-Visual Connection with Nature (Pattern 2 of the 14 Patterns of Biophilic Design) provides an exciting opportunity for design to further enhance our perception of a space. Biophilic odors, or olfactory sensory stimuli that reflect nature, have physiological effects (e.g., arousal and improved immune function), as well as profound associations with memory and emotion, impacting both the body and mind.

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The wet ground releases the earthy odor of petrichor along with geosmin, which is produced by bacteria in the soil. Scents like this can cue quick and powerful memories, emotions, and physiological responses. Image copyright Noirhomme/Flickr.

Odor-associative learning

Olfaction, or the sense of smell, was the first sense to evolve in animal cells and arose as a way to recognize and respond to chemicals in the environment [1]. The human threshold for sensing some odors is impressively low—the earthy scent of geosmin (the compound that assists the release of petrichor) can be detected at concentrations under ten parts per trillion [2]—and the estimated number of odors that humans can detect ranges from a conservative 5,000 [3] to 1 trillion [4]. Odors are processed very quickly by the human body compared to other stimuli; odorous molecules bind to olfactory receptors in the lining of the nose and send signals through the olfactory nerve directly to the limbic system, the network in the brain responsible for emotion and memory [1].

This intimate anatomical connection between stimulus and response makes olfaction a powerful mnemonic trigger, playing an important role in human cognition, behavior, and memory [5]. In odor-associative learning, an olfactory stimulus becomes linked to an emotion, memory, behavior, or physiological response through experience [1]. That is why smelling bacon may make your mouth water or why the scent of charcoal may remind you of a summer camp cookout. A body of research indicates that most responses to odors (Table 1) are due to associative learning and have measurable effects on cognitive performance, stress, and mood.

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Table 1. Exposure to natural scents has been observed to have psychophysiological effects. When designing for an olfactory experience, desired responses and odor concentrations should be considered in the context of users, settings, and time of day.

According to a study by Glass et al., odors associated with nature (e.g., summer air) have been shown to evoke positive responses, while those associated with urban environments (e.g., disinfectants) evoked negative responses [6]. For example, the scent of summer air not only improved mood, but also was identified by study participants to be associated with meadows, grass clippings, and tomatoes. Odor preference was also linked with physical response, which was largely due to associative memory. Studies on Shinrin-yoku, or Japanese forest bathing, present evidence of the physiological benefits (e.g., lower cortisol concentrations, pulse rate, blood pressure) of spending time in wooded areas compared to urban areas [7, 8]. Other opportunities exist in the scope of non-plant-based natural scents such as seawater or clay.

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Many plants emit odorous essential oils, which can elicit responses when detected: alertness with peppermint (left) and relaxation with lavender (middle). The practice of Shinrin-yoku involves refreshing walks through wooded areas (right), where tree oils called phytoncides can be inhaled and improve immune function [9]. Left image copyright Tonomura/Flickr; middle image copyright Kramer/Flickr; right image copyright Raybourne/Flickr.
Better input, better output

Designing for positive psychophysiological responses to natural scents can improve occupant health, productivity, and performance, translating to economic savings and enhanced well-being. In The Economics of Biophilia, Terrapin Bright Green explains that much of an office’s cost is devoted to salary and benefits, so employee health is a smart investment. The main factors of productivity loss in the workplace (e.g., poor focus, negative mood) may be lessened with proper implementation of olfactory stimuli such as using peppermint to improve focus and performance [10]. Similarly, an improved learning experience in schools may be achieved with odors like rosemary, to enhance alertness and cognitive performance [11, 12]. In high-traffic open settings like offices and schools, generally pleasant odors in low concentrations may be most effective in improving well-being for the most people.

Healthcare facilities such as hospitals or dentist offices can encourage more comfortable experiences by incorporating odors such as lavender to alleviate anxiety, reduce agitation in patients with severe dementia, or lessen the demand for postoperative painkillers [13, 14, 15]. These environments, with a relatively high amount of control over localized air quality, may cater odors to personal preferences or associations, creating a more effective healing space. Faster recovery times mean happier patients and reduced costs.

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Different strategies are appropriate for different spaces. An office (left) with an open floor plan may serve its employees and clients best by using odors that have universally or culturally positive associations. Private spaces, such as hospital rooms (right), may have more control over local odor, allowing for personal preferences. Left image copyright Bilyana Dimitrova for COOKFOX Architects; right image courtesy of Bill Browning.

Design strategies

As forms of both Nature in the Space and Natural Analogues, olfactory stimuli may be incorporated into design in several ways to support a biophilic experience:

  1. Odorous building materials such as cedarwood can be used to integrate olfactory stimuli directly into the exposed structure or finishes of the space, contributing to its ambient scent.
  2. Mechanical systems may be programmed to appropriately administer odors via airflow to specific areas at specific times.
  3. Vegetated areas such as herb gardens, window boxes, water features, and plant-lined walkways enhance spaces by designing around the source of the odor and providing access to physical interactions with nature.

Design should consider the use of odor as one of many strategies to be integrated into the ecological, utilitarian, and experiential context of a space. A multi-sensory experience amplifies the benefits of a scent and connects it with other patterns of biophilic design. The olfactory experience may be enhanced by Visual Connection with Nature, which gives context to odor; Thermal & Airflow Variability, which distributes odor throughout space; and Presence of Water and Material Connection with Nature, which each contribute to ambient odor. Olfactory stimuli may also contribute to Non-Rhythmic Sensory Stimuli with stochastic exposure to natural scents and to Mystery, which has conventionally been reserved for the visual experience, by attracting individuals using far-reaching scents. The interplay of multiple senses is essential in designing for people with limited vision or mobility, an idea realized by the Universal Design movement.

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The Fragrance Garden of the Brooklyn Botanic Garden creates a multi-sensory experience—designed for the sight-impaired and wheelchair-bound—by providing olfactory, visual, haptic, and auditory stimuli that emanate from plants (e.g., mint and geranium) and the wildlife they attract. Image copyright Daderot/Wikimedia Commons.

“Every touching experience of architecture is multi-sensory; qualities of space, matter and scale are measured equally by the eye, ear, nose, skin, tongue, skeleton, and muscle. Architecture strengthens the existential experience, one’s sense of being in the world.”

— Juhani Pallasmaa

Implementation opportunities

Olfactory stimuli, with their unique chemical properties and ability to evoke powerful emotional responses, provide challenges and thus opportunities during design implementation. Thoughtful design choices can create a supportive user experience by engaging these aspects of human nature:

  1. Subjective associations. Variation exists in responses to odors within and across groups of people. Some scents (e.g., vanilla, decomposition) elicit universal positive or negative responses that may be hardwired into our brains. Others vary across cultures (e.g., wintergreen is associated with candy in the U.S., but with medicine in the U.K.) with different histories, foods, and ecologies [16, 1]. In addition, subjectivity in personal associations of odors with individual life experiences is exceptionally important; an odor may elicit drastically different responses in different people. Scents with unique personal meaning may evoke positive responses or they may be distracting. Designers should take care to be familiar with their clients’ needs in order to make effective use of odor responses.
  2. Establishment and flexibility of associations. Most emotional, behavioral, and mnemonic associations are established when an odor is first encountered, which usually happens early in life [1]. Designing for these associations—often shared among people (e.g., preference for vanilla)—may be more effective than attempting to create new ones, which may turn out to be negative. Designers should also note the opportunity of improving existing associations with odors and, consequently, a space.
  3. Allergies and ability. Sensitivities to odors and allergens, as well as varying abilities to detect scents, are factors that should be considered for proper implementation. Possible strategies include using hypoallergenic scents (i.e., natural essential oils rather than synthetic fragrances), controlled concentrations, or containment to personal spaces. Further research on odor thresholds, conscious odor perception, and ability to focus on multiple odors will create more design opportunities.
  4. Habituation. Over time, the novelty and emotional response to familiar odors diminish (e.g., eventual numbness to the scent of your own cologne), defaulting to general physiological and preference-related responses [1]. Intensity, persistence, and duration of exposure needed for response vary among odors. Strategic design can help prevent a scent from fading into the background by providing access to physical interaction with its source or by releasing a scent stochastically.
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As with any effective biophilic design, olfactory stimuli should reflect local ecology, borrowing from fragrant plants and materials endemic to the area, such as red hyssop (left) from the West, lemonade berry (middle) from southern California, and red cedar (right) from the eastern United States. Left image copyright proteinbiochemist/Flickr; middle image copyright Gaither/Flickr; right image copyright plantsforpermaculture/Flickr.

Looking forward

As a Non-Visual Connection with Nature, the olfactory experience is often overlooked in the built environment, yet it has a profound impact on the perception of our surroundings. With such potent associated memories, emotions, and physical reactions, odors open new doors for biophilic design. While ongoing research will explain the unknowns of perception and the human experience, it will ultimately be up to designers and planners to make use of these insights and create supportive environments that better connect us to nature.

Sam Gochman
New York City

On The Nature of Cities

This essay is posted with permission from Terrapin Bright Green and originally appeared on http://www.terrapinbrightgreen.com/blog/ on May 9, 2016.

*Feature and header image copyright Barklay/Flickr.

References

  1. Herz, R. (2002). Influence of odors on mood and affective cognition. In C. Rouby, B. Schaal, M. Georgescu, & C. Perederco (Eds.), Olfaction, taste, and cognition (160-177). Cambridge University Press.
  2. Jiang, J., He, X., & Cane, D. E. (2007). Biosynthesis of the earthy odorant geosmin by a bifunctional Streptomyces coelicolor enzyme. Nature chemical biology, 3(11), 711-715.
  3. Gerkin, R. C., & Castro, J. B. (2015). The number of olfactory stimuli that humans can discriminate is still unknown. Elife, 4, e08127.
  4. Bushdid, C., Magnasco, M. O., Vosshall, L. B., & Keller, A. (2014). Humans can discriminate more than 1 trillion olfactory stimuli. Science, 343(6177), 1370-1372.
  5. Willander, J., & Larsson, M. (2007). Olfaction and emotion: The case of autobiographical memory. Memory & cognition, 35(7), 1659-1663.
  6. Glass, S. T., Lingg, E., & Heuberger, E. (2014). Do ambient urban odors evoke basic emotions? Applied Olfactory Cognition, 158.
  7. Park, B. J., Tsunetsugu, Y., Kasetani, T., Kagawa, T., & Miyazaki, Y. (2010). The physiological effects of Shinrin-yoku (taking in the forest atmosphere or forest bathing): evidence from field experiments in 24 forests across Japan. Environmental health and preventive medicine, 15(1), 18-26.
  8. Tsunetsugu, Y., Park, B. J., & Miyazaki, Y. (2010). Trends in research related to “Shinrin-yoku”(taking in the forest atmosphere or forest bathing) in Japan. Environmental health and preventive medicine, 15(1), 27-37.
  9. Li, Q., Kobayashi, M., Wakayama, Y., Inagaki, H., Katsumata, M., Hirata, Y., … & Ohira, T. (2009). Effect of phytoncide from trees on human natural killer cell function. International journal of immunopathology and pharmacology, 22(4), 951-959.
  10. Barker, S., Grayhem, P., Koon, J., Perkins, J., Whalen, A., & Raudenbush, B. (2003). Improved performance on clerical tasks associated with administration of peppermint odor. Perceptual and Motor Skills, 97(3), 1007-1010.
  11. Sayorwan, W., Ruangrungsi, N., Piriyapunyporn, T., Hongratanaworakit, T., Kotchabhakdi, N., & Siripornpanich, V. (2013). Effects of inhaled rosemary oil on subjective feelings and activities of the nervous system. Scientia pharmaceutica, 81(2), 531.
  12. Moss, M., & Oliver, L. (2012). Plasma 1, 8-cineole correlates with cognitive performance following exposure to rosemary essential oil aroma. Therapeutic advances in psychopharmacology, 2(3), 103-113.
  13. Lehrner, J., Marwinski, G., Lehr, S., Johren, P., & Deecke, L. (2005). Ambient odors of orange and lavender reduce anxiety and improve mood in a dental office. Physiology & Behavior, 86(1), 92-95.
  14. Perry, N., & Perry, E. (2006). Aromatherapy in the management of psychiatric disorders. CNS drugs, 20(4), 257-280.
  15. Kim, J. T., Ren, C. J., Fielding, G. A., Pitti, A., Kasumi, T., Wajda, M., … & Bekker, A. (2007). Treatment with lavender aromatherapy in the post-anesthesia care unit reduces opioid requirements of morbidly obese patients undergoing laparoscopic adjustable gastric banding. Obesity surgery, 17(7), 920-925.
  16. Candau, J. (2004). The olfactory experience: constants and cultural variables. Water Science & Technology, 49(9), 11-17.

Table 1 References

Sakamoto, R., Minoura, K., Usui, A., Ishizuka, Y., & Kanba, S. (2005). Effectiveness of aroma on work efficiency: lavender aroma during recesses prevents deterioration of work performance. Chemical senses, 30(8), 683-691.

Diego, M. A., Jones, N. A., Field, T., Hernandez-Reif, M., Schanberg, S., Kuhn, C., … & Galamaga, R. (1998). Aromatherapy positively affects mood, EEG patterns of alertness and math computations. International Journal of Neuroscience, 96(3-4), 217-224.

Toda, M., & Morimoto, K. (2008). Effect of lavender aroma on salivary endocrinological stress markers. Archives of oral biology, 53(10), 964-968.

Warm, J. S., Dember, W. N., & Parasuraman, R. (1991). Effects of olfactory stimulation on performance and stress. J. Soc. Cosmet. Chem, 42, 199-210.

Moss, M., Hewitt, S., Moss, L., & Wesnes, K. (2008). Modulation of cognitive performance and mood by aromas of peppermint and ylang-ylang.International Journal of Neuroscience, 118(1), 59-77.

Toda, M., & Morimoto, K. (2011). Evaluation of effects of lavender and peppermint aromatherapy using sensitive salivary endocrinological stress markers. Stress and Health, 27(5), 430-435.

Moss, M., Cook, J., Wesnes, K., & Duckett, P. (2003). Aromas of rosemary and lavender essential oils differentially affect cognition and mood in healthy adults. International Journal of Neuroscience, 113(1), 15-38.

Akpinar, B. (2005). The effects of olfactory stimuli on scholastic performance. The Irish Journal of Education/Iris Eireannach an Oideachais, 86-90.

Matsumoto, T., Asakura, H., & Hayashi, T. (2014). Effects of olfactory stimulation from the fragrance of the Japanese citrus fruit yuzu (Citrus junos Sieb. ex Tanaka) on mood states and salivary chromogranin A as an endocrinologic stress marker. The Journal of Alternative and Complementary Medicine, 20(6), 500-506.

Goes, T. C., Antunes, F. D., Alves, P. B., & Teixeira-Silva, F. (2012). Effect of sweet orange aroma on experimental anxiety in humans. The Journal of Alternative and Complementary Medicine, 18(8), 798-804.

Warrenburg, S. (2005). Effects of fragrance on emotions: moods and physiology. Chemical Senses, 30(suppl 1), i248-i249.

Chen, C. J., Kumar, K. J., Chen, Y. T., Tsao, N. W., Chien, S. C., Chang, S. T., … & Wang, S. Y. (2015). Effect of Hinoki and Meniki Essential Oils on Human Autonomic Nervous System Activity and Mood States. Natural product communications, 10(7), 1305-1308.

Ikei, H., Song, C., & Miyazaki, Y. (2015). Physiological effect of olfactory stimulation by Hinoki cypress (Chamaecyparis obtusa) leaf oil. Journal of physiological anthropology, 34(1), 1.

Common threads: connections among the ideas of Jane Jacobs and Elinor Ostrom, and their relevance to urban socio-ecology

Art, Science, Action: Green Cities Re-imagined
Regularly, we feature a Global Roundtable in which a group of people respond to a specific question in The Nature of Cities.
show/hide list of writers
Hover over a name to see an excerpt of their response…click on the name to see their full response.
Paul Downton, Melbourne Jane Jacobs & Robert Goodman: planning for people vs self-interest. Whose side are you on?
Johan Enqvist, Stockholm Diversity creates vibrant cities & better ways to govern commons, but how does diverse place meanings affect collaboration in communities?
Sheila Foster, New York One answer to the question of who owns the city is that we all do.
Lisa Gansky, San Francisco Something quiet and massive happened right in the middle of the 20th century: our cities stopped truly being “ours”.
Mathieu Hélie, Montreal Jane Jacobs and Elinor Ostrom connect at the point where cities must be both economically dynamic and architecturally emergent.
Mark Hostetler, Gainesville  How to develop a societal “norm” where citizens recreate in parks in a sustainable manner?
Michelle Johnson, New York Taking a worm’s eye view enabled Jacobs and Ostrom to see systems differently and contribute design solutions.
Marianne Krasny, Ithaca Urban environmental education can work alongside other actors to enhance Ostrom’s polycentric governance systems.
Alex Russ, Ithaca Urban environmental education can work alongside other actors to enhance Ostrom’s polycentric governance systems.
Harini Nagendra, Bangalore There is much that growing cities can learn from the ideas of Jane Jacobs and Elinor Ostrom, especially that local communities often intuitively know what is best for their own environments.
Raul Pacheco-Vega, Aguascaliente Would Jane Jacobs agree with the unaffordability of Vancouver, where she implemented many of her teachings?
Michael Mehaffy, Portland If we fail to fully utilize the creative power of physical people and their interactions within public spaces, we are going to be in increasing trouble.
Mary Rowe, New York Cities are a product of the natural human impulse to self–organize—how we gather, and derive mutual benefit, from all that we hold in common.
Laura Shillington, Montreal & Managua The attention to the importance of the everyday scale is, in my opinion, what made Jacobs and Ostrom so influential and visionary.
Anne Trumble, Los Angeles Jacobs described nature and culture as two separate entities that only overlap insofar as the former is an analogy for studying the latter—a position that will limit the relevance of her work in contemporary urban socio-ecology.
Arjen Wals, Wageningen Conflict and diversity can be utilised to create a mutually beneficial social learning process that can shed new light on wicked sustainability issues.
Abigail York, Tempe They refused to accept orthodoxy in the academy or bureaucracy; instead they looked out to the streets, neighborhoods, and communities.
David Maddox

about the writer
David Maddox

David loves urban spaces and nature. He loves creativity and collaboration. He loves theatre and music. In his life and work he has practiced in all of these as, in various moments, a scientist, a climate change researcher, a land steward, an ecological practitioner, composer, a playwright, a musician, an actor, and a theatre director. David's dad told him once that he needed a back up plan, something to "fall back on". So he bought a tuba.

Introduction

Jane Jacobs and Elinor Ostrom were both giants in their impact on how we think about communities, cities, and common resources such as space and nature. But we don’t often put them together to recognize the common threads in their ideas.

Jacobs is rightly famous for her books, including The Death and Life of Great American Cities, and for her belief that people, vibrant spaces and small-scale interactions make great cities—that cities are “living beings” and function like ecosystems. Ostrom won a Nobel Prize for her work in economic governance, especially as it relates to the Commons. She was an early developer of a social-ecological framework for the governance of natural resources and ecosystems.

These streams of ideas clearly resonate together in how they bind people, economies, places, and nature into a single, ecosystem-driven framework of thought and planning—themes that deeply motivate The Nature of Cities. In this roundtable, we ask 16 people to talk about some key ideas that motivate their work, and how these ideas have roots in the ideas of either Jacobs or Ostrom, or both.

For more of their ideas, directly from them, good places to start are:

Jacobs, J. 1961. The Death and Life of Great American Cities. Random House, New York, USA.

Ostrom, E. 1990. Governing the commons: The evolution of institutions for collective action. Cambridge University Press, Cambridge, MA, USA.

Paul Downton

about the writer
Paul Downton

Writer, architect, urban evolutionary, founding convener of Urban Ecology Australia and a recognised ‘ecocity pioneer’. Paul has championed ecological cities for years but has become disenchanted with how such a beautiful concept can be perverted and misinterpreted – ‘Neom' anyone? Paul is nevertheless working on an artistic/publishing project with the working title ‘The Wild Cities’ coming soon to a crowd-funding site near you!

Paul Downton

Under the Influence

I confess, I knew little about Elinor Ostrom before being invited to join in this roundtable, but I did know something about Jane Jacobs.

The key idea that I took from my Jacobean/Goodman reading was that planning and development are intertwined and intrinsically political.

Great ideas affect many more people than the few who study them directly and this must be particularly true of the work of Jacobs and Ostrom. Whole urban populations have felt the Jacobean effect who have never heard of her. As a student of architecture in Cardiff, Wales, it was years before I knew much about Jane Jacobs directly, but her ideas and influence reached me even before I’d graduated, as I learned about Jacobs indirectly, reading Robert Goodman’s After the Planners in the early 70s.

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The book cover I remember and love. Image: www.goodreads.com

Goodman followed in Jacobs’ footsteps, denouncing bureaucratic post-war planning experiments for their impact on local communities. His approach was polemical and overtly political and suited to the mood of its times—a mood informed by what Jacobs had published a decade earlier. It was a time when growing alienation in the public realm was accompanied by the dawning awareness that professionals were not as neutral as they presented themselves to be.

Looking back at this early history, I guess the key idea that I took from my Jacobean/Goodman reading was that planning and development are intertwined and intrinsically political, and the results of that entanglement invariably lead to power struggles in which the ascendancy of money and vested interests are guaranteed. As a corollary of that, any success in the planning system that the community might enjoy was likely to be peripheral and only achievable by the community organising to mount directly political attacks on the process itself. That made sense to me in the 1970s. It still does.

As a recently graduated architecture student, I supported the group in my city that was most heavily involved in challenging the local version of “demolish and develop”. “Cardiff Housing Action Group” was made up of concerned citizens who fought against plans for the demolition of homes and communities and their replacement by—mostly—high-rise office buildings.

In 1976-77 I worked with Bob Dumbleton, titular leader of the group, producing the illustrations and doing the paste-up for his booklet about planning and development in South Wales called ‘The Second Blitz – The demolition and rebuilding of town centres in South Wales”. I don’t remember discussing Jane Jacobs with Bob, but he must have been inspired by her work.

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“Illustration from The Second Blitz”. Image: Paul Downton

Tellingly, Cardiff Housing Action is still in action today, as rents rocket and housing options dwindle for ‘Generation Rent’ and the new urban poor in the UK.

The central thesis in both Goodman and Jacobs’ work, drawn from her years of working with the warp and weft of living neighbourhoods, is that community is key. If planning isn’t about people, it’s a conceit, a convenient tool used by power élites to get the development outcomes they want.

My exposure to dangerous ideas about social justice and equity in housing was paralleled and reinforced by exposure to the wild and wonderful, uber-green phenomenon of Street Farm, who embedded their vision of “people power” in landscapes of cities taken over by vegetation, where the tall, anonymous high-rise monuments to modernism were demolished by nature to make room for healthy eco-communities.

None of these influences have left me. I’ve spent my entire career giving preference to community and ecological projects and probably enjoyed fewer lucrative commissions as a result. But the one Jacobean lesson that has stuck with me through my professional career is that in an industry with unparalleled power to shape landscapes, communities, and urban futures, you have to decide whose side you’re on.

PS: I’m going to find out more about the work of Elinor Ostrom. I have a feeling I might like it.

Johan Enqvist

about the writer
Johan Enqvist

Johan Enqvist is a postdoctoral researcher affiliated with the African Climate and Development Initiative at University of Cape Town and Stockholm Resilience Centre at Stockholm University. He wants to know what makes people care.

Johan Enqvist

Making sense of diversity

“To understand cities, we have to deal outright with combinations or mixtures of uses, not separate uses, as the essential phenomena.” (Jacobs 1961, p. 188).

Cities are special. Compared to most other areas, they rely less on locally produced resources and use trade and transport to meet most of their needs. However, one resource cannot be brought in from the outside, and is consequently also often scarce in cities: space. Limited public space constitutes a “commons” since users cannot easily be excluded, and one person’s use reduces the availability for others.

Sense of place varies—two people can be equally attached to the same place even though that place means different things to each of them.

Public space in cities is under pressure not only from those who want to acquire it for development, but also from being used for several different purposes by different people. A waterfront can be a gym, a science classroom, a bathroom, or a theatre; a park can be a place to forage for mushrooms, meditate, or meet friends for a picnic. In Jane Jacobs’ (1961) view, more diverse use of public spaces is better since it means people are present during more times of the day, which improves safety and promotes vibrant city neighborhoods.

But how can public spaces be managed when there are several different ideas of what their purpose should be? And how does this effect non-human “users” of a place—are diverse neighborhoods better at creating and protecting nature in cities?

In her insightful work on how to govern the commons, Elinor Ostrom (1990) joined Jacobs in arguing for the capacity and competence of local communities to determine what is best for their community. A city’s residents are the foremost experts on how their environments function, which is essential information for administrators (Jacobs 1961). With effective communication and enough trust, local communities can create norms, rules, and property rights systems to equitably manage scarce resources (Ostrom 1990). But how do you trust someone who insists on riding their jet ski in the river where you have rowing practice? Do you dare to confront the drunkards using your favorite park as a bathroom? What is the right way to communicate that you disapprove of someone washing their clothes or fishing in the lake where you want to watch birds?

Picture 1
Picture 1. Volunteer divers and students from local schools come together to clean up Coney Island Creek during an “It’s My Estuary” day in South Brooklyn, New York. Photo: Johan Enqvist
Picture 2
Picture 2.Memorial plaque of Elinor Ostrom from 2009, when she planted a tree for the community-led restoration of Kaikondrahalli lake in Bangalore. Photo: Johan Enqvist

These are all real examples of dilemmas faced by people I have interviewed in Bangalore and New York, where residents have come together to form groups to protect, restore, manage, or improve access to natural areas in and around water bodies. Both cities are great examples of how diversity can manifest in very different ways depending on culture, wealth, religion, age, and local traditions.

They are also places where access to water bodies has been severely limited (considering the hundreds of miles of waterfront in New York, and hundreds of lakes in Bangalore), but where local groups are actively engaged in restoring both quality of and access to waters (Picture 1). My current research, conducted with help from master’s student Ailbhe Murphy at Stockholm Resilience Centre, unpacks how different ideas about “what a place is for” relate to how individuals’ engage in such groups.

As pointed out recently by Saskia Sassen in the Guardian, and Harini Nagendra in this roundtable, Jacobs and Ostrom teach us that sense of place is key for understanding cities. But sense of place varies—two people can be equally attached to the same place even though that place means different things to each of them. This is why we believe it is important to see what civic engagement looks like at the individual level, how it relates to personally or collectively held place meanings, and if diversity in sense of place presents a problem or serves as an asset for groups trying to create effective institutions for managing these places. To me, this is a great example of how Ostrom’s and Jacobs’ ideas influence current research about how urban dwellers negotiate conflicting claims on public space in order to create vibrant and loved places within their communities (Picture 2).

References:

Jacobs, J. 1961. The Death and Life of Great American Cities. Random House, New York, USA.

Ostrom, E. 1990. Governing the commons: The evolution of institutions for collective action. Cambridge University Press, Cambridge, MA, USA.

Sheila Foster

about the writer
Sheila Foster

Sheila R. Foster is a Professor of Law and Public Policy (joint appointment with McCourt School of Public Policy) at Georgetown University. Professor Foster is the author of numerous books, book chapters, and law journal articles on property, land use, environmental law, and antidiscrimination law.

Sheila Foster

If cities are the places where most of the world’s population will be living in the next century, as is predicted, it is not surprising that they have become sites of contestation over use and access to urban land, open space, infrastructure, and culture. The question posed by Saskia Sassen in a recent essay—“Who owns the city?”—is arguably at the root of these contestations and of social movements that resist the enclosure of cities by economic elites.

What are the possibilities of bringing more collaborative governance tools to decisions about how city space and common goods are used?

One answer to the question of who owns the city is that we all do. In my work I argue that the city is a common good or a “commons”—a shared resource that belongs to the collective, unorganized public. I have been writing about the urban commons for the last decade, very much inspired by the work of Jane Jacobs and Elinor Ostrom. The idea of the urban commons captures the ecological view of the city that characterizes Jane Jacobs’ classic work, The Death and Life of Great American Cities. It also builds on Elinor Ostrom’s finding that common resources are capable of being collaborative managed by their users in ways that support their needs, yet sustain the resource over the long run.

Jacobs analyzed cities as complex, organic systems and observed the activity within them at the neighborhood and street levels, much like an ecologist would study natural habitats and the species interacting within them. She emphasized the diversity of land use, of people and neighborhoods, and the interaction among them, as important to maintaining the ecological balance of urban life in great cities like New York. Jacob’s critique of the urban renewal slum clearance programs of the 1940s and 50s in the United States was focused not just on the destruction of physical neighborhoods, but also on the destruction of the “irreplaceable social capital”—the networks of residents who build and strengthen working relationships over time through trust and voluntary cooperation—necessary for “self-governance” of urban neighborhoods. As political scientist Douglas Rae has written, this social capital is the “civic fauna” of urbanism.

This social capital—the norms and networks of trust and voluntary cooperation—is also at the core of urban “commoning”. The term commoning, popularized by historian Peter Linsbaugh, captures the relationship between physical resources and the communities that live near them, utilize and depend on them for essential human needs and human flourishing. In other words, much of what gives a particular urban resource its value, and normative valence, is the function of the human activity and social network in which the resource is situated. As such, disputes over the destruction or loss of community gardens, of open and green spaces, and of spaces for small scale commercial and artistic activity are really disputes about the right to access and use (or share) urban resources like vacant lots, abandoned and underutilized structures, and buildings, to provide goods necessary for human flourishing.

The urban commons framework also begs the question to which Elinor Ostrom’s work provides an intriguing answer. Recognizing that there are many tangible and intangible urban resources on which differently situated individuals and communities depend to meet a variety of human needs, what are the possibilities of bringing more collaborative governance tools to decisions about how city space and common goods are used, who has access to them, and how their resources are allocated and distributed? Is it possible to effectively manage common resources without privatizing them or exercising monopolistic public regulatory control over them, especially given that regulators tendency to be captured by economic elites?

Ostrom’s groundbreaking work demonstrated that there are options for commons management that are neither exclusively public nor private. She found examples all over the world of resource users cooperatively managing a range of natural resources—land, fisheries, and forests—using “rich mixtures of public and private instrumentalities”. In many of these examples, users work with government agencies and public officials to design, enforce, and monitor the rules for using and managing the resource. Ostrom called this kind of decision making “polycentric” to capture the idea that while the government remains an essential player in facilitating, supporting, and even supplying the necessary tools to govern shared resources, the government is not the monopoly decision maker.

What might it look like to bring more polycentric tools to govern the city, or parts of the city, as a commons? How might local government officials become facilitators or enablers of more inclusive and collaborative decision-making and, hopefully, more equitable distribution of resources to support the needs of a broader swath of its residents? A number of researchers, including myself, are working on these questions and experimenting in cities around the world with forms of urban collaborative, polycentric governance. These efforts undoubtedly owe a great debt to Jane Jacobs and Elinor Ostrom.

Lisa Gansky

about the writer
Lisa Gansky

At her core, Lisa is a marketect and "impact junky" with a strong interest in breaking the edges of formerly happy business models and bringing together not-so-likely characters in the form of new offerings, teams and partnerships. She is also the author of "The Mesh: Why the Future of Business is Sharing".

Lisa Gansky

Unleashing The WE To Reclaim Our Cities

Something quiet and massive happened right in the middle of the 20th century: our cities stopped truly being “ours”. Thanks to a postwar economic boom, money and ownership became synonymous with value and status. Anything that couldn’t easily be mass produced—think beauty, nature, health, belonging, peace and happiness—lingered either unrecognized or, for most, out of reach. In a shift that ran counter to the very essence of a city, what benefitted and mattered to the many took the far back seat to what was held precious by the few.

In past times, success and happiness were shaped by how we all were doing, and our concept of “self” was us, not me. Welcome to the pronoun crisis.
Cities, at their hearts, are not an echo chamber for the elite but rather platforms for massive sharing. Our voices, our collective participation, and our common goals and resources form the very core of what makes a city so much more than a collection of buildings inhabited by disparate people. In the words of Jane Jacobs, “Cities have the capability for providing something for everybody, only because and only when, they are created by everybody’’. Both Jane Jacobs and Elinor Ostrom shaped our discourse about cities as places for people to flourish. Each brilliantly and fervently declared the supreme risk for the future of humanity in confusing the empty calories of materialism with stewardship for communities and the commons—the heart of our cities.

The umbrella of the commons includes raw materials like clean air and water, as well as the natural, intellectual and spiritual rights that inherently belong to all beings. Prior to the Industrial Revolution, our community scope had a much narrower focus and what we shared was of far greater value than anything each of us may have individually owned or desired. Success and happiness were shaped by how we all were doing, and our concept of “self” was us, not me. Welcome to the pronoun crisis.

Concurrent with the 2008 recession, people around the world began waking up and shaking off the tolerance for inequality and waning societal voice. We are all connected, and technology has played a pivotal role in making that essential reality undeniably conspicuous. In an age where climate challenges can fiercely and suddenly rearrange human existence, we are forced to acknowledge that we exist within a global society. The fantasy of the self as a unit has gone from creating a sense of security to unveiling intense vulnerability. Our connectedness is our most crucial gift, if we embrace it.

In the 20th century, most of humanity awoke into a finite game. The basic concept of a finite game is that to win, you must acquire more than me—in fact, you seek to gain from everyone everywhere. If you’re getting a Monopoly vibe, you’re on the right track, because the finite game is the very definition of “winner takes all”. So last century! In 2016, we are at the beginning of a societal shift in our Social Operating System—that is, we are rapidly adopting new aspirations, expectations and desires driven by a change in the core organizing principles of learning, work, communities and governments. We’re evolving towards the Infinite Game, where “winning” means you work to keep the most people in the game for as long as possible, and real success manifests in the game that never ends.

Interdependence

As we embark on an era of climate challenges, urban population explosion, institutional distrust, and massive philosophical polarity by citizens from Delhi to Dubai and Paris to Philadelphia, we are in the midst of a dissolution of institutional power and the rebirth of the commons. People around the world are conspicuously connected and are finding their voice unleashing the we that’s been idly enduring for decades. Nuit Debout gatherings spontaneously held nightly in Paris, rekindle public discourse while physically occupying the city’s commons—every pubic square, park and crevice holds the promise of reuniting people with a shared passion for creating community, animating citizenship and provoking unbounded participation.

Over the past eight years, I’ve had the pleasure of collaborating with instigators from cities everywhere. Ouishare, a French born collective of vocal, creative and inspired people, have convened thousands of people to explore topics like the new face of work, collaborative design, tools for creative autonomy and are growing their international community quite organically and powerfully. Ouishare has created alliances with governments, large established corporations, WEF’s global shapers network and vital pockets of inspiration like Enspiral. More than any other community on the planet, I’ve been equally delighted and priviledged to conspire and learn from the fertile substrate that is Ouishare.

Mathieu Hélie

about the writer
Mathieu Hélie

Mathieu Hélie is a software developer on weekdays and a complexity scientist and urbanist on weekends. He publishes the blog EmergentUrbanism.com .

Mathieu Hélie

When I first encountered Jane Jacobs, I was a young student of economics being taught the conventional models of neoclassical economics, models whose purpose was to describe equilibrium states of the economy, or economic perfection.

What kind of solution does complexity science offer to the kind of problem a city is? The phenomenon of emergence.

The contents of Death and Life of Great American Cities, as well as the follow-ups, The Economy of Cities and Cities and the Wealth of Nations, described an economic theory based not on perfection but on change. Through simple observation, Jane Jacobs detailed how the process of capital accumulation, both social and industrial, transformed cities towards greater wealth. She described how the variety of buildings and industries in a city, through a process by which the city’s physical and social structure adapts to itself iteratively, was the reason for its success. And ultimately, she proved how attempts to design an architecturally and economically perfect city, a city that has reached equilibrium, were pointless and self-destructive.

But if cities are impossible to architect to perfection, are we condemned to suffer total randomness and noise in urban space? While this was the proposition that Rem Koolhaas held in his analysis of postmodern urbanism, Jane Jacobs foresaw the rise of a new science of multivariable problems and solutions, to which she dedicated the last chapter of Death and Life, and which has arisen in our time under the umbrella term complexity science.

What kind of solution does complexity science offer to the kind of problem a city is? The phenomenon of emergence. Emergence occurs when many individuals collaborate and form links, connecting their collective efforts into a superstructure that supports their life and growth. It has been observed in termites, in simple computer programs called cellular automata, and it can also be observed in the world’s most attractive towns and cities, built by many cooperating individuals over centuries of changing economic fortunes and technologies.

Symmetry-Emergent
Simple symmetry within window frames and sashes can connect old and new construction into larger, emergent patterns, freeing more expensive construction processes to use what is economical, and allowing adaptation of building uses to current needs. Photo: Old Montréal, by Mathieu Hélie

In these urban spaces, the connections formed by building acts over decades and centuries to create an increasingly complex landscape. Examples such as the Greek island of Santorini, or the inner city of Paris, show that emergent patterns of symmetry can generate long chains of harmonious spaces that attract residents and visitors, while providing for the perfectly adapted diversity of buildings and uses that are necessary for a city to be alive and growing.

If we can observe this phenomenon of emergence in historic cities, how can it be applied in modern cities? This is where the work of Elinor Ostrom becomes relevant. Ostrom, like Jacobs, enlarged the language of economics from its neoclassical orthodoxy by suggesting that public (state-provided) and private (market-provided) goods were not the only possible categories of economic goods, but that “common pool resources” also existed, where resources were too large and too variable to be efficiently subdivided, but could be produced through collaborating appropriators.

Emergent cities, I believe, are made through such collaborations by neighbors, similar to how emergent patterns are formed by neighbors in some cellular automata. The conditions described by Ostrom for the successful management of common pool resources could be the missing urban governance model that generates complex towns and cities.

Mark Hostetler

about the writer
Mark Hostetler

Dr. Mark Hostetler conducts research and outreach on how urban landscapes could be designed and managed to conserve biodiversity. He conducts a national continuing education course on conserving biodiversity in subdivision development, and published a book, The Green Leap: A Primer for Conserving Biodiversity in Subdivision Development.

Mark Hostetler

Natural forest fragments within cities can be regarded as common-pool resources (CPRs) in that they are resources “used” by a wide variety of people. CPR is a term first coined by Elinor Ostrom, and city parks fit this definition because they are frequented by hikers, joggers, wildlife watchers and nature enthusiasts, and pet walkers.

How can a societal “norm” be developed where citizens recreate in parks in a sustainable manner?

At the same time, these city forests provide habitat for a variety of wildlife species, including birds, mammals, and insects. While this common-pool resource is owned by local or state governments, these forested areas are really self-managed by the local community, and day-to-day decisions by citizens can have substantial impacts on whether the forests continue to provide viable wildlife habitat. Thus, these forests are common property systems that need to be governed by common property protocols. An ecological balance can be achieved where people can recreate while maintaining the integrity of wildlife habitat.

A family enjoying a park in Portland, Oregon. Photo: www.travelportland.com
A family enjoying a park in Portland, Oregon. Photo: www.travelportland.com

Elinor Ostrom studied a variety of common-pool resources, such as grazing lands, and demonstrated and championed the idea that these resources can be successfully managed by the people using them instead of being managed solely through a government institution. For forest parks and other semi-natural conserved areas in cities, there needs to be an engaged community in order to promote the conservation of wildlife habitat. Daily use by various people, living nearby and elsewhere, can have dramatically negative impacts on wildlife habitat. As I have previously argued, imagine ATV vehicles running off the trails into the forest and people letting dogs run off leash. Cumulatively, these individual decisions can destroy wildlife habitat and disrupt foraging and breeding activities of wildlife in these parks.

Thus, how do we promote “win-win” situations where these parks are enjoyed by the local populace and inhabited by a diversity of flora and fauna species? City park managers can create policies that are designed to “regulate” users to prevent misuse of the parks, such as for illegal dumping of trash. However, policing the parks, especially with limited funding and personnel, is not realistic in many cities around the world. Thus, users of the park need to cooperate on a level where their collective actions create sustainable recreation activities that minimize impacts on wildlife populations.

This cooperative governance, as advocated by Elinor, works if stakeholders are motivated by an economic return and have access to information about the consequences of their actions. For example, livestock owners, in a commonly used pasture, must be able to estimate the carrying capacity of the pasture and have an adequate monitoring system that indicates when the area is overstocked. In city parks, an economically motivated and informed populace does not exist. No direct economic return comes back to the users, and most do not know the consequence of their actions concerning the ecological integrity of a park.

This is a conundrum. Most cities cannot “regulate” all the users of the park and, collectively, users have neither the economic motivation nor ecological understanding of the consequences of their actions. How to create a societal “norm” where citizens recreate in parks in a sustainable manner?

I would suggest that city parks need to have educational programs that speak to sustainable behaviors, both in and outside of the parks. Sustainable behaviors include everything from staying on the trails to actions people take within their own yards and neighborhoods located next to parks (for details, click here). For instance, an active colony of feral cats in a nearby neighborhood could have huge consequences for wildlife in a park. Nearby neighborhoods should have educational opportunities to learn about connections between management of neighborhoods and their potential impacts on parks. In addition, “Friends of [a named park]” or such voluntary groups should be established, giving opportunities for citizens to help maintain and even restore sections of a park. These activities will help promote “ownership” of the park and create a functional, cooperative governance, along the lines of Elinor Ostrom’s work.

Michelle Johnson

about the writer
Michelle Johnson

Michelle Johnson is a research ecologist with the USDA Forest Service at the NYC Urban Field Station.

Michelle Johnson

Jane Jacobs and Elinor Ostrom are both well known for developing design principles. For Jacobs, it was design principles for planning cities that considered the interaction of physical design with social space at multiple scales. For Ostrom, it was design principles, or a set of social and ecological conditions, necessary for successful community-scale management of common pool resources.

As Jacobs and Ostrom demonstrated, empirically-grounded insights can lead to new understandings of social-ecological systems.

In each case, the methods they used and the way they went about deriving these design principles are what fascinate me. Jane Jacobs wrote of the neighborhood scale, “eyes on the street”, and the way that the vitality and diversity of neighborhoods enables a city to function as a system. She understood these things through the power of observation—through essentially inductive research. Elinor Ostrom asked the question: under what conditions can common pool resources be sustainably managed by a community? She built large datasets of lists and case studies that enabled her to identify a set of conditions where sustainable management actually was possible.

Both Jacobs and Ostrom examined systems from the bottom up, using rich empirical datasets, which provided a very different picture of a system than taking a bird’s eye view. In essence, the way they approached their work enabled another way of seeing the system—of an alternative to Robert Moses’ top-down planning in New York City and Garrett Hardin’s recommendation to regulate the commons, regardless of local conditions.

It is this idea of another way of seeing that I bring to my work—both in further understanding the urban social-ecological system in which we live and also looking to the possibilities of the future. Below, I share an example of each:

Understanding the system 

At the New York City Urban Field Station, I have had the good fortune to join colleagues (Erika Svendsen and Lindsay Campbell) that research urban environmental stewardship. In New York City, there are over 2,800 stewardship organizations that care for the urban environment, working from the scale of a street corner to the entire five boroughs and beyond. These organizations are working in shared public space, towards common and diverse ends, and in communication and isolation from other organizations and government. Walking down the street, however, you may not be aware of their presence. Social space can sometimes be rendered invisible in cities. A cornerstone of stewardship research in New York City is the Stewardship and Assessment Mapping Project (STEW-MAP), started in 2007. Through this project, we mapped social space alongside green space, enabling others to, in essence, “see” the presence of these stewardship organizations. Organizations responded to a survey that addressed organizational characteristics, networks, and stewardship “turfs”, or areas where organizations worked. We included the results on an online, public map at OASIS. Efforts are underway for a decadal repeat in 2017, to examine how this set of organizations engaged in environmental stewardship has changed over time—in capacity, in location, in emphasis, and in communication and exchange with others.

Possibilities for the future

Switching gears from what is to what could be—thinking about the future and what could be is a difficult task. Past research has shown that one’s idea of the future becomes very fuzzy or goes blank after 10 to 15 years in the future. Yet, planning efforts are for the long-term—many comprehensive plans look 20 to 30 years in the future. Using an alternative futures approach to planning enables a community to see other possibilities than what is. This is particularly important where a community does not want the status quo to remain. Alternative futures, or scenarios, can be in written and/or visual formats—in the forms of stories, pictures, graphs, and maps. I am interested in scenarios not just as a tool for seeing what could be, but also, perhaps, as tools for increasing the breadth and depth of discussion about the future in cities and regions. Some research of mine, soon to be available in the journal Land Use Policy, has focused on how seeing alternative futures may affect an individual’s willingness to participate in planning activities. Reading a set of scenarios increased willingness to participate, but also increased self-efficacy, the concept that one can contribute to an outcome. Because of this, I see scenarios as a communication tool with the potential to increase the diversity of those involved in planning for communities’ futures.

Perhaps both of these projects I describe here—of mapping stewardship and understanding the impact of scenarios—may also lead down the path from new ways of seeing towards contributing to design principles for cities and regions. What a lofty goal, but what great examples we have in Jane Jacobs and Elinor Ostrom to point the way, through their demonstration of how empirically-grounded insights can lead to new understandings of social-ecological systems.

Marianne Krasny

about the writer
Marianne Krasny

Marianne Krasny is professor in the Department of Natural Resources and Director of the Civic Ecology Lab at Cornell University, and leader of EPA’s national environmental education training program (“EECapacity”).

Marianne Krasny and Alex Russ

Search “environmental education” on Google images and you will be hard pressed to find anything that looks like a city. So what does environmental education have to do with cities, let alone Ostrom’s notions of polycentric governance?

Urban environmental education can work alongside other actors to enhance Ostrom’s polycentric governance systems.

One place to look for an answer is in recent scholarship about urban environmental education. We asked 82 scholars from 18 countries to contribute to a forthcoming textbook called the Urban Environmental Education Review (Russ and Krasny, Cornell University Press, 2017). Three themes emerged from the 30 chapters in the book: place, participation, and partnership.

Place as a theme in environmental education dates back to the turn of the 20th century. Concerned about children losing opportunities to learn from nature as farm families uprooted to cities, Cornell nature educators Anna Botsford Comstock and Liberty Hyde Bailey called for lessons to take place in urban nature. A century later, Richard Louv sounded the alarm about children spending too little time in nature in his book Last Child in the Woods: Saving Our Children from Nature Deficit Disorder. Chapter authors in our book take the notion of place one step beyond spending time in nature. They talk about how, through engagement in hands-on community gardening, oyster restoration, and other civic ecology practices, as well as in urban planning and policy-making, environmental education participants are helping to re-construct and re-create cities and urban nature, while also developing an ecological place meaning.

Participation as a theme in urban environmental education has a more recent history. Starting in the 1970s, then-PhD student Arjen Wals was researching environmental education in Detroit. He quickly realized that the curriculum developed at the University of Michigan was not going to work. His research helped launch a participatory action trend in environmental education, where youth help address local environmental problems through activities ranging from monitoring water quality to providing testimony at city council meetings. The Danes later expanded on this work, including Jeppe Laessoe, who proposed four types of participatory practices in environmental education—participation as encounters with nature, as social learning, as action, and as deliberative dialogue.

Participation in deliberative dialogue is linked to the third theme in our book—partnerships. Nearly every chapter describes the partnerships involved in conducting environmental education programs. Two chapters go one step further and explicitly focus on how environmental education organizations are actors in urban environmental governance networks. Whether the theme is intergenerational environmental education, environmental justice, or restoration-based education, the chapters mention the government, NGO, and business partners involved in the work.

If you gaze across the Bronx River from the youth organization Rocking the Boat, you can see Soundview Park, one of thousands of actors in green space stewardship and governance in New York City. According to Svendsen and Campbell (2008), nearly 70 percent of environmental stewardship organizations in NYC provide environmental education. Similarly, according to research of the SURGE project, a quarter of civil society organizations engaged in green space governance in 20 European cities provided education, and Enqvist has described how in Bangalore, India, one of the most important achievements cited by members of a green space governance network was raising public awareness about environmental issues.

In short, organizations that conduct environmental education are actors in governance networks in cities in Europe, India, and the U.S.—these are the very networks that form polycentric governance systems, which Ostrom demonstrated are critical to management and policy. So what does environmental education have to contribute to these environmental governance networks in cities?

We contend that environmental education is more than kids hugging trees—its participants do everything from mapping green space to documenting environmental injustices in videos, from restoring dunes to helping design pocket parks. As actors in governance networks, environmental education practitioners and scholars bring expertise in participatory approaches to addressing environmental issues, and in approaches that help residents understand and re-construct urban place—including its green infrastructure. We need to look at both sides of the river. Environmental educators can become aware of their role in governance networks—and share their insights with other governance actors (using place-based and participatory approaches). And other organizations in governance networks can seek out the expertise of environmental educators. In this way, urban environmental education can work alongside other actors to enhance Ostrom’s polycentric governance systems that are desperately needed in managing urban green space.

Alex Russ

about the writer
Alex Russ

Alex Kudryavtsev (pen name: Alex Russ) is an online course instructor for EECapacity, an EPA-funded environment educator training project led by Cornell University and NAAEE.

Harini Nagendra

about the writer
Harini Nagendra

Harini Nagendra is a Professor of Sustainability at Azim Premji University, Bangalore, India. She uses social and ecological approaches to examine the factors shaping the sustainability of forests and cities in the south Asian context. Her books include “Cities and Canopies: Trees of Indian Cities” and "Shades of Blue: Connecting the Drops in India's Cities" (Penguin India, 2023) (with Seema Mundoli), and “The Bangalore Detectives Club” historical mystery series set in 1920s colonial India.

Harini Nagendra

The importance of Jane Jacobs and Elinor Ostrom’s ideas for urban commons in new and growing cities

The rapid growth of cities is changing the world in unprecedented ways. Across the world, long-enduring, sustainable rural landscapes transform into places of flux and chaos, as millions of migrants pour in to cities as far flung as Mumbai, São Paulo, and Kinshasa. What does the work of Jane Jacobs and Elinor Ostrom—scholar-practitioners of cities, whose urban work was largely located in North America­—have to say in these contexts? Quite a lot, as it turns out.

Local communities often intuitively know what is best for their own environments. They must be involved.

Growing cities face a challenge of the loss of community. This is particularly visible in peri-urban areas, which are self organized, and tend to lack intervention by formal urban planners. City fringes have a unique spatial character, with high fragmentation of urban land use, large fluxes of people, the domination of renters over home owners, and of recent migrants over long-term residents. Neighbourhoods are faced with the challenge of mobilising social capital for civic action in a governance gap, where city governments do little by the way of providing basic urban services.

Yet cities are also places for being exposed to, and appreciating, the new. How does one create “new commons” that enable disparate groups of migrants from different corners of the world to not just co-habit and co-exist, but also to appreciate and capitalise on their differences, using these productively to build new ideas, devise new skills, and forge new political approaches to collaboration? Here is where the work of Jane Jacobs on the importance of the home and neighbourhood in building communities and urban commons gains special importance. In low-income areas for instance, urban ecosystems tend to become locations of disservices rather than services, with water bodies becoming polluted, disease-infested sewage ponds, and groves of trees acting as rodent-infested nodes of crime and drugs, for instance. Yet in slums of Bangalore, for instance, women often expend tremendous effort to create small patches of greenery, planting shrubs with pretty flowers and sacred trees at lane crossings to brighten up their daily lives and provide shaded spaces for women to gather, play a game of cards, groom each other, and build social capital.

Certain types of urban ecosystems act as catalysts and antidotes to the loss of community, fostering a sense of place. Elinor Ostrom’s work on the commons points to the importance of local context in shaping governance of the commons. Both Ostrom’s research and Jacobs’ careful observations of city life tell us that it is for people to get involved in, and in fact to vision, drive, and shape the outcomes of urban restoration. Mere planting of trees, or restoration of degraded wetlands and lakes will not guarantee urban renewal. A good example is the much touted “Million Tree” planting initiatives in many major U.S. cities. As several cities discovered, this process was driven mostly by city governments relying heavily on short term contract labour, with the result that neighbourhoods were disengaged from this process. Planting trees purely for aesthetic reasons, or driven by seemingly abstract motivations of biodiversity, does not take into account the context-specific needs and motivations of local residents. These could be considerations of sacredness in India, or of food in South Africa, or of both in China. This is an important lesson that emerges from the writings of both Jacobs and Ostrom, both of whom were keen, astute, and engaged actors in their own communities of practice.

Community gardens are a particularly exciting example of urban renewal, where people begin with gardening but often end up going well beyond this, engaging in transformative city change via acts as diverse as community entrepreneurship and engagement with city politics. Peri-urban landscapes in growing cities, being less crowded, can offer greater possibilities of open space for community gardening in comparison to older city centres, where land availability is typically scarce. These new spatial commons can provide powerful ways to integrate disparate groups of migrants speaking different languages, with different gardening skills, into close-knit communities of practice: thereby also making cities more welcoming and livable spaces for poor migrants who may often arrive in cities under situations of distress and insecurity.

Thus, there is much that growing cities can learn from the ideas of Jane Jacobs and Elinor Ostrom. A first and important idea is that local communities often intuitively know what is best for their own environments, a fact that planning experts still refuse to recognise. Ironically, despite the lament expressed about “unplanned” urbanization in the global South, this may in fact offer unique opportunities to build sustainable local commons in new urban areas across the world. A second aspect, stressed by both Ostrom and Jacobs, is that for local commons to emerge, strong sense of place is needed, built around local socio-cultural and ecological identity. The third is the importance of co-production and of multi-level governance—of city governments to recognize that they must co-design and co-produce neighbourhoods with local communities, rather than tear down and rebuild based on supposedly modern ideas of aesthetics.

Jane Jacobs and Elinor Ostrom pointed to the importance of getting the process right, to achieve the outcomes we desire. Growing cities represent challenges but also opportunities to do things right, if we follow the basic principles that they so clearly, and thoughtfully, outline.

Raul Pacheco-Vega

about the writer
Raul Pacheco-Vega

Dr. Raul Pacheco-Vega is an Assistant Professor of Comparative Public Policy at CIDE in Mexico. Raul’s research is interdisciplinary by nature, lying at the intersection of space, public policy, environment, and society. He is primarily interested in understanding the factors that contribute to (or hinder) cooperation in natural resource governance.

Raul Pacheco-Vega

Two great women, two paradigms, one lasting legacy?

I am thrilled to join this global roundtable for The Nature of Cities on the topics of Elinor Ostrom and Jane Jacobs’ strong influences in how cities are built, operated, planned, designed, and lived within. Even if many people who have read Elinor Ostrom may not think that she had something to say about how cities are governed, much of her work focused on the governance of polycentric urban systems, particularly how public service delivery in metropolitan areas could pool resources and offer a more efficient model to serve citizens. Her early work on metropolitan resource allocation followed much of what her husband, Vincent Ostrom, had posited in 1961, but expanding it to resource governance made a long-lasting contribution.

Would Jane Jacobs agree with the unaffordability of Vancouver, where she implemented many of her teachings?

Jane Jacobs is very well known for her contributions to urban planning, although much less recognized for her understanding of economic development and growth. Her legacy is undeniable, and one of the most popular models for understanding a city through walking around it, Jane’s Walks, emerged as a response to her growing influence in how we see and understand cities.

I have a personal connection to both Elinor Ostrom and Jane Jacobs, even though I only met one of them (Elinor). My connection to Jacobs derives from the fact that I am a Vancouverite (from the Main and 16th Avenue area, in Mount Pleasant), and for 20 years of my life, before moving to Mexico, I saw firsthand the results of Jane Jacobs’ influence on Vancouver’s urban form. This urban design paradigm, called Vancouverism, is one of those long-lasting legacies of Jane Jacobs. The idea of a livable city, with high-density high rise buildings, mixed-use neighbourhoods and walkable areas, short distances to work, and sustainable transit, is at the core of the Vancouverism paradigm. Most importantly, Vancouverism as a legacy of Jane Jacobs is a way of looking at urban planning and urban design that integrates human beings and their needs at the core of the planning process. That said, and contrary to the legacy of Elinor Ostrom, Vancouverism has become a model of designing cities that has all but forgotten the need for collaborative processes to understand individual needs. Vancouver is considered one of the most (if not THE most) unaffordable cities in the world. How could a city that is so focused on being “livable” end up becoming one of the least affordable? Would Jane Jacobs agree with this unintended result of her teachings?

I met Elinor Ostrom and Vincent Ostrom on a sunny afternoon in 2002, when they visited Vancouver and The University of British Columbia and spent time there as visiting professors. I went out for lunch with the Ostroms and spent hours pondering the musings of common pool resource theory: the crazy idea that communities and entire societies were able to collaborate and cooperate amongst themselves to avoid excessive overconsumption and resource depletion. Elinor Ostrom demonstrated that for many resources, cooperation was possible by creating a collaborative framework of strong resource allocation and use rules as well as robust compliance and enforcement mechanisms. This cooperative approach would be possibly escalated at the community, city, and regional levels through polycentric governance models.

While both Elinor Ostrom and Jane Jacobs have had a very profound impact on my own work and life because of my interest and research in urban water governance, I am much more aligned with Ostrom’s work because I believe that water in cities should be governed not through a top-down paradigm (much like Vancouverism perpetuates, and much along the lines of what Jacobs would suggest), but instead through a bottom-up model where the emergence of polycentric governance is the result of collaborations across multiple stakeholders.

I celebrate both of their works, but I am keen to see whose legacy is more durable on the topic of urban planning and cities’ governance.

Michael Mehaffy

about the writer
Michael Mehaffy

Michael W Mehaffy, Ph.D., is an author, researcher, educator, and practitioner in urban design and strategic urban development, with an international practice based in Portland, Oregon.

Michael Mehaffy

Jacobs, Ostrom and the “Age of Human Capital”

Just now we are seeing a welcome reassessment of Jane Jacobs’ work, around the occasion of the 100th anniversary of her birth. Unlike previous re-assessments (e.g., on the 50th anniversary of Death and Life, her best-known book) this one does not seem to have much of a revisionist momentum. Instead it seems to take seriously the idea that there is still a lot more to unpack, and to take forward.

If we fail to fully utilize the creative power of physical people and their interactions within public spaces, we are going to be in increasing trouble.

In part this may be because the occasion of her birthday is an unseemly moment to join in the ignorant revisionism that previously painted her as a libertarian ideologue, or a quixotic warrior against inevitable “modern” progress, or a closet racist, or an elitist who happily encouraged gentrification—depictions that are all fantasies, wholly unsupported by evidence. (I commented on these issues earlier.)

Perhaps, though, the greater insight on offer this time reflects a genuine maturing of the discourse, recognizing some commonality in our understanding of the nature of our challenges today, and Jacobs’ helpful role in clarifying them. In this consilience we can see strong parallels to the works of others, and in my own work I have explored parallels to Christopher Alexander, Bruno Latour, René Thom, Alfred North Whitehead, Henry George, and others.

To that list we can make the notable addition of Elinor Ostrom, whose work on commons-based economics, and culture, won her a Nobel Prize, among other accolades. Her model can best be described as a network of polycentric organizations whose business is managing a resource commons. There are strong parallels to Jacobs’ “web way of thinking” and to Chris Alexander’s attack on modernist planning for creating “cities as trees”, mathematically speaking. Following Alexander’s work, we might summarize Ostrom’s insights as “commons governance is not a tree”.

Ostrom did express a debt to Jacobs’ insights for her own work, and the philosophical connection between them is easy to see. Aside from the web-network approach to problem-solving, both acknowledged that economic productivity is not simply about the linear transformations of inert resources within a commons, but about how human beings interact within that physical and urban commons to create and manage the transformations, whose structure is quite complex. Jacobs’ less well known books on that economic topic are marvels of insight, building on the more directly urban insights of Death and Life.

In essence, Jacobs said, economic expansion happens as the result of creative differentiation, and that creativity is firmly rooted in the physical structure of a city (or town) and its public spaces. This is the stage for the “sidewalk ballet”, the physical anchor of the social network in which people encounter one another, are introduced to strangers, make connections, and begin the process of creating “knowledge spillovers”—the exchanges that create new syntheses and new efficiencies from existing resources. (They are now called “Jacobs Spillovers” in honor of her seminal work.)

Other networks are important too—professional, electronic, and so on—but they must supplement, and not replace, the physical system consisting of physical people and their interactions within public spaces. (This is a core reason, economically speaking, why we create cities at all.) But if we try to get rid of this core network, or fail to fully utilize its creative power, we are going to be in increasing trouble. So we are.

The alternative response—very much on display around the world today—is simply to increase the rate at which we are plundering natural assets beyond the planet’s carrying capacity. This is a miserable approach, not only because it is fundamentally unsustainable, but because it systematically degrades quality of life beyond a few pockets of momentary excess. Its urban manifestation is sprawl, what Leon Krier has called our “collective obesity.” It is the “crack cocaine” of economic development—a quick and intense high, followed by a planetary hangover.

Jacobs warned of the terrible consequences of this continued approach—not only for the depletion of resources, but for the erosion of the foundations of human institutions, and the “dark age ahead” if we do not get a handle on it (the title of her last admonitory book). Ostrom, too, pointed to the dangers of an overly rigid approach, a model of “governance as a tree,” and its increasing institutional, economic, and ecological failures.

To transition away from this unsustainable era, we are going to need powerful tools and insights, and we are lucky that Jacobs and Ostrom have offered us several of the most powerful. To them we could add, among others, Henry George and his economics of the Commons, conserved in part by a taxation system that supports increases in its creative and efficient uses. (Essentially, consumption of resources including land is taxed more heavily than human creativity, which penalizes depletion and waste, and rewards doing more with less.) We urgently need these systemic changes to our economic feedback systems, especially around so-called “externalities”, as Jacobs and Ostrom both pointed out.

When she died, Jacobs was known to be working on a book with the subject of “the coming age of human capital”. By that she seemed to mean, the age in which we will replace the stripping of massive quantities of natural resources out of the Earth at unsustainable rates, with the creation of a no less prosperous time—indeed a more prosperous time, because it will focus on true prosperity: the ability to live a fulfilling life of creative richness and beauty, within our own means. We had better get to work on that essential goal.

Mary Rowe

about the writer
Mary Rowe

Mary W. Rowe is an urbanist and civic entrepreneur. She currently lives in Toronto, Canada, the traditional territories of the Anishinabewaki, Huron-Wendat and Haudenosauneega Confederacy, and works with government, business and civil society organizations to strengthen the economic, social, cultural and environmental resilience of the city and its neighborhoods.

Mary Rowe

Elinor Ostrom and Jane Jacobs, and the power of self-organization

It’s interesting that two women outside the traditional field of economics have made such remarkable contributions to our understanding of the economy. Both rose to prominence in fields dominated by men, pursuing independent careers in the 1960s, just as Betty Freidan’s The Feminine Mystique and Rachel Carson’s Silent Spring laid out their brilliant indictments of the status quo put in place by men. Up came Jacobs and Ostrom, too, calling out the emperors in their respective domains.

Cities are a product of the natural human impulse to self–organize—how we gather, and derive mutual benefit, from all that we hold in common.

Elinor Ostrom was, in fact, trained as a political scientist, having been rejected by UCLA for their PhD program in economics, because she hadn’t done the math. (We all sympathize.) She opted for political science instead, and went on to win the Nobel Prize in Economics some 35 years later for her seminal work on governance models for the commons, and particularly common-pooled resources, which she eventually laid out in Governing the Commons: The Evolution of Institutions for Collective Action.

Jane Jacobs had no advanced degree, other than continuing education credits from Columbia she earned while working as a magazine journalist. Her intellectual interests were famously varied; she read widely where her curiosity led, including metallurgy, geology, and biology. She went on to write arguably the most influential book on city development of the 20th century, The Death and Life of Great American Cities, and then subsequent volumes on the crucial role of cities in the economy. Late in her life, there was talk about a potential nomination for the Nobel Prize, but it was seen as unfathomable that it would be bestowed on a non-academic, let alone one who perhaps only graduated high school.

The incisive trait that both these women share is their power of observation, perhaps borne from their curiosity to understand how human behavior actually works. Most strikingly, each advocated for policy approaches to their domains of interest that were predicated on the capacity of human behaviour to self-organize, regulate, and course correct, without government regulation or intrusion.

Ostrom focused on ‘common pooled resources’ like fisheries and pasture-land, and how local governance strategies could be effective in both generating needed incomes and stewarding the long term survival of the asset. Jacobs’ focus was the city, which she viewed as a commons of places and spaces and functions that made possible both productive individual lives and generative collective pursuits. Both averred grand-schemed, one-size-fits all approaches, imposed by governments at the exclusion of the particulars of every circumstance. Ostrom preferred an Adaptive Governance approach, locally tailored, where layered systems could be applied and adjusted based on results. (Resilience advocates, take note).

In her last published piece (published on the day of her death, in fact) “Green from the Grassroots”, Ostrom spoke cautiously about assuming that a global agreement on climate change from the UN Rio+20 meeting would be the answer:

“Decades of research demonstrate that a variety of overlapping policies at city, subnational, national, and international levels is more likely to succeed than are single, overarching binding agreements. Such an evolutionary approach to policy provides essential safety nets should one or more policies fail… “.

She concludes that article:

“…Worldwide, we are seeing a heterogeneous collection of cities interacting in a way that could have far-reaching influence on how Earth’s entire life-support system evolves. These cities are learning from one another, building on good ideas and jettisoning poorer ones. Los Angeles took decades to implement pollution controls, but other cities, like Beijing, converted rapidly when they saw the benefits. In the coming decades, we may see a global system of interconnected sustainable cities emerging. If successful, everyone will want to join the club”.

Hard to imagine a more Jacobean sentiment that that.

In a 1998 interview with the journal Government Technology, Jacobs said “I hate the government for making my life absurd”, which was more a pointed objection to how often government got it wrong and required citizen activism to oppose wrong-headed policies. But more fundamentally, Jacobs knew from observation, that the city and its economy behaved like an organism, and would naturally course-correct, and adapt to changing conditions, if enabled to do so. Like Ostrom, she deduced that people could in fact pursue their individual interests, while at the same time recognize the importance of collaboration and mutual trust. Government intervention was too often overly proscriptive and controlling, large-scale, and imposing general rules to particular conditions. And failing. Ostrom and Jacobs agreed: better that local communities—of fisherman, of park users, of stock exchanges—develop systems of self-organization that put in place locally-specific feedback loops to alert users that a course correction is needed.

Jacobs and Ostrom are thought leaders in understanding the particularity of human ecology, providing a badly needed bridge between the misanthropic purists of the environmental movement (who for decades have seen people as the problem, preferring they just go away…) and a more holistic understanding that places people, and their cities, as an integral part of the ecosystems they inhabit.

Following the success of Death and Life, Jacobs continued for another 40 years to explore the dynamics of contemporary life, and its economy, and the values systems that underpin and sustain it. Ostrom’s ideas gestated for years before Governing was released, and appear to have continued to evolve. How interested they both would be to see how digital technology is enabling a more prudent stewardship of common pooled resources—urban and rural—as a renewed sharing economy emerges that reduces deleterious impacts and economizes use.

To what extent was their perspective shaped by their gender? And their temperaments? And their personal experience: both experienced their greatest successes later in their careers, each writing well into the last years of their lives. I only knew Jacobs, but I wonder if Ostrom, too, saw the world with empathic eyes, trained by years of close observation?

Just as this blog continues to make clear, nature and cities are one. Cities are a product of the natural human impulse to self–organize—how we gather, and derive mutual benefit, from all that we hold in common.

Laura Shillington

about the writer
Laura Shillington

Laura Shillington is faculty in the Department of Geoscience and the Social Science Methods Programme at John Abbott College (Montréal). She is also a Research Associate at the Loyola Sustainability Research Centre, Concordia University (Montréal).

Laura Shillington

Everyday streets and local institutions: Jacobs and Ostrom’s everyday scales

Jane Jacobs and Elinor Ostrom were seminal figures in their respective fields. Both were on my comprehensive reading lists for my doctoral exams—albeit for different fields. Jane Jacobs was on my list for urban geography and Elinor Ostrom for my human-environment/political ecology list. My third list was feminist geography. Seemingly disparate fields, but there were two key ideas that tied these lists together: the concepts of socio-natural relations (or socio-ecology) and scale.

The attention to the importance of the everyday scale is, in my opinion, what made Jacobs and Ostrom so influential and visionary.

As a trained feminist political ecologist, I am interested in socio-nature relations at the everyday scale. And both Jacobs and Ostrom were female scholars who paid attention to the scale of the everyday. While neither Jacobs nor Ostrom considered themselves feminist scholars, their attention to the everyday scale paralleled feminist analyses of the home, streets, city and country. Feminist geographers have long insisted that everyday spaces (such as the home and community) are intimately tied up with a myriad of relations and processes in other places and scales. Such analysis has been critical to changing the way we understand different spaces, and Ostrom and Jacobs were forerunners in showing how social-ecologies are just as scaled as the social processes that feminist scholars examined. Jacobs and Ostrom used the scale of the everyday to emphasise two key points: the importance of paying attention to the everyday scale, and the embeddedness of the everyday in larger scale processes.

Both Jacobs and Ostrom showed how the decisions and negotiations that took place at the everyday scale (the household, community and streets) were critical to understanding how the city in Jacob’s case and natural resources in Ostrom’s work are used, viewed, experienced, and managed. Jacobs wrote about the link between urban neighbourhoods and urban economics. Her everyday space was the street. The street was where the private and public spaces intersected, where diversity was created and economies born. For Jacobs, the aggregation of quotidian routines was what produced vibrant city spaces and economies. Scattered throughout her early writings were references to urban nature and the importance of these to daily life and economies in cities. She saw economies, social life, and nature as very connected and necessary for a well-functioning city:

“The more successfully a city mingles everyday diversity of uses and users in its everyday streets, the more successfully, casually (and economically) its people thereby enliven and support well-located parks that can thus give back grace and delight to their neighborhoods instead of vacuity.” —Jacobs 1992 [1961], p. 111

The neighbourhood was, for Jacobs, a key space in producing liveable, lively cities. Jacobs viewed local communities as critical resources for day-to-day well-being. She wrote about acts that took place on streets in neighbourhoods and in parks that keep them safe, lively, and diverse. Her phrase “eyes on the street” has been widely quoted. Indeed, Jacobs’ eyes on the streets can be understood as the rules and small-scale institutions in Ostrom’s work.

Ostrom’s scale of the everyday also comprised the individual and the community. She saw the community as a key player in governing society and argued that communities (of individuals) are also institutions. Ostrom was concerned about the limited definition of institutions typically used in political science (in particular based solely on the market and state) and redefined institution to include the rules and processes at work in the everyday.

“Institutions are the prescriptions that humans use to organize all forms of repetitive and structured interactions including those within families, neighborhoods, markets, firms, sports, leagues, churches, private associations, and governments at all scales” —Ostrom 2005, p. 3

Using her definition of institutions and rules, she countered Hardin’s tragedy of the commons by arguing that governing the commons is not only done by the market or state (as Hardin contends). Rather, because institutions are much more complex, diverse, and scalar, she argued that governing common resources is also done through local institutions where individuals and communities are able to create the ‘rules of the game’. Individuals and communities, Ostrom suggested, have intimate knowledge of how natural resources are understood and used on a daily basis. As such, rules created by local individuals and their institutions matter.

At the same time that they both stressed the importance of everyday life, they also recognised that everyday life was never separate from the larger scale economic and political processes. Jacobs’ early work was heavily critiqued for her lack of connection to broader processes. This is something she addresses in later works, where she makes clear links between her everyday streets and larger urban spaces and economies. Her key argument was that the stimulating effects of diverse economies and the neighbourhood scale created larger urban economies. The everyday scale caused urban economic development, which in turn produced economic development in areas outside cities. As Soja (2009) comments, Jacobs argued that cities created economic development “…not because people are smarter in cities but rather because urban densities and proximities produce a concentration of need and increased incentives to think about problems in new ways” (p. 269).

Similar to Jacobs, Ostrom also contended that local communities were very capable of managing natural resources sustainably by developing rules for extraction, appropriation, and use. She did not romanticise the community, however, and was very aware that the community was one scale in a complex landscape. In 2009, Ostrom wrote an article in Science outlining a general framework for analysing the sustainability of social-ecological systems. She argued that “all humanly used resources are embedded in complex social-ecological systems (SES),” which is shaped by interconnected scales: resource system (e.g., a coastal fishery), resource units (e.g., lobsters), users (fishers), and governance systems (organizations and rules that govern fishing on the coast)(p. 419).

The attention to the importance of the everyday scale is, in my opinion, what made Jacobs and Ostrom so influential and visionary. Without a view from the street (whether it be urban or rural), we have only a partial understanding of how socio-ecological systems function.

References:

Jacobs, J. (1992 [1961]) The Death and Life of Great American Cities. New York: Vintage Books

Ostrom, E. (2005). Understanding institutional diversity. Princeton, NJ: Princeton University Press.

Ostrom, E. (2009) A General Framework for Analyzing Sustainability of Social-Ecological Systems, Science 32 (July 24): 419-422.

Soja, E. (2009) Regional Planning and Development Theories, in R. Kitchin and N. Thrift (eds) International Encyclopedia of Human Geography, pp. 259-270. Oxford: Elsevier

Anne Trumble

about the writer
Anne Trumble

Anne Trumble is a landscape and urban designer based in Los Angeles, where she is currently working with the Arid Lands Institute.

Anne Trumble

The first armload of heavy “textbooks” I lugged out of my college bookstore included The Death and Life of Great American Cities by Jane Jacobs. As a wide-eyed teenager on my own for the first time, the weight of choosing a course of study was also heavy. An instructor presented Jacobs’ observations of the social valuables on display in plain sight in Great Cities. Her methods were inspiring, and they provided comforting answers in a complex world. As I commenced a life in landscape architecture and urban design, Death and Life remained a guide, a gospel even, frequently referenced by colleagues, clients, and citizens.

Jacobs described nature and culture as two separate entities—a position that will limit the relevance of her work in contemporary urban socio-ecology.

I carried with me her courageous resistance to the powerful city gatekeepers she saw in opposition to the well-being of regular people, especially the marginalized and poor. I carried with me her exquisite observations of the nuances of everyday city life, and their widely adopted metrics for good and bad urban design. I declared an intention to visit her New York City’s Greenwich Village. It was painted with colors she argued did not exist in the dull, lifeless suburbs surrounding the farm where I grew up. She assured me that Boston’s North End was a suitable surrogate if I couldn’t make it to the urban pot of gold on the Hudson River.

As I began to think about the similarities between urban activist Jane Jacobs and political economist Elinor Ostrom, I realized that I had not read Death and Life since college. In the 20-years since, I lived in Jacobs’ Greenwich Village and tenaciously explored the nuances of New York City. I also encountered the ideas of Elinor Ostrom.

Ostrom’s Nobel Prize winning work on the commons in the governance of ecosystems is lesser known in landscape architecture and urban design circles. But it captured the attention of a team of geneticists I worked alongside in Madagascar. They were constructing critical habitat for the island’s endangered lemurs. Tavy, or slash and burn agriculture, and hunting lemurs as a food source, exemplified the tragedy of the commons. But the geneticists were developing their own system of reforestation, food security, and education, for mutual benefit of humans and lemurs. They were solving the commons problem locally and independently without state intervention, as Ostrom documented in cases across the world. In this context, her work explained what was happening in Madagascar. It also clearly demonstrated that understanding nature and culture as inseparable is critical to solving the commons problem.

Jane Jacobs solved a tragedy of the commons in her place and time by saving irreplaceable urban fabric and its social life from devastating urban renewal. However, Jacobs established a position in Death and Life that will limit the relevance of her work in contemporary urban socio-ecology. She described nature and culture as two separate entities that only overlap insofar as the former is an analogy for studying the latter. She explained: “By city ecology, I mean something different from, yet similar to, natural ecology, as students of wilderness address the subject”. She defined a natural ecosystem as “composed of physical, chemical, biological processes active within a space time unit of any magnitude,” and a city ecosystem as “composed of physical, economic, ethical processes active at a given time within a city and its close dependencies.” In conclusion, she stated: “The two sorts of ecosystems, one created by nature, the other by human beings, have fundamental principles in common. Cities are natural ecosystems for humans.”

Jacobs constructed many binaries throughout her writings: powerful versus poor, city versus suburb, credentialed versus un-credentialed, good design versus bad design, and foot people versus car people. But in separating nature from city ecosystems, her nature versus culture binary is perhaps the most limiting to the future of cities. As we enter a new geologic epoch, The Anthropocene, marked by the completion and permanence of human impact on the terrestrial biosphere, the cultural perception of a pristine nature separate from humans no longer exists. The future of all species, including our own, now sits entirely in our hands. Cities are more important than ever, as hybrids of culture and nature, if we wish to create landscapes that nurture all species in the new epoch.

Jane Jacobs, like Elinor Ostrom, was more interested in the dynamics of civilization than city planning itself. She revered the accretion of culture over time; how new kinds of work in vital societies evolve from old forms. If we can learn from and evolve both the successes and omissions of her ideas to solve present day challenges of the urban commons, I believe Jane Jacobs, the unceasing contrarian and independent thinker, would be pleased.

Arjen Wals

about the writer
Arjen Wals

Arjen Wals is a professor whose teaching and research focus on designing learning processes and learning spaces that enable people to contribute meaningfully to sustainability. A central question in his work is: how to create conditions that support (new) forms of learning which take full advantage of the diversity, creativity, and resourcefulness that is all around us? 

Arjen Wals

Dialogical deconstruction for meaningful living within planetary boundaries: Ostrom’s and Jacob’s clues for addressing wicked sustainability issues

We have entered the Anthropocene: an era of human-caused global systemic dysfunction where human also will have a responsibility to disrupt and transform highly resilient but inherently unsustainable routines, lifestyles, and systems. A transition to, or, in some cases, a return to genius loci-based integral design of urban spaces that breathe sustainability, well-being and inclusiveness while recognizing cycles and planetary boundaries, is critical if “we” are to continue to live on the Earth.

Conflict and diversity can be utilised to create a mutually beneficial social learning process that can shed new light on wicked sustainability issues.

How to live lightly, equitably, meaningfully and empathically (i.e., towards the past and the future, towards different cultures, the non-human and more-than-human world) on the Earth is the key question of our time. People across the globe are increasingly aware of and exposed to interrelated phenomena such as: climate change, loss of biodiversity, inequity- and natural disaster-related refugees, toxification of water, soils, air and bodies, and so on. Such issues, basically manifestations of the earlier referred to global systemic dysfunction, can be described as wicked in that they are inevitably ill-structured, ill-defined, inter-connected, highly contextual, complex, and drenched in ambiguity, controversy, and uncertainty. Does the work of Ostrom and Jacobs offer clues for learning our way out of persistent unsustainability?

Although they wrote in a different time and used different words, Elinor Ostrom and Jane Jacobs emphasize self-governance, autonomous thinking, and meaningful and playful interaction. So-called dialectical encounters in heterogeneous settings appear critical for addressing wicked problems and creating more sustainable communities (indeed they did not use the term ‘sustainable’). In today’s ‘transition movements’—sometimes related to energy, food, water, sometimes to a shared economy and solidarity, sometimes all in connection—we can identify these “principles”. Ostrom’s and Jacobs’ thinking has paved the way for a more relational and organic understanding of the world. The creation of a ‘sustainable’ community or urban area requires, along with a sense of place, identity and belonging, continuous dialogue between all involved to shape and re-shape ever changing situations and conditions. A dialogue here requires that the stakeholders involved can and want to participate as equals in an open communication process which invites diversity and conflict as a driving force for transformation.

Dialogue and social cohesion are prerequisites for tapping into the change-potential of conflict and diversity. Viewed as such, dialogue becomes both a purpose and possibility for acting and forms the basis for purposeful action. The work of Jane Jacobs in particular reminds us of the importance of dialogical deconstruction, which refers to a stepwise process described by a former colleague of mine, Fanny Heymann, characterised by the unravelling and untangling of assumptions about the diverging perspectives of those involved in an interactive process revolving around sometimes controversial issues (e.g. is organic sustainable, affordable?). In the world of individual learners, images are constructed based on often fixed meanings of the elements that comprise the image, which are of a cognitive (i.e. knowledge), affective (i.e. emotions) and social (i.e. relations) nature. Deconstructing salient images requires the softening and untying of construed meanings in order to create space for alternative meanings and composite images. In dialogical deconstruction, an on-going process of deconstructing and reconstructing creates a mutual frame of reference that allows for a more open, more sensitive, and better-informed discussion of diverging, sometimes conflicting, values and interests.

Conflict and diversity can, when properly introduced and guided, be utilised to create a mutually beneficial social learning process that can shed new light on wicked sustainability issues. Individual interests may, in the end, still be in conflict with collective ones, as long as they are no longer dominated by inaccurate assumptions and implicit knowledge that distort reality and block future learning. Through dialogical deconstruction, a negotiation process can gradually transform into a process of dialogue and mutual inquiry that puts the collective interests on centre stage. Here, we meet Elinor Ostrom’s emphasis on community participation and local knowledge, and collective self-determination in governing common spaces.

A more sustainable world will require space for transformative and even transgressive learning. Such space includes: space for alternative paths of development; space for new ways of thinking, valuing, and doing; space for participation minimally distorted by power relations; space for pluralism, diversity, and minority perspectives; space for deep consensus, but also for respectful disagreement and differences; space for autonomous and deviant thinking; space for self-determination; and, finally, space for contextual differences. This reminds us of John Dewey’s views on education and democracy, almost a century ago, whose ideas can also be found in Jacob’s and Ostrom’s work. Dewey argued that education should realize a sense of self, a sense of other, and a sense of community; it should create space for self-determination as individuals and/or members of groups exercise greater degrees of autonomous thinking in a social context. The same could be argued for community engagement in livable and sustainable cities.

Abigail York

about the writer
Abigail York

Abigail York, PhD, is an Associate Professor of Public Policy and Governance at Arizona State University, where she directs the Environmental Social Science PhD Program.

Abigail York

Blessed to be a student of Elinor Ostrom, I find that, sadly, my visceral memories of her voice, warm hugs, and firm handshake are slowly fading, yet I think of her every day. Tasked with reflecting on her influence in my work all I can think to say is…I would not be me without her. Her tutelage, patience, and advice shaped who I am as a person and scholar in almost every way. As a graduate student, Lin brought me onto an interdisciplinary research project on urbanization and the environment; this incredibly diverse team used mixed methods, theories from across the sciences, and an ethic of respect for the communities that we engaged with. I attempt to replicate this approach to science, Lin’s approach to science, on every project. This apprenticeship enabled me to envision a new type of academic career that eschewed traditional academic boundaries and made an impact both within and outside the ivory tower.

Jacobs and Ostrom understood that we must leverage multiple ways of knowing and forge new interdisciplinary perspectives to tackle complex social dilemmas.

Several years ago, I nervously spoke with Lin about my tenure, worried that my interdisciplinary portfolio—including collaborations with mathematicians, ecologists, and archaeologists—would not “fit” with the standards of the day. She urged me to let my passion drive my research and not to attempt to strategize for each milestone in the academy. In her view, my science would be better if I followed my passion, and so would my sanity! Academic boundaries and the disciplinary silos of academic associations all too often stymy good work. Based on that advice, I continued to follow my academic heart from research project to project in the quest to better understand how people solve collective action problems.

Ostrom’s work transcends boundaries and silos: academic, nation-state, ivory tower and “real world”. Driven by puzzles presented through every day experience, she transformed these questions into elegant hypotheses and theories to be tested through the hard work of empirical research.

chitwan_communityforest_gravel
From the author’s research studying invasive species and community forestry in Chitwan, Nepal. Photo: Abigail York

Inspired by the sacrifice and collective action surrounding her childhood during the Depression and World War II, Lin was unwilling to accept that “everyday folks” could not self-organize to solve commons dilemmas. She demonstrated that with the right conditions, collective action was possible and that the diverse array of rules and norms created throughout the world was astounding; for this groundbreaking work she was awarded a Nobel Memorial Prize in Economics.

In the 1970s and 80s, Lin was one of a few policy scholars pushing back against the technocratic solutions of public administration and their desire for consolidated governments. Her innovative mixed method work on policing illustrated that sometimes, but not always, local control leads to better outcomes for communities.

bhaktapur
From the author’s research in Bhaktapur, Nepal. Photo: Abigail York

While working on planning and zoning as a graduate student, Lin encouraged me to read Jane Jacobs. I found fascinating overlap in the perspectives of these two academic giants. The common threads between Ostrom and Jacobs include the respect for the common person and the need to understand things in the field. One of my favorite passages is Jacob’s discussion of planners’ who cling to the orthodoxy of theory, “when contradictory reality intrudes, threatening to shatter their dearly won learning, they must shrug reality aside (Jacbos 1961: 8)”. These women refused to accept orthodoxy in the academy or bureaucracy; instead they looked out to the streets, neighborhoods, and communities.

They understood that we must leverage multiple ways of knowing and forge new interdisciplinary perspectives to tackle complex social dilemmas. They understood that it was the responsibility of the academician to look toward the “real world” for better questions and answers. These unorthodox and wonderfully irreverent women reshaped the study, science, and practice of cities and the environment forever.

Sense of Place

Art, Science, Action: Green Cities Re-imagined

Different people perceive the same city or neighborhood in different ways. While one person may appreciate ecological and social aspects of a neighborhood, another may experience environmental and racialized injustice.

Sense of place—including place attachment and place meanings—can help people appreciate ecological aspects of cities.

A place may also conjure contradicting emotions—the warmth of community and home juxtaposed with the stress of dense urban living. Sense of place—the way we perceive places such as streets, communities, cities or ecoregions—influences our well-being, how we describe and interact with a place, what we value in a place, our respect for ecosystems and other species, how we perceive the affordances of a place, our desire to build more sustainable and just urban communities, and how we choose to improve cities. Our sense of place also reflects our historical and experiential knowledge of a place, and helps us imagine its more sustainable future. In this chapter, we review scholarship about sense of place, including in cities. Then we explore how urban environmental education can help residents to strengthen their attachment to urban communities or entire cities, and to view urban places as ecologically valuable.

Sense of place

To see more chapters from the book, click here.
In general, sense of place describes our relationship with places, expressed in different dimensions of human life: emotions, biographies, imagination, stories, and personal experiences (Basso, 1996). In environmental psychology, sense of place—how we perceive a place— includes place attachment and place meaning (Kudryavtsev, Stedman and Krasny, 2012). Place attachment reflects a bond between people and places, and place meaning reflects symbolic meanings people ascribe to places. In short, “sense of place is the lens through which people experience and make meaning of their experiences in and with place” (Adams, 2013). Sense of place varies among people, in history, and over the course of one’s lifetime (http://www.placeness.com). People may attribute various meanings to the same place in relation to its ecological, social, economic, cultural, aesthetic, historical, or other aspects. Sense of place evolves through personal experiences, and defines how people view, interpret and interact with their world (Russ et al., 2015). In cities, sense of place echoes the intersections of culture, environment, history, politics, and economics, and is impacted by global mobility, migration, and blurred boundaries between the natural and built environment.

 Research and scholarship around the relationship between “place” and learning reflects diverse perspectives, many of which are relevant to urban environmental education. Education scholars point to the need for people to develop specific “practices of place” that reflect embodied (perceptual and conceptual) relationships with local landscapes (natural, built, and human). Further, some scholars and researchers have used a lens of mobility—the globalized and networked flow of ideas, materials, and people—to build awareness of the relationship between the local and global in the construction of place in urban centers (Stedman and Ardoin, 2013). This suggests that understanding sense of place in the city generates an added set of situations and challenges, including dynamic demographics, migration narratives, and complex infrastructure networks, as well as contested definitions of natural environments (Heynen, Kaika and Swyngedouw, 2006). One critical question is how we think about sense of place in cities when places and people are constantly on the move. Given rural-urban migration, sense of place today includes where a person came from as much as where she now finds herself. In one study in a large, urban center in the U.S., Adams (2013) found that notions of “home” and identity for Caribbean-identified youth were largely constructed in the northeastern urban context in which they found themselves either through birth or immigration. Such dimensions of place relationships are vital for thinking about meaningful and relevant urban environmental education.

Sense of place is determined by personal experiences, social interactions, and identities.

Understanding sense of place in the urban context would be incomplete without a critical consideration of cities as socially constructed places both inherited and created by those who live there. Critical geographers such as Edward Soja, David Harvey, and Doreen Massey draw on a Marxist analysis to describe cities as the material consequence of particular political and ideological arrangements under global capitalism. Critical educators (e.g., Gruenewald, 2003; Haymes, 1995) have drawn upon critical geography to demonstrate how cities are social constructions imbued with contested race, class, and gender social relationships that make possible vastly different senses of place among their residents. For example, Stephen Haymes (1995) argued that against the historical backdrop of race relations in Western countries, “in the context of the inner city, a pedagogy of place must be linked to black urban struggle” (p. 129). Although Haymes was writing twenty years ago, his claim that place-responsive urban education must be linked to racial politics resonates today with the Black Lives Matter movement in the U.S. and ongoing need for environmental educators to be in tune with the political realities that so deeply inform a given individual’s sense of place. This also resonates with the notion that different people may ascribe different meanings to the same place. The complexity of meaning surrounding urban places and our understandings of such contested meanings make a powerful context for personal inquiry and collective learning.

In the U.S., Tzou and Bell (2012) used ethnographic approaches to examine the construction of place among urban young people of color. Their results suggest implications for equity and social justice in environmental education, such as the damage that prevailing environmental education narratives could do to communities of color in terms of power and positioning. Further, Gruenewald (2005) suggests that traditional modes of assessment, such as standardized tests, are problematic in place-based education; instead, we need to redefine education and research as forms of inquiry that are identifiably place-responsive and afford a multiplicity of approaches to define and describe people’s relationships to the environment.

Sense of place and urban environmental education

Although not always explicitly stated, sense of place is inherent to many environmental learning initiatives (Thomashow, 2002). A goal of such programs is nurturing ecological place meaning, defined as “viewing nature-related phenomena, including ecosystems and associated activities, as symbols” of a place (Kudryavtsev, Krasny and Stedman, 2012). This approach is prevalent in bioregionalism, the “no child left inside” movement, community gardening, sustainable agriculture, as well as in natural history, place-based, and other environmental education approaches. Place-based education has goals important to urban life, including raising awareness of place, of our relationship to place, and of how we may contribute positively to this constantly evolving relationship, as well as inspiring local actors to develop place-responsive transformational learning experiences that contribute to community well-being.

Nurturing a sense of place

With the global population increasingly residing in cities, ecological urbanism requires new approaches to understanding place. How does sense of place contribute to human flourishing, ecological justice, and biological and cultural diversity? Using a theoretical basis from literature described above, we offer examples of activities to help readers construct field explorations that evoke, leverage, or influence sense of place. (Also, see a relevant diagram in Russ et al., 2015.) In practice, urban environmental education programs would combine different approaches to nurture sense of place, perhaps most prominently place-based approaches (Smith and Sobel, 2010), which teach respect for the local environment, including its other-than-human inhabitants, in any setting including cities.

In cities, factors such as rapid development and gentrification, mobility, migration, and blurred boundaries between the natural and built environment complicate sense of place.

Experiences of the urban environment

Making students more consciously aware of their taken-for-granted places is an important aspect of influencing sense of place. Focusing on places students frequent, educators can ask questions like: “What kind of place is this? What does this place mean to you? What does this place enable you to do?” Hands-on activities that allow students to experience, recreate in, and steward more natural ecosystems in cities could be one approach to nurture ecological place meaning. Another activity could use conceptual mapping to highlight places and networks that are important to students, for example, related to commuting and transportation, the internet, food and energy sources, or recreation. Maps and drawings also might focus on sensory perceptions—sights, sounds and smells—or locate centers of urban sustainability. Such maps can help students learn about specific neighborhoods, investigate the relationship among neighborhoods, or create linkages between all the places they or their relatives have lived. Further, mapping activities may help students recognize how their own activities connect to the larger network of activities that create a city, as well as allow them to reflect on issues of power, access, and equity in relation to environmental concerns such as waste, air pollution, and access to green space.

Other observational and experiential activities to instill sense of place might include: (1) exploring boundaries or borders, for example, space under highways, transition zones between communities, fences and walls; (2) finding centers or gathering places and asking questions about where people congregate and why; (3) following the movements of pedestrians and comparing them to the movements of urban animals; (4) tracing the migratory flows of birds, insects and humans; (5) shadowing city workers who are engaged in garbage removal or other public services as they move around the city; (6) observing color and light at different times of the day; (7) observing patterns of construction and demolition; and (8) working with street artists to create murals. All of these activities could serve to develop new meanings and attachments to places that may or may not be familiar to people. The activities build on seminal works related to urban design, including Christopher Alexander’s “Pattern Language,” Randolph T. Hexter’s “Design for Ecological Democracy,” Jane Jacobs “The Death and Life of Great American Cities,” Jan Gehl and Birgitte Svarre’s “How to Study Public Life,” and the rich material coming from New Geographies, the journal published by the Harvard University Graduate School of Design.

Social construction of place meanings

Activities that allow people to explore and interpret places together could contribute to developing a collective sense of place and corresponding place meanings. Participatory action research and other participatory approaches raise young people’s critical consciousness, influence how they see themselves in relation to places, and build collective understandings about what it means to be young in a rapidly changing city. For example, photo-voice and mental mapping used during a participatory urban environment course allowed students, many of them from marginalized racial and ethnic groups, to experience a shift from viewing a community as a fixed geographic place to a dynamic, socially constructed space, and to describe how they experience and understand urban phenomena such as decay, gentrification, and access to green spaces (Bellino and Adams, 2014). These activities enabled students to expand their notions of what it means to be urban citizens, and to transform their ecological identities in ways that prompted them to take steps towards imagining environmentally, economically, and culturally sustainable futures.

Further, ecological place meaning can be constructed through storytelling, communication with environmental professionals, interpretation, learning from community members, and sharing students’ own stories (Russ et al., 2015), as well as through representation of places through narratives, charts, music, poetry, photographs, or other forms that encourage dialogue and reflection about what places are and how they can be cared for (Wattchow and Brown, 2011). Other social activities, such as collective art-making, restoring local natural areas, or planting a community garden, could contribute to a collective sense of place that values green space and ecological aspects of place. New socially constructed place meanings can in turn help to promote community engagement in preserving, transforming, or creating places with unique ecological characteristics (e.g., fighting to keep a community garden safe from developers), and create opportunities to maintain these ecological characteristics (e.g., group-purchasing solar power). Environmental educators who are able to engage with a community over time can watch these initiatives take root and grow, and can observe individual and collective changes in sense of place.

Developing an ecological identity 

Urban environmental education can leverage people’s sense of place and foster ecological place meaning through direct experiences of places, social interactions in environmental programs, and nurturing residents’ ecological identity.

In addition to paying attention to social construction of place, environmental educators can nurture ecological identity, which fosters appreciation of the ecological aspects of cities. Humans have multiple identities, including ecological identity, which reflects the ecological perspectives or ecological lens through which they see the world. Ecological identity focuses one’s attention on environmental activities, green infrastructure, ecosystems, and biodiversity, including in urban places. Ecological identity in cities can be manifested in realizing one’s personal responsibility for urban sustainability, and feeling oneself empowered and competent to improve local places (Russ et al., 2015). Urban environmental education programs can influence ecological identity, for example, by involving students in long-term environmental restoration projects where they serve as experts on environmental topics, by valuing young people’s contribution to environmental planning, respecting their viewpoint about future urban development, and recognizing young people’s efforts as ambassadors of the local environment and environmental organizations (e.g., through work/volunteer titles, labels on t-shirts, or workshop certificates). Even involving students in projects that allow them to become more familiar with their community from an ecological perspective goes a long way towards adding an ecological layer to their identity and perception of their city (Bellino and Adams, 2014).

Conclusion

The environmental education challenge presented in this chapter is how to embed deeper meanings of place and identity in dynamic urban environments. Because urban settings tend to be diverse across multiple elements, ranging from types of green space and infrastructure to global migration, there are countless ways to proceed. In addition, while environmental educators can design and facilitate experiences to access and influence people’s sense of place, it is also important for educators to have a strong notion of their own sense of place. This is especially critical for environmental educators who may not have spent their formative years in a city. Such persons may have a sense of place informed more by frequent and ready access to natural areas, and less by access to urban diversity and the density and diversity of people found in an urban environment. It is important for all urban environmental educators to engage in reflective activities that allow them to learn about their personal sense of place, including what they value about the natural, human, and built environment. Demonstrating one’s own continued learning, and learning challenges, will greatly aid in the process of facilitating other learners developing sense of place in diverse urban settings. Through sharing their own experiences with places, all learners can deepen our awareness of and sensitivity to our environment and to each other. Such awareness and receptivity to place can positively influence collective and individual actions that help create sustainable cities.

Jennifer Adams, David A. Greenwood, Mitchell Thomashow, and Alex Russ
New York, Thunder Bay, Seattle, and Ithaca

* * * * *

This essay will appear as a chapter in Urban Environmental Education Review, edited by Alex Russ and Marianne Krasny, to be published by Cornell University Press in 2017. To see more pre-release chapters from the book, click here.

This essay also appears at the North American Association of Environmental Educators site.
References

Adams, J.D. (2013). Theorizing a sense of place in transnational community. Children, youth and environments, 23(3), 43-65.

Basso, K.H. (1996). Wisdom sits in places: Notes on a Western Apache landscape. In Feld, S. and Basso, K.H. (Eds.), Senses of place (pp. 53-90). Santa Fe, New Mexico: School of American Research Press.

Bellino, M. and Adams, J.D. (2014). Reimagining environmental education: Urban youths’ perceptions and investigations of their communities. Revista Brasileira de Pesquisa em Educação de Ciências, 14(2), 27-38.

Gruenewald, D.A. (2005). Accountability and collaboration: Institutional barriers and strategic pathways for place-based education. Ethics, Place and Environment, 8(3), 261-283.

Gruenewald, D.A. (2003). Foundations of place: A multidisciplinary framework for place-conscious education. American Educational Research Journal, 40(3), 619-654.

Haymes, S.N. (1995). Race, culture, and the city: A pedagogy for Black urban struggle. SUNY Press.

Heynen, N., Kaika, M. and Swyngedouw, E. (2006). In the nature of cities: Urban political ecology and the politics of urban metabolism. New York: Routledge.

Kudryavtsev, A., Krasny, M.E. and Stedman, R.C. (2012). The impact of environmental education on sense of place among urban youth. Ecosphere, 3(4), 29.

Kudryavtsev, A., Stedman, R.C. and Krasny, M.E. (2012). Sense of place in environmental education. Environmental education research, 18(2), 229-250.

Russ, A., Peters, S.J., Krasny, M.E. and Stedman, R.C. (2015). Development of ecological place meaning in New York City. Journal of environmental education, 46(2), 73-93.

Smith, G.A. and Sobel, D. (2010). Place- and community-based education in schools. New York: Routledge.

Stedman, R. and Ardoin, N. (2013). Mobility, power and scale in place-based environmental education. In Krasny, M. and Dillon, J. (Eds.) Trading zones in environmental education: Creating transdisciplinary dialogue (pp. 231-251). New York: Peter Lang.

Thomashow, M. (2002). Bringing the biosphere home: Learning to perceive global environmental change. Cambridge, Massachusetts: The MIT Press.

Tzou, C.T. and Bell, P. (2012). The role of borders in environmental education: Positioning, power and marginality. Ethnography and Education, 7(2), 265-282.

Wattchow, B. and Brown, M. (2011). A pedagogy of place: Outdoor education for a changing world. Monash, Australia: Monash University Publishing.

David Greenwood

about the writer
David Greenwood

Dr. David A. Greenwood is an Associate Professor and Canada Research Chair in Environmental Education at Lakehead University in Thunder Bay, Ontario, Canada, where he now lives in the forest with all of its wildlife.

Mitchell Thomashow

about the writer
Mitchell Thomashow

Mitchell Thomashow devotes his life and work to promoting ecological awareness, sustainable living, creative learning, improvisational thinking, social networking, and organizational excellence.

Alex Russ

about the writer
Alex Russ

Alex Kudryavtsev (pen name: Alex Russ) is an online course instructor for EECapacity, an EPA-funded environment educator training project led by Cornell University and NAAEE.

A Sustainable Future with Jobs and Social Harmony Starts with Urban Nature

Art, Science, Action: Green Cities Re-imagined

According to the United Nations’ sustainable development framework, there are three dimensions of sustainability: (1) economic sustainability (jobs, prosperity, and wealth creation for all); (2) social sustainability (reduced vulnerability to poverty, inequality, and insecurity); and (3) environmental sustainability (production and consumption patterns that respect planetary boundaries) [Note i].

People are using urban nature in simple, incremental, local actions to reconcile the conflicting ideals of social, economic, and environmental sustainability.

On the surface, attaining all three layers of sustainability simultaneously can be elusive and lead to vaguely holistic plans and divergent priorities, keeping in mind that the pace of urbanization is already overwhelming both national and local capacities. On the one hand, the absolute number of the world’s slum population has risen from 650 million in 1990 to 1 billion today; on the other hand, the number of affluent residents is rising, and these tend to generate more emissions than poorer ones, while the impacts of disasters and extreme events are most acutely felt by those who have the least opportunity to offset losses of their homes and losses of paid work [ii].

Part of the criticism targeted at that UN is that, for over a century, governments have implanted an urban development model that is incompatible with the spatial, social, and economic realities of many towns and cities, and which precludes the possibility of introducing robust and locally based alternatives for holistic urban sustainability. However, I contend that, besides the policy and technological shifts that have dominated much of the global discussion, there are cases of urban nature (greening, restoration and protection of ecosystems) being utilized, through simple and incremental actions, to reconcile the conflicting ideals of social, economic, and environmental sustainability. We present two such cases, one from the U.S. and the other from Uganda. The key lesson is that we need to shift from statist, visionary, global-scale thinking about urban sustainability to collaborative, local-level actions that can incrementally set the world in the direction of holistic sustainability.

Urban nature in action in Tampa Bay, Florida, and Kampala, Uganda

One of the inspiring examples of overcoming the fabricated wall between society, environment, and the economy comes from a group of city foresters in the Tampa Bay area—a metropolitan region of west central Florida, U.S.—who have quantified the payoff from pines and palms, olives and oaks. The project was initiated by academics at the University of Florida, who discovered that leafy canopies lower summer air conditioning bills, and that more shade also means less grass: lowering the need to maintain thousands of acres of lawns. From the view of public health, trees contribute to lower asthma rates and birth defects by removing air pollutants.

Residents participating in Keep Tampa Bay Beautiful
Residents participating in Keep Tampa Bay Beautiful. Photo: Buyana Kareem

To get this initiative started, citizens had to change the mindset of city planners in ways that allowed them to realize that a city runs not just on metal, glass, and cement, but on biology and ecology, as well. People provided planners with data about which trees provide the greatest amount of shade, which can be planted closest to pedestrian walkways and parking lots without root growth buckling the pavement, and which species best withstand floods in a city already impacted by sea level rise. A partnership between economists from the University of South Florida; representatives from the USF Tree Campus Advisory Committee; and the UF-IFAS/ Hillsborough Extension Service estimated that the trees save the city nearly U.S. $35 million a year in reduced costs for public health, storm water management, energy savings, prevention of soil erosion, and other services. Further analysis around the straight-dollar costs and benefits revealed to the staff from the City of Tampa that one live oak on the 4200 block of Willow Drive has a 38-inch diameter and a $453 annual payoff [iii]. This project changed the culture of knowledge creation by demonstrating how urban forestry can be leveraged through institutional collaborations, to make urban spaces socially, environmentally, and economically viable.

In Kampala city, Uganda, charcoal is the preferred cooking energy for various reasons: it is affordable for all economic categories of residents earning wages as part of urban employment, particularly for those engaged in circular migration –movement from rural to urban and back to rural for employment. It is substantially more efficient than wood and burns with limited smoke; it has high energy content per unit weight; it has a higher energy density than wood; it is easier to transport than wood; and it can be easily transported to markets far away from the forest. As a result, many Kampalans regard charcoal as a domestic and commercial fuel, without which life in the city can become expensive. According to the Uganda Bureau of Statistics, the total nominal value of household consumption of firewood and charcoal increased by 81.6 percent from 18.0 billion Uganda Shillings in 1996/97 to 32.7 billion Uganda Shillings in 2005/06 [iv]. However, the chain of activities around charcoal continues to be characterized by inefficient production practices and a lack of sustainable supplies of woody biomass. At this rate, the pressure on natural resources in Kampala and the surrounding peri-urban areas is worsened as communities produce more charcoal to meet their income and domestic energy demands.

Green charcol
Green charcoal. Photo: Buyana Kareem

To address the environmental threat of charcoal in ways that bring economic benefit to those at the lowest scale of income, the United Nations Development Programme’s Green Charcoal project is working with the local communities to promote more efficient technologies that enable them to save the environment while still earning from biomass fuels [v]. These technologies include the use of Retort and Casamance Kilns, which are not only environmentally friendly, but are compatible with the expectations of the communities. This is because they generate good quality charcoal using less wood, enabling the benefitting communities to earn more while cutting down fewer trees. The project also promotes the growing of woodlots, so that beneficiaries are able to cut their own trees and save the naturally occurring forests. Where these naturally occurring forests have been reduced, replanting exercises are being encouraged.

I did a transect walk to explore how the primary activities of the project are changing the lives of women. According to Annet, a mother of five aged between 40 and 50 years old living in Kyanja, located ten kilometers from Kampala, she initially spent 35$ on charcoal monthly. This was 50 percent of her income. Since she began to source green charcoal from her relative in Mubende—one of the Green Charcoal project sites found in central Uganda—her expenditure reduced to 18$. By Annet’s account, green charcoal is cheaper and burns longer, saving her time and money. She now puts money saved into her restaurant business that sells food to nearby workers in garages and ongoing residential construction projects. This narrative signifies the vital role urban nature plays in sustainable forest management in rural settings, in terms of collecting fuelwood and developing green products for food, medicine, and domestic energy supply.

Conclusion

 While the focus on sustainability in urban areas has primarily focused on environmental issues in large-scale transport, energy, and manufacturing projects, there are varied opportunities to integrate the usefulness of urban nature into socially inclusive, economically attractive, and environmentally sensitive initiatives. Urban nature should therefore have an influence over the design of solutions for a sustainable future, while introducing collaborative and incremental methods at local scales to inform the global discussions.

Buyana Kareem
Kampala

On The Nature of Cities

End Notes

i. Sustainable Development Solutions Network (SDSN, 2013). Why the World Needs an Urban Sustainable Development Goal, Note prepared by the SDSN Thematic Group on Sustainable Cities, September 2013

ii. World Bank, 2015. Uganda Economic Update: The Growth Challenge: Can Ugandan Cities Get to Work? , Fifth Edition, Washington, D.C.

iii. Day, J. and Hall, C., 2016. America’s Most Sustainable Cities and Regions: Surviving the 21st Century Megatrends. Springer.

iv. Uganda Bureau of Statistics, Statistical Abstract 2012

v. http://www.ug.undp.org/content/uganda/en/home/operations/projects/SustainableInclusiveEconomicDevelopmentProgramme/TheGreenCharcoalProject-AddressingBarrierstoAdoptionofImprovedCharcoalProductionTechnologiesandSustainableLandManagementPracticesthroughanIntegratedApproach.html

Poetry Produces the Novel Language of Future Cities

Art, Science, Action: Green Cities Re-imagined

A review of Urban Nature: Poems About Wildlife in the City. 2000. Edited by Laure-Anne Bosselaar. Milkweed Editions, Minneapolis. ISBN: 1571314105. 265 pages. Buy the book.

How can poems advance our understanding of nature in cities? If cities themselves are ecosystems of people, nature, and infrastructure, it follows that these elements can coexist in a balance that yields sustainable, livable, resilient, and just outcomes, even if that synergy is not evident in cities of the world today. Poetry, with its capacity to invert the lexicons of “nature” and “culture” so that they are not artificially divided per our current paradigms, is uniquely positioned to play a role in visioning such cities. By playing words, phrases, sensory evocations, and ideas off each other that would, in the prose discourse of practitioners, remain separate, poetry allows us to discover our future cities through the act of description.

A parking lot can be more than a parking lot. A rusting ship can be more than a symbol of decay. “Nature” encompasses more than a pristine, vegetated space untouched by human influence.

At its most novel, this is how Urban Nature: Poems About Wildlife in the City, edited by Laure-Anne Bosselaar, engages readers. The collection, organized around several themes, occasionally manages to subvert the built vs. natural environment dichotomy, allowing the inextricability of wildlife, landscape, infrastructure, and people to manifest as an emergent property of city life.

Take Carter Revard’s piece, “Christmas Shopping”. The author describes a prosaic scene—pulling into a parking lot near sunset in St. Louis, on a mission to buy Christmas gifts, but emerging unsuccessfully. Where is “nature” here? In another poem, even another poem in this collection, “nature” might have been the suffocated vegetation, mercilessly paved over to make way for a decaying strip mall; the ubiquitous parking lot gulls tussling over a strip of plastic bag; the iridescent shimmer of puddles, a reminder of misplaced fossil fuels.

Instead, Revard catalogues “nature” quite differently:

“—nothing was ordinary; it seemed
we’d floated up into the sunset air all
filled with gold and dark shining, like
being in a cathedral with the moon…”
—Carter Revard

In the subset of poems that looks optimistically on the influence of nature in cities, each author chooses to characterize nature in cities unconventionally.

coverFor example, in Carolyn Miller’s meditation on the unity of things, people sleep “like bees packed in a hive” as, “out on the edge/of land, the ocean rocks and shifts and folds”. Miller draws an emotional connection between people and bees, all simultaneously sleeping in the hive of the city. Likewise, X. J. Kennedy describes pieces of ships in both human and natural terms: the masts become “mechanical conifers” that “redden slow as leaves”.

In the case of “Christmas Shopping”, Revard chooses to see (and say) that “nothing was ordinary”, interrupting his own stream of attempts to describe the scene with this simple message to the reader: a parking lot can be more than a parking lot. Bees and humans share fundamental behaviors. A rusting ship can be more than a symbol of decay. “Nature” encompasses more than a pristine, vegetated space untouched by human influence. “Nature” in cities does is not only decimated.

This is rather a radical proposition for a poet to make, requiring both an open mindedness on the reader’s part and a verisimilitude in the writer’s drawing together of human with natural elements. Based on the binaries with which modern society inculcates us, it is easier to think that nature and cities are diametrically opposed than it is to seek their mutual resonances—hence the relative dearth of anthologies dealing with nature and cities.

Indeed, I could find only one such collection released since “Urban Nature” was published in 2000, relative to the numerous compilations of eco- and urban poetry available today. Even in Urban Nature it is evident that editor Laure-Anne Bosselaar has artfully arranged the collection, managing to highlight the idea of nature in urban contexts while including poems that were not necessarily written to address that theme, and introducing a few household names—Gary Snyder, Mary Oliver, Philip Levine—to bolster the appeal of many critically acclaimed, but lesser-known poets.

After all, to succumb to the notion of cities as the locations of poignant juxtapositions—filth with luxury, gluttony with poverty—is almost inadvertent, because these are the cities that we already know. But placing “nature” and “cities” on opposite ends of a spectrum oversimplifies the rich, chaotic reality of nature in cities, where evolution proceeds under the influence of urbanization, where the chemistry of soils sings of our presence, where children experience nature in the physics of buildings and unprecedented night migrations rather than in forests or camping under the stars. It precludes us from the harder task of envisioning what it would take to make cities sustainable, livable, resilient, and just.

The choice implied in seeing nature and cities as two tones of the same color—where LA’s “Floral loops/Of the freeway express and exchange”, per Gary Snyder’s “Night Song of the Los Angeles Basin”—reminds me of the conscious choice that David Foster Wallace talks about in his famous 2005 commencement speech, “This is Water”. In the speech (and I’m paraphrasing here), Foster Wallace laments how much easier it is for us to walk through the world as though it revolves solely around us, as individuals, than it is for us to choose to project ourselves into the equal complexity of others’ lives. It is a far harder exercise, he says, to imagine that the person driving an obnoxious Hummer on your evening commute does so out of debilitating fear of getting in a car accident, than it is to snippily declare them representatives of everything that is wrong with middle America.

It may very well be, Foster Wallace acknowledges, that the Hummer driver has no legitimate, humanizing reason for her car choice. But this is beside the point: that the practice of opening ourselves to the experiences of others allows us to conceptualize better ways to be human beings. “The alternative”, he says, “is unconsciousness, the default setting, the rat race, the constant gnawing sense of having had, and lost, some infinite thing”.

This “default setting”, as it relates to our association of nature in cities with degradation and a profound sense of loss, is also on display in Urban Nature. Take Mary Oliver’s “Swans on the River Ayr”, in which she writes of the swans: “These ailing spirits clipped to live in cities / Whom we have tamed and made as sad as geese.” Here, city swans are literally deprived by people of their born capacity for flight. Instead, they lead “clipped”, domesticated existences in the dirty shadows of their non-urban counterparts. Oliver links this diminishing to people’s alteration of species and systems. Similar laments appear throughout the anthology in chronicles of species gone extinct (“And so, my dear, unheard, a single Santa Barbara sparrow / Will sing its last spare song”, writes Stephen Yenser in a poem dedicated to his daughter) and bodies crushed violently in the name of automobile-driven progress (“No mercy for that twist of fur, the rush of travelers / streaming home”, writes Madeline Defrees).

These poems are not wrong; indeed, many of them are painfully stunning. But by capturing this one kind of truth—this manifestly obvious, bitter, default kind of truth—of nature in cities, they reinforce the motif of the concrete jungle inhospitable to anything but three-toed pigeons (“Beaks evolved for gutter cracks, handouts. / Hooked toes fit for a witch’s brew”, as in Daniel Tobin’s “Pigeons”).

Honest as they feel, these kinds of poems do not represent the sole truth of nature in cities. There is also the truth we can choose to understand, if we work a little harder: a biophilic moment in Tilden park, where Alison Hawthorne Deming sees the human culture of the San Francisco Bay Area—“the tie-dyed, book-happy city”—seeping into natural forms, where “water sings with the stones” and trees may “have consciousness,/can feel their wood thicken”. There is wonder at the sight of wildlife, adapting and using cityscapes, like Barton Sutter’s Peregrine Falcon, who “folded his wings and dropped, / A living bomb, in his heart-stopping stoop, / One hundred eighty miles an hour headfirst toward the pavement. / And then the opening of wings, the swoop, / The rising up, and all that open sky”.

As we well know, the human species is entering into a new relationship with cities and nature: one where most people’s experiences with natural phenomena will occur, for better or worse, in urban spaces. We are still grappling with how we want those cities to perform on behalf of communities, wildlife, and ecosystems. In doing the kinds of revelatory linguistic turns that make cities natural, and nature in cities whole, Hawthorne Deming, Sutter, Revard, and many others whose work appears in Urban Nature access a new function of poetry: as a tool of choice that we should exercise far more frequently as we continue in the challenging task of visioning future cities.

Laura Booth
New York City

On The Nature of Cities


Market-Based Solutions Cannot Forge Transformative and Inclusive Urban Futures

Art, Science, Action: Green Cities Re-imagined

There is an advertisement that is played with great frequency on television in Dhaka, Bangladesh. Even without the language, the imagery is powerful and vivid; the meaning seems unambiguous. In the setting of a sparklingly clean, modern kitchen, a young pregnant woman goes to drink a glass of what appears to be clean water. Immediately, a grandmother figure rushes forward, panic written across her face. She reaches out and knocks the glass from the young woman’s hands just at the very second she is about to take a sip. This dramatic moment is intensified by the grandmother waving her finger, admonishing the daughter for the risk posed to the unborn child by drinking the water. The finger wagging is explained with graphic images of what is really in the water—the very water that might be in the glass—with images of large-scale industrial pollution and human waste pouring into the natural waterways. The message is clear enough—the water in Dhaka is so contaminated that it cannot be trusted to be pure. The solution is equally clear—buy a high-tech water purification system.

We know that unless urbanization of the future is very different from current trajectories, our chances of meeting the Paris objectives are limited. Yet, the new urban agenda is not even on the agenda.

This advertisement touches many raw nerves. It seems to be a clear recognition of the state of the natural water systems on which the city of Dhaka depends. At the same time, it is an acknowledgment of the apparent implausibility of collective action to address such a fundamental problem, and one with such far-reaching consequences. The response to environmental degradation is classic neoliberalism—individualist and market-based.

But this is a response that also represents an enormous gulf between those that can act in this way, and the many millions who cannot. Dhaka stands out for the staggering numbers of people living in its slums, the vast majority of whom do not have access to basic urban systems and services, or—where they do have access—those systems and services come at a price that creates a disproportionate financial burden on their meager and uncertain incomes. The quality of such services is often at a basic or unacceptable level.

A young boy sits on top of a flood protection wall in Metro Manila. An informal community is settled under this bridge in a part of the river that is especially vulnerable to floods. Flood markers have been put in place to provide additional warning to the community - so that they can move to higher ground in case of an emergency. But the core of the problem is of lack of access to viable housing, employment and services that drives people to live in such vulnerable locations. Photo: © Richard Friend
A young boy sits on top of a flood protection wall in Metro Manila. An informal community is settled under this bridge in a part of the river that is especially vulnerable to floods. Flood markers have been put in place to provide additional warning to the community – so that they can move to higher ground in case of an emergency. But the core of the problem is of lack of access to viable housing, employment and services that drives people to live in such vulnerable locations. Photo: © Richard Friend

This lack of access to affordable, quality systems and services is perhaps most obvious in terms of water and sanitation. Despite efforts of NGOs and civil society groups, the vast majority of slum dwellers do not have access to toilets. Even when they do gain access to toilets—largely as the result of NGO interventions—over a hundred people have to queue for one toilet. Even such limited access is a huge mark of progress, particularly for women and girls, and especially when they gain access to a toilet that does not have to be shared with men.

Despite such progress, the scale of the deficit remains enormous, not only in Dhaka but across South Asia’s growing cities. And provision of toilets does not always address the ecological and social inequities associated with managing the waste. The drains and water supply pipes come together, causing waste and water to mix. Toilet waste is often emptied onto public lands and into public water bodies, further contributing to the wider ecological deterioration of water systems. This problem becomes the responsibility of a particular caste—a marginalized group of people whose profession is clearing out the human excrement from toilets by hand. This is gruesome stuff: climbing through the pipes, sewers, and pits of the cities’ toilets. The injustices of human shit are both ecological and social.

While the challenges of water and human waste are dramatic in Dhaka, similar stories occur across Asia—India, Pakistan, the Philippines. Water and excrement are the more dramatic side of a broader story that has wider resonance. Across Asia, critical urban systems are often dependent on deteriorating ecological conditions and use infrastructure that was been built in a different time, for different purposes. Demand on these systems is increasing, and increasingly they are failing, while the impacts of climate change—or, to be more accurate, climate variability and uncertainty—become all the more acute.

Again, water illustrates the impacts of climate variability. But it is not only the cities of South Asia that exemplify these challenges. Thailand has being going through an intense drought that began in the 2014-2015 dry season, but has intensified through the last year. The rainy season of 2015 brought far less rain than “normal” years, leaving the large reservoirs that supply water for irrigation, industry, and domestic use at record lows. Once again, farmers have had to make sacrifices for the greater urban good, being forced to abandon irrigated crops. Some critical urban infrastructure has also failed—the main public hospital in Khon Kaen, one of the largest cities in the northeast of Thailand, has had to truck water in to meet its needs, as the reservoirs that supply the city have dried up. Less than five years after an historic flood, Thailand is experiencing an historic drought and temperatures that have beaten the records of the last 65 years.

The failure of urban systems and of the institutions responsible for their management is quite staggering. Perhaps even more staggering is the lack of public discussion around these issues. That is not to say the drought and the heat wave do not get any media coverage. The drought has appeared for several months as a story about the plight of farmers, with an occasional footnote about the potential risk to cities. There was brief coverage about “panic buying” of water in shops. Yet, surprisingly, there has been little effort to raise awareness among water users, encouraging them to reduce their use and conserve supplies, or to have a more in-depth discussion of the root causes of this crisis and its place in a longer historical storyline of shocks and crises.

The urban story about heat has also emerged over the last few weeks. This time of year is always hot, and the Thai New Year, with its tradition of pouring cooling, scented water over the shoulders of elders as a mark of respect, is a cultural response to the peak of the hot season. But again, media coverage of the current heat has been superficial. As with water in Dhaka, the most widely observed adaptation strategy of urban people to heat has been to take advantage of the only public space available: the private, air conditioned shopping malls that push conspicuous consumption on those just trying to cool down. But even these kinds of actions to deal with the heat are not open to all, and come with conditions.

Most disturbingly of all, the connections between the drought and heat wave and climate change are hardly mentioned. Current coverage attributes the drought and heat wave to the El Niño phenomenon (although no action was taken ahead of this year’s El Niño), as if this year is a one-off. Even as the Prime Minister was signing the Paris Agreement, and as Earth Day passed, discussion of climate change seemed to be far from the popular media.

Herein lies a fundamental problem as we look to the future. We know that unless urbanization of the future is very different from current trajectories—especially for a region such as Asia, which is urbanizing rapidly—that our chances of meeting the objectives set out in Paris are extremely limited. We also know that current patterns of urbanization are likely to intensify inequalities and social differentiation. And yet, the “new urban agenda” is not even on the agenda. Not Dhaka’s, anyway.

There are political dimensions to this silence that are difficult to confront. The current military government in Thailand seems dead set on pushing infrastructure investment as a way of reviving the flagging economy. But the approach of the government is investment in old infrastructure that fits neither with with global climate trends, nor with today’s technological trends. The government’s plan demonstrates an almost instinctive propensity for large reservoirs and dams—even if they are to be located in protected forests. Energy demands for the growing urbanizing and industrializing areas are to come from large, coal-fired power plants—even if they are located in marine parks or tourist-dependent coastal areas.

As this pattern of infrastructure investment occurs, the political space is tightly constrained, with little opportunity for public participation and consultation. The government has promised to use the special powers that it granted to itself to push these mega-projects, so that it does not have to abide by legal requirements for environmental and health impact assessments. The advances in environmental legislation are being jettisoned, with Environmental Impact Assessment framed as a meddlesome procedural step that slows down investment. And those who stand up for the concerns of local citizens and of the environment risk being placed on a blacklist. The political pressure on environmental activists and the dilution of already weak environmental legislation certainly is not unique to Thailand. Across Asia, similar trends are unfolding, with the possible exception of Myanmar.

It seems that even while the combined effects of climate change, environmental degradation, and social injustice are more in evidence now than ever, the overall direction of responses is a toxic combination of individualist, market-based solutions, alongside growing, heavy-handed political oppression. The calls for solutions to the challenges of climate change uncertainty and risk to embrace participation, innovation, and informed dialogue amid polycentric, multi-scalar governance mechanisms seem all the more distant. This does not bode well for forging a transformative and inclusive urban future.

It is difficult to imagine how a new urban agenda might be forged without the collective effort of urban citizens; it certainly does not appear that either states or markets left to their own devices will be capable of forging such a transformative future.

Richard Friend
Bangkok

On The Nature of Cities

Parks as Magnets that Shape Sustainable Cities

Art, Science, Action: Green Cities Re-imagined

The other day, I took my two children to the park. We clambered over rocks and logs, slid down slides, and rolled down a large grassy hill.

Parks with strong “magnetism” can potentially exert forces of attraction and repulsion for people.
At one stage, I stood at the top of the hill, the city skyline before me, and the sounds of happy children all around me, and my overwhelming emotion was “I love urban ecology”. I am not usually a spontaneous tweeter, but at that moment I found myself wanting to share that emotion with the world.

The park was the Royal Park Nature Playground in Melbourne, and our visit there was a reward to the three of us for having sat through a long, boring meeting. We arrived at the park tired and grouchy, but within seconds of our arrival, all we could see were golden opportunities for fun.

TNOC_Hahs_May2016_fig 1
Royal Park Nature Playground, Melbourne. Photo: Amy Hahs

The tension in our bodies had no chance against the joy of being out in the open, indulging in the overwhelming desires to run and move and sing and discover. It was a powerful demonstration of how important it is to have access to spaces that really MOVE you—physically and emotionally—as part of everyday life.

Because understanding the ecosystem services of green spaces is part of my job, it can be easy for the cultural services to become simply items on a list. My experience at the park was a timely reminder that I also need to be diligent about enjoying those benefits for myself. It was also an affirmation that the career I am carving out for myself actually can change our relationship with and understanding of cities. Standing at the top of that hill, I was humbled to suddenly realise: “I helped build this”. Not in any tangible, hands on, or direct way—but indirectly, through my participation in the burgeoning field of urban ecology. The research into the ecology in and of cities I have contributed to is now manifesting as beautiful, multipurpose, engaging parks such as the one I was standing in. That wonderful revelation left me feeling inspired to continue working towards creating opportunities for all city dwellers to have access to places that can have a meaningful and positive impact on their lives.

The pull and push of highly valued green spaces

I am a glass half full person, but I am also a realist. In the days that followed my visit to the park, I started to think about what goes into making a park like that. If I rolled back the turf on that fabulous big hill, what would l find? Where do those beautiful boulders come from, and what will happen if we keep gathering those rocks to use in other parks? Are there enough weathered logs to feed our desire for naturalistic playgrounds? And how can we make sure that these parks are distributed equitably now, as well as into the future? These are some critical questions that I would like to explore in the remainder of this essay.

A useful analogy to help with this discussion is the relationships between magnets and metal filings. The forces of attraction and repulsion combine to reveal the shape of the magnetic fields by creating clearly defined areas with and without filings. Some magnets have quite strong fields and produce very clear patterns, whereas others are much weaker and barely make an imprint.

filingsjoint
Strong (left) and weak (right) magnetism result in different patterns of iron filings along magnetic fields. Images © Flickr/Windell Oskay/ Magnetic Fields – 12, Magnetic Fields – 23

If we think about parks as being magnets in an urban area, the filings are a way of visualising the impact they have on the economic, environmental, and social dimensions of the urban landscape. Outstanding and engaging parks, such as the one I described, have stronger and farther-reaching magnetic fields compared to the smaller parks with fewer resources, which have only a limited effect on a smaller number of filings. However, these strongly magnetic parks also create more obviously binary landscapes, and accumulate a much larger volume of filings.

WindellOskay_magnetic fields - 14
Parks with strong magnetism will have a strong effect on the people, environment and economics of the surrounding landscapes. Image © Flickr/Windell Oskay/ Magnetic Fields – 14

Environmental consequences

If the current status quo for parks is to deliver open areas of turf with a tree canopy, then increasing the number of large or naturalistic parks, with undulating land forms and a diversity of physical features (such as rocks), will require a far greater quantity of physical materials during the construction phase. Where will these materials be gathered from, and what is the ecological impact that results from their relocation? Are the ecological benefits of improved habitat diversity in urban landscapes dwarfed by the associated depletion of habitat elements in more “natural” landscapes? There is no single answer to this question, as it will depend on the contractors, their suppliers, the local context, and a multitude of other factors. However, the first step towards fixing a problem is recognising it exists. By questioning and tracking the net impact of a park, we can develop a better understanding of whether the construction of these spaces is truly justified by their impact on the ecology of our planet.

Social justice and equity

Magnets exert two key forces: attraction and repulsion. The simplest demonstration of these forces can be found in toy train sets, where the carriages connect through magnets. The carriages stick together through the force of attraction. However, if you take a carriage off the end of the train and try to reconnect it using the wrong end, the force of repulsion pushes the carriages away from each other, and the train no longer pulls the carriage.

Parks with strong magnetism can potentially exert the same forces of attraction and repulsion for people. A great park will draw people to it, even from larger distances. However, such parks also hold the potential to push other groups of people away. For example, the development of a “great” park may increase surrounding land and rental prices, thereby making it unaffordable to many long-term residents of the neighbourhood. In our efforts to provide better parks without creating a social justice divide, we need to identify additional mechanisms to ensure that when strongly magnetic parks are built for disadvantaged communities, the same communities will continue to be able to enjoy them into the future.

Economic forces

Too often, the things that start out as a consideration of the triple bottom line (social, environmental, and economic forces) eventually get made on the basis of the original, single bottom line: money. Parks with strong magnetism cost more to design and to build than a basic “trees and turf” park. There are also unanswered questions about how much new maintenance approaches will cost compared to the current mulch, mow, and spray approach that we currently appear to be comfortable with. If a new style of ecological parks is going to be more widely adopted, then we need to start integrating the requisite ecological maintenance into the design to minimize the ongoing costs of management. We also need to start recording the maintenance costs for the parks that are built in order to establish the business case for (or against?) a change in the type of parks we build in our cities. As the management costs increase, there may also be more incentives to engage local residents to assist in caring for the parks. This would have the added advantage of providing opportunities to strengthen social bonds within communities, and to connect more people with nature.

A deeper appreciation for parks can change their magnetism

If sustainability is about making more effective use of our existing resources, then there is a case to not only build great parks, but also to explore how we can “re-use and recycle” our current parks to raise their perceived value in the community. Is it possible to adjust the magnetic fields of a park in ways that maximise their magnetism for people and biodiversity, yet minimize the ecological and economic impacts? For example, can simple stewardship activities change the relationship that residents have with their local park? Can simple changes in park management deliver improved biodiversity outcomes, or extend the range of benefits that a park can deliver? How can the ecological or social benefits of parks be increased while the essential design is unchanged? Expanding our park networks in the most sustainable way may require us to see every park—regardless of their many and varied forms—as an asset to be nurtured, improved where possible, and more fully and universally appreciated. In our roles as professionals and citizens, exploring this dimension could be the greatest sustainability challenge of all.

TNOC_Hahs_May2016_fig 4
Photo: Amy Hahs

If the magnetism of parks helps shape our cities, how can we use the arrangement of magnets and strengths of magnetic fields to maximum effect? Strongly magnetic parks have been used regularly to shape cities (think emerald necklaces and green spines, for example). Yet it is possible that all parks have the potential to act as magnets and contribute to shaping our cities. If this is the case, how can we use our full diversity of parks to “tune” cities and deliver positive results across the triple bottom line, now and into the future?

The focus of this essay was clearly on parks and how they contribute to efforts at creating sustainable cities. However, many of these same dilemmas and challenges apply equally to other components of our built environment, including buildings, roads, artificial night lighting, water sensitive urban design, and the plethora of other infrastructure present in cities. As I walk through my city’s streets, I now wonder about the magnetism of all of these things that I see, and think about the trails of iron filings that they have created. It affects my vision, but it also makes it even more apparent that truly sustainable cities are only possible where we minimize the detrimental environmental, economic, and social impacts, and then actually take the time to value and appreciate the benefits. This valuing process is the essential ingredient for moving an idealistic search for sustainability into a meaningful way of life.

Amy Hahs
Melbourne

On The Nature of Cities

Biophilic Urban Acupuncture: The Importance of Biophilia in Urban Places

Art, Science, Action: Green Cities Re-imagined

As our cities expand and densify simultaneously, there is a need to design places to connect people to nature. If we are not careful, our commute and daily experience within the city will be nothing more than glass, steel, and concrete. This post articulates the need for biophilic interventions in urban places, offers good examples found in NYC, and suggests easy solutions you can take now to help.

Urban acupuncture is intended to produce small-scale but socially catalytic interventions in the urban fabric. No needles necessary.

Our access to wild places and “nature” is shrinking, and so is our will to get to those places. According to the Bureau of Labor Statistics, over 80 percent of Americans took at least a week-long vacation in 1977. Compare that to less than 60 percent of Americans taking a week-long vacation in 2014.  Additionally, trips to our National Park system have also been in decline. The Journal of Leisure Research published a report in 2014 that shows per capita visitation to our National Park system has declined 19 percent since 1997. If we are trending towards getting “out into nature” less, we need to actively design our cities to bring nature in. As we continue to select urban places to live, the impetus to embed nature, and specifically urban biophilic acupuncture, is paramount.

Biophilia is humankind’s innate biological connection with nature. It helps explain why crackling fire and crashing waves captivate us; why a garden view can enhance our creativity; why shadows and height instill fascination and fear; and why animal companionship and strolling through a park have restorative, healing effects. Terrapin Bright Green has published two extensive reports on the subject of biophilia, The Economics of Biophilia and 14 Patterns of Biophilic Design.

P7_NY Times Birch Garden_John Zacherle
Moss and birch garden in the NY Times Building by Renzo Piano is an excellent example of a biophilic intervention. Photo © John Zacherle/Flickr

Urban Acupuncture is a socio-environmental theory that combines contemporary urban design with traditional Chinese acupuncture, using small-scale interventions to transform the larger urban context. Just as the practice of acupuncture is aimed at relieving stress in the human body, the goal of urban acupuncture is to relieve stress in the built environment. Urban acupuncture is intended to produce small-scale but socially catalytic interventions in the urban fabric. No needles necessary.

Biophilic Urban Acupuncture (BUA) is the theory that threads and nodes of biophilic interventions in specific urban places can help improve people’s moods, connect people to place, and help improve mental health. Biophilic urban acupuncture blends two very important design concepts: biophilia and urban acupuncture.

BUA has higher levels of effectiveness in dense cities versus suburban places due to the ease of pedestrian mobility. A resident that lives in a dense city will spend at least some time each day outside because they will be walking to transit, walking to work, or walking to get a meal. Even though BUA is likely needed in more suburban places, the auto-centric street design and sprawled land-use typically does not lend itself to high quality biophilic opportunities.

Threads and Nodes

Smaller BUA interventions should be placed in locations throughout the city in a web-like structure, allowing users with different destinations to engage in biophilic experiences no matter where they are traveling. These smaller biophilic interventions do not need to be grand in scale to have an impression. Positive impacts on self-esteem and mood have been shown to occur in the first five minutes of experiencing nature (Barton &Pretty, 2010). Daily, unintentional exposure should be a priority when planning a BUA intervention. The intervention should be placed in a location that receives a large number of users but is embedded into an everyday habitat or commute.

Highline Park
The High Line Park in New York City converted disused elevated railroad tracks into a much-loved biophilic intervention. Photo © Dean Shareski/Flickr

The larger biophilic experience should be placed in an area of the city that can serve a larger amount of the population and should include as many biophilic patterns as possible. These are typically parks, such as the Olmsted-designed Central Park in New York City or the Tommaso Francini-designed Luxembourg Garden in Paris. Large parks that are centrally located within a city and connected by good transit will provide a robust BUA experience to a greater number of residents than parks located in the periphery.

BUA Examples

THE FOUNTAINS AND WATER FEATURES OF NYC

A space with a good Presence of Water condition feels compelling and captivating. Fluidity, sound, lighting, proximity, and accessibility each contribute to whether a space is stimulating, calming, or both.

In the urban environment, there are two ways to capitalize on the multi-sensory attributes of water to enhance the experience of a place. First, simulating or constructing water features (water walls, fountains, or falls; aquaria; water imagery) in the built environment—indoors and out—creates positive effects for inhabitants, though, it is worth mentioning that water and energy-intensive installments may create other issues. Second, it is possible to amplify the presence of naturally occurring water (lakes and ponds; streams, creeks, and rivers; rainfall; arroyos) to help inhabitants become increasingly aware of the surrounding environment.

Paley Park_Wally Gobetz via Flickr
The water wall at Paley Park is a wonderful and captivating intervention. Photo © Wally Gobetz/Flickr

THE TREES OF NYC

A space with a good Visual Connection with Nature feels whole; it grabs one’s attention and can be stimulating or calming. It can convey a sense of time, weather, and other living things.

MillionTrees NYC is a citywide, public-private program that has planted one million new trees across the City’s five boroughs over the past decade. Beyond the numerous ecological benefits, strengthening New York City’s urban forest plays a positive role in helping inhabitants reduce stress and bolster self-esteem, mood, and parasympathetic activity.

PopUp Forest: Times Square is emulating the pop-up restaurant experience by transforming a public plaza in Times Square into a large-scale, temporary urban forest installation. The goal is to foster a movement to re-define cities with nature in mind and to create an urban oasis for wildlife while helping New Yorkers get more familiar with nearby nature.

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A proposed art installation, PopUp Forest, will bring a forest into the ultra dense Times Square. Image © http://www.popupforest.org/

BIOMORPHIC SUBWAY ART

Biomorphic Forms & Patterns are symbolic references to contoured, patterned, textured, or numerical arrangements that persist in nature. A space with good Biomorphic Forms & Patterns feels interesting and comfortable, possibly captivating, contemplative or even absorptive.

Biomorphic subway art illustrates how this concept has been implemented in New York City subway stations. The passageway between 42nd Street and 5th Avenue includes artistic depictions of natural systems such as tree roots and animal burrows, and the Jay Street/Metro Tech Station depicts glass mosaic art with various animal species, including starlings, sparrows, lion fish, parrots, tiger beetles, and koi fish.

Jay Street-Metrotech_Wally Gobetz via flickr
Natural scenes and biomorphic objects and patterns can transform a dreary subway passage. Photo © Wally Gobetz/Flickr

BROOKLYN BRIDGE PARK TIDAL WETLANDS

A space with a good Connection with Natural Systems evokes a relationship to a greater whole, making one aware of seasonality and the cycles of life. The experience is often relaxing, nostalgic, profound or enlightening, and frequently anticipated.

The tidal wetlands at the recently expanded Brooklyn Bridge Park offer a prime example of connecting an urban landscape with the local ecosystem. The wetlands heighten awareness of natural properties of the East River and may promote environmental stewardship of the Park and surrounding area.

Brooklyn Bridge Park Tidal Wetlands_Julienne Schaer for Brooklyn Bridge Park
Tidal wetlands at the Brooklyn Bridge Park integrate natural with built systems. Photo © Julienne Schaer for Brooklyn Bridge Park

DIY Biophilic Urban Acupuncture

Biophilic Urban Acupuncture does not need to hinge on large budgets or city agencies to have dramatic impact. You can play a role in integrating BUA elements in your neighborhood now. Here are a few strategies to help you get started:

Seed Bomb_KnitSpirit via Flickr
Sprouting seed bomb. Photo © KnitSpirit/Flickr

Seed bombs are balls made from volcanic red clay or compressed soil containing different varieties of native species’ seeds; they can fit in the palm. Usually, other additives are included in the ball, such as compost or humus to provide microbial inoculants. They can be dropped or tossed onto vacant lots or public places that are in need of beauty and vegetation. Seeds that support pollinators, such as honeybees or butterflies, are better as they will reinforce the Visual Connection to Nature and Connection to Natural Systems biophilic patterns.

WHERE: Seed bombs work well in places that have exposed soil and in places that are difficult to access.

HOW: Although it was once strictly a DIY project, seed bombs can now be purchased online, in stores, or even from vending machines.

Tree pits are areas around urban trees that provide a small pervious surface for the roots to breath and absorb water. These can be transformed from small, often neglected patches of soil into strong BUA interventions. If done with care, you can plant flowers or root bulbs in the pits. Additional interventions could include placing small benches around the tree pit, which will create a reason for people to linger under the tree, reinforcing the biophilic response.

WHERE: Most trees that are located in public right-of-way are the responsibility of the community to take care of. Check with your neighbors about which tree pits are available to improve.

HOW: Using a hand cultivator, loosen the topsoil, as this is usually compacted. Spreading a thin layer of mulch will help the tree absorb water and reduce evaporation. Plant in-season flowers and enjoy!

Guerilla gardening is the act of planting vegetation in spaces that gardeners do not have the legal rights to use. These sites are typically abandoned or areas that are substantially neglected. BUA can have large impacts in these neglected areas via guerilla gardening because the intervention is typically noticed and appreciated by the community, regardless of who did it, and is taken care of for years. This intervention supports the Connection with Natural Systems, Visual Connection with Nature, and Non-Visual Connection with Nature biophilic patterns

WHERE: Typically, guerrilla gardening occurs in spaces that are vacant or underutilized spaces. This intervention originated in NYC in the 1970s with residents throwing balloons filled with local seeds, water, and fertilizer into empty lots.

HOW: This BUA intervention is best done with a group of neighbors and/or friends. Locate a site that is in need of a garden and make a plan for the plantings and improvements. Pre-planting site work may need to be done, such as cleaning up junk, trash, and debris.

We know that cities will continue to morph. We also know that we enjoy listening to a water fountain, seeing a butterfly, or watching leaves shake with the help of a slight breeze. Let’s work to ensure that Biophilic Urban Acupuncture is part of the toolkit we use to help shape the places where we want to live.

Jonce Walker
New York City

On The Nature of Cities

This essay is posted with permission from Terrapin Bright Green and originally appeared on www.terrapinbrightgreen.com/blog/ on October 21, 2015.

*Featured image copyright Steve Guttman/Flickr

Ceci N’est Pas le Ciel: Biophilia, Design, and Illusions of Authenticity

Art, Science, Action: Green Cities Re-imagined

A recent post by an online design-oriented magazine devoted to things environmental declared that it had been a good week for the environment and proceeded to list a number of initiatives and new products that were almost exclusively to do with human technology. It struck me that the average tree in a rainforest and the common-or-garden denizens of the ocean would be unimpressed.

Could the seductive power of biophilia be incorporated into the conceptualisation and design of whole streets, precincts or major urban infrastructure as a way to introduce citizens to ecocity ideas? It could.

It was another example (you’ll be able to think of dozens) in which the promise of an abundance of reduced-carbon-less-energy-more-efficient devices was conflated with “sustainability”. But a pre-order for more than 300,000 Teslas is not environmental news, it’s news about a consumer product that, with all its electric beauty, further fans the passion of our species’ self-destructive love affair with the automobile (nearly 1.3 million people die in road crashes every year).

ViviCam 6300
“Killa Kars.” Photo: Paul Downton

It occurred to me (not for the first time, I must admit) that even the most environmentally aware people fail to fully “get” the environment as a living system; they don’t think ecologically, whilst the cloak of sustainability is at least as much a miasma as a mantra for “things ecological”. Nowhere is this more evident that in the design community, but designers are, after all, living in a global environment where respected members of society talk about “sustainable growth” as if perpetual growth were biophysically possible…

We can’t consume our way to environmental salvation—we can’t buy our way out of an ecological crisis—even to suggest that we can is to fundamentally fail to understand how the real world works. Barry Commoner’s First Law of Ecology is that “everything is connected to everything else”, but 45 years after its publication, this precept has yet to seriously inform the mainstream of public opinion, architectural design, planning, government, or economics. Fantasy trumps reality—for now. Those victims of magical thinking who are adherents of neo-liberal economics may sincerely believe in the totally imagined reality of nations and corporations, but none of their incantations will ultimately overcome what Harari calls “the objective reality of rivers, trees and lions”. Nature bats last.

“Ever since the Cognitive Revolution, Sapiens have thus been living in a dual reality. On the one hand, the objective reality of rivers, trees and lions; and on the other hand, the imagined reality of gods, nations and corporations. As time went by, the imagined reality became ever more powerful, so that today the very survival of rivers, trees and lions depends on the grace of imagined entities such as nations and corporations.”
Yuval Noah Harari

Reconnect

What can be done to reconnect people to “everything else” and restore at least some perception of objective reality? Readers of The Nature of Cities know that this blog is both a repository and cornucopia of ideas and examples for doing just that; the key word is “nature” and introducing it into daily life in a meaningful way involves much more than placing evocative pictures of rivers, trees and lions on the walls of government offices and corporations. In our cities, especially, there is the underlying fundamental challenge of how to address the common modern problem of a general failure to pay attention to anything that isn’t animated, given a funny voice, and delivered by the sleep-disrupting blue light of an electronic device. Even in the most beautiful environment, people would probably look at images of the place on-screen rather than the place itself. Augmented reality is surely going to exacerbate this as people learn that reality is boring and even nature needs a tweak or two to make it sufficiently interesting to look at.

Augmented reality composite
Augmented reality (Chantilly, France plus doctored wikimedia commons image from https://upload.wikimedia.org/wikipedia/commons/5/51/Visualfilter.gif) Image: Paul Downton

The Internet is all about connectivity, and in the realm of ideas (for good and ill) it has been preposterously successful in bringing people together from around the globe through electronic media. The hope this offers may be minimal. Connection via the net is not the same as connection with living things in a tactile, immersive way, and we now live in a world in which there are people likely to be suffering more angst from being disconnected from the Internet that they would be if disconnected from nature. Logically, if disconnection is the problem, then the answer is to connect—but offline. Yet the separation from nature is ubiquitous and, as Kellert and Callabrese observe, it “is reflected in modern agriculture, manufacturing, education, healthcare, urban development, and architecture”. There is no escape. Alienation is intrinsic to the modern experience.

We are biophiliacs

If this is to be countered with any success it is clear that connectivity is the key; it’s not only the basis of any ecological function, it is the essence of any relationship and it is hard-wired into what it means to be human. We look for connections constantly, unconsciously and consciously. We are pattern-seekers and we have evolved to respond viscerally to nature. Alienated as we are, knowingly or otherwise, deep inside we are all biophiliacs.

Biophilia is “the inherent human inclination to affiliate with nature” and biophilic design is “about creating good habitat for people as a biological organism in the built environment”.

Importantly, it’s worth noting that you can’t just go and get yourself a “shot” of biophilia, it often depends on repeated experience and “needs to be nurtured and developed to become functional”. Given the relative paucity of biophilic experiences in our cities, it would seem all the more necessary to create urban environments that ensure repeat experiences of biophilic input. Apart from the obvious proposition that parks and green spaces be located close to and be readily available to a city’s denizens, one can readily imagine urban design strategies that placed biophilic experiences in the path of everyday experience as a matter of routine, as part of people’s passage to work, school, play, and entertainment. The passages that are likely to work best are the ones along which people walk or cycle—travelling slowly enough to appreciate their surroundings, episodic experiences like bus and train stops might offer the canvasses for multiple biophilic techniques that, repeated on a daily basis, might nurture biophilic awareness. Travelling in rapidly moving traffic, trying to pay attention to other road users, car travel offers a much diminished potential for encouraging biophilia. All this fits well with the ecocity design ethos that favours pedestrian and public transport.

Illusions

Illusions of nature can generate biophilic psycho-physiological responses. Biophilic responses can be triggered through indirect experiences of nature, even artistic representations of nature. Such “virtual” connection is not reality, and yet biophilic effects are measurable in some unnatural environments (like hospital rooms) when people are exposed to mere images or illusions of nature, such as artificial sky. Manufacturers’ claims include effects like “increased relaxation and psycho-physiological restoration” as a “direct result of enhanced biophilic engagement”. But the clouds don’t move. How long can the illusion of nature hold up without movement? When does lack of authenticity become a problem?

Illusory systems have their place. They are valuable for environments that cannot readily accommodate real biological systems, such as MRI rooms buried inside multi-storey, deep-plan buildings. They might even be considered essential components of interstellar spacecraft, which concept, in effect, reinforces the ecologically disconnected character of illusory biophilics.

“Illusions of nature” may be able to create biophilic effects, but they don’t contribute to biodiversity or the function of the urban ecosystem. Apart from offering cheering pictures in stressful environments, products such as “artificial sky” consume resources and energy and exhaust greenhouse gases in their manufacture and operation. As with most of our modern technologies, they contribute directly to environmental degradation and global warming. That is a high price to pay for an illusion. And even if all this resource expenditure resulted in a wholly convincing video, a picture of the sky is not the sky. 

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“La Trahison des Images” (“The Treachery of Images”) by René Magritte. “Ceci n’est pas une pipe” (“This is not a pipe”).

A cynic might regard illusory or non-ecosystem-connected biophilic design as merely part of the society of the spectacle, part of the marketplace of packaged experience and even, with controlled air, temperature, and comfort levels, a means of reinforcing the alienation from nature that the idea of biophilia is fundamentally opposed to. Japan’s artificial beach at Seagaia Ocean Dome offered a striking example until it was closed. The Truman Show imagined a whole town under an artificial sky and in Dubai, the fantasy of a domed city is rapidly approaching realisation.

Japanese artificial beach
Japan’s now defunct artificial beach. Image: binscorner.com

“The Truman Show” boundary

A fairly cursory overview of the literature on biophilia suggests that there is plenty of room for original research on illusory biophilia: Does a biophilic illusory effect need to be in “real” time to work? Do speeded up clouds or diurnal cycles (sunrise to sunset) spoil the illusion in biophilic terms by being not as restful, familiar, or realistic, for instance? What is the threshold at which the graphic or pictorial representation of nature becomes too abstract to be effective? What is the minimum level of “nature” required to have a biophilia effect? Is there a reality/artificiality “Truman Show” boundary to biophilic experience?

the-truman-show
Is there a ‘Truman Show’ boundary to illusory biophilic techniques? Image: www.archdaily.com

Much of “The Truman Show” used the New Urbanist icon Seaside in Florida as the set for the movie. New Urbanist ideas are often conflated with notions of sustainable cities and even ecocities, but there is something about their sense of trying to achieve brittle perfection (like Seaside) that sits uneasily with the earthier, gutsier, ethos that underpins the ecocity vision exemplified by the drawings of ecocity pioneer Richard Register (see URBIS Dialogues for a presentation of some of Richard’s thinking. This, despite the Charter of the New Urbanism, which advocates that “…urban places should be framed by architecture and landscape design that celebrate local history, climate, ecology, and building practice.”

RR San Francisco
The ecocity vision—exemplified in this drawing by Richard Register—doesn’t readily fit the tidy, neatly ordered ‘middle America’ aesthetic of New Urbanism. Image: Richard Register, with permission

Dark skies and definitions

In writing in Architecture Australia that “The biophilic city absorbs more carbon than it emits” Darren Bilsborough, director of urban innovation at Woods Bagot and a director of the Green Building Council of Australia, would seem to be making something of an ambit claim for what a biophilic city should be—but there is no evidence that I’m aware of any requirement for biophilic design to deliver net carbon sequestration. Having studied and promoted ecocity ideas for the best part of three decades, I would contend that an ecocity would intrinsically be a biophilic city, whereas a biophilic city is not necessarily an ecocity, although it could be. Perhaps the best summary of what a biophilic city might be is provided by Tim Beatley, and he regards it as an open question. One looks forward, of course, to the time when all cities are ecological and biophilic, with dark skies through which we can see the moon and stars.

Moonbow over Parkdale
Moonbow over Melbourne. Photo: Paul Downton

The moon is part of our ecosystem. It is part of the living system of a biosphere that would not be the way it is without tides and tidal forces affecting the cycles of life. To be moonstruck is a biophilic experience. Any self-respecting biophilic ecocity would have to protect views of the night sky. Being able to see the stars from city streets should be a biophilic objective. Tim Beatley suggests that recapturing and connecting with some of the urban wildness represented by the night sky should be a goal for every city.

Although biophilia is not mentioned by that term in any of the various extant definitions of ecocities (which seems surprising), the concept, expressed in various ways, is invariably part of the overall definition, or is a strongly implied imperative. Examples include:

From the Ecocity World Summit 2008:

Ecocity development integrates vision, citizen initiative, public administration, ecologically efficient industry, people’s needs and aspirations, harmonious culture, and landscapes where nature, agriculture and the built environment are functionally integrated in a healthy way.

Ecological awareness—help people understand their place in nature, cultural identity, responsibility for the environment, and help them change their consumption behavior and enhance their ability to contribute to maintaining high quality urban ecosystems.

I confess, although I’m part of the group that devised the IEFS, I hadn’t noticed that we’d failed to specifically mention biophilia.

A similar pattern of implied, rather than explicit, biophilia applies to sustainable city definitions and guidelines, although perhaps less strongly:

From The Reference Framework for Sustainable Cities:

16. PROTECT AND PROMOTE HEALTH AND WELL-BEING – Green corridors and spatial equity in the provision of green areas and sports facilities contribute to improved health and well-being.

26. PROTECT, RESTORE AND ENHANCE BIODIVERSITY AND ECOSYSTEMS – Having a no pesticides policy and differentiated management of green spaces, raising awareness of the richness and benefits of nature among the inhabitants, especially among children, are examples of measures that reap benefits while preventing conflicts.

The biophilic imperative is beginning to make the kind of institutional inroads that promise systemic change. Richard Louv, author of Last Child in the Woods, coined the term “Nature Deficit Disorder” to describe the impacts that isolation from nature was having on a generation of children. In an interview published on Transition Network, he reported that:

“September of last year, the IUCN, the International Union for the Conservation of Nature, with some input from several sources including the Children and Nature Network passed a resolution, saying in fact that children have a human right to a positive connection to the natural world and to a healthy environment. That’s a big step.”

It’s not hard to imagine a scenario in which a group of schoolchildren are taken on a visit to an urban agricultural facility to see living plants in an urban context and get a healthy biophilic experience, but there looms the danger that the whole experience is presented as being somehow “sustainable”, when there is no guarantee that urban farming is sustainable at all.

The language of biophilia

I’m inclined to think of illusory biophilia as biophilia-lite, in that it has got about the same relationship to ecological sustainability as the logo on a supporter’s T-shirt does to their favourite football team—it signals the intention of support and implies membership of a particular cohort but does nothing to physically assist the group in achieving its goals. Hanging up photos of the Tarkine wilderness on your walls is no guarantee that you’re a rainforest activist, but it implies that you might support those who are.

The trouble with illusory biophilia is that because it does provide such powerful sign language, it can be employed with great efficacy in the service of greenwashing. If one of the blank, unprepossessing walls of the world’s most expensive building were to be decorated with a biophilic image, one could be certain that it would be photographed and circulated on the internet endlessly, and set up a spurious link between the function of the object (to generate electricity and nuclear waste) and the idea of nature. As it is, the advertising universe is full of beautiful, irrelevant images of nature being employed to sell products regardless of their actual relationship to the living world, which, in most cases, is almost entirely predicated on the resource consuming, greenhouse gas emitting, waste producing exploitation of nature.

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Image: Wikimedia Commons

It may be overblowing the idea of biophilia to suggest, as does Bilsborough, that it somehow absorbs more carbon than it emits, but at the other end of the spectrum, it would be unforgivable if it were to descend into only being something to do with nice views, pictures on the wall, or the mere merchandising of illusions in the name of improved well-being (although it may include all of these). Biophilia is a real phenomenon. It’s part of what makes us human. It is powerful and beautiful and dangerous.

It’s a kind of language and, like all languages, it can inform, inspire, and mislead; it can empower and enlighten and it can inhibit understanding, obfuscate and confuse. It needs to be used with caution, but it needs to be used. In particular, as part of an arsenal of techniques and technologies for advancing programs for ecological sustainability in our cities, it is vital.

Down the rabbit hole

Pursuing sustainability is a bit like following Dodgson’s white rabbit down the rabbit hole and finding various neatly bottled definitions of sustainability each saying ‘DRINK ME’. Some enlarge one’s understanding, others shrink it and, taken altogether, they invite confusion. Add biophilia to the concoction and it becomes a Humpty Dumpty world in which it’s hard to escape the conclusion that the words chosen to refine a particular definition are in the service of what an author wants it to mean.

“When I use a word,’ Humpty Dumpty said in rather a scornful tone, ‘it means just what I choose it to mean — neither more nor less.”

“The question is,” said Alice, “whether you can make words mean so many different things.”

“The question is,” said Humpty Dumpty, “which is to be master— that’s all.”

The Art Nouveau movement was nothing if not biophilic; it brought to the surface strong biophilic cultural tendencies, affected design at every level from jewellery to sculpture and architecture, and it was hugely popular. Although Aldo Leopold cautioned that “Biophilic design is not a style it is an ethic”, it is tempting to believe that a nascent biophilic style is already emerging to take the mantle of nature from Art Nouveau, as every other new major project is draped in vegetation, and curvilinear forms associated with nature are in the ascendant after decades of suppression by the forces of authoritarian modernism.

Metropolitan Station
A Paris Metropolitan railway station—an early and popular example of biophilic imagery incorporated into urban infrastructure. Photo: Paul Downton

Could the seductive power of biophilia be incorporated into the conceptualisation and design of whole streets, precincts or major urban infrastructure as a way to introduce citizens to ecocity ideas? I am certain that it could, that biophilia could be employed as an educational tool for helping to build ecologically viable urban environments. Think of it as a massive ecocity teaching aid.

Paul Downton
Melbourne

On The Nature of Cities

Look Who’s Coming to Dinner…Bacteria that Eat the Gowanus Sludge—TNOC Podcast Episode 7

Art, Science, Action: Green Cities Re-imagined
Play

Also available at iTunes.

Bringing together specialists across disciplinary boundaries, sediment sampling has occurred across 14 sites and 3 seasons. Photo: Josh Johnson (www.joshethanjohnson.com)
Bringing together specialists across disciplinary boundaries, sediment sampling has occurred across 14 sites and 3 seasons. Photo: Josh Johnson (www.joshethanjohnson.com)

Story notes: The Gowanus Canal in Brooklyn is well known throughout New York City as a nearly two-mile-long trench filled with sewage and chemicals left behind by years of neglectful pollution.

Though the canal is slated for a multi-million dollar cleanup courtesy of the U.S Environmental Protection Agency Superfund Program, a team of local scientists, landscape architects, and community activists have discovered a very different kind of remediation effort underway in the sludge beneath the bottom of the Gowanus.

This podcast episode, produced by Philip Silva, catches up with members of the BK BioReactor project and their efforts to find out whether anything can live in the sort of toxic habitat provided by a place like the Gowanus Canal.

BKBR_Phylo Tree_RGB LEFT

This phylogenetic tree illustrates the diversity of life found in the Gowanus Canal, a result of its parent microbiological makeup, the introduction of foreign materials through increased trade and shipping, and subsequent adaptations to the urban, industrial environment. Credit: BK BioReactor team (www.bkbioreactor.com).
This phylogenetic tree illustrates the diversity of life found in the Gowanus Canal, a result of its parent microbiological makeup, the introduction of foreign materials through increased trade and shipping, and subsequent adaptations to the urban, industrial environment. Credit: BK BioReactor team (www.bkbioreactor.com).
Left to right: Matthew Siebert, Ian Quate, and Elizabeth Henaff of BK BioReactor. Photo: Josh Johnson (www.joshethanjohnson.com)
Left to right: Matthew Seibert, Ian Quate, and Elizabeth Henaff of BK BioReactor. Photo: Josh Johnson (www.joshethanjohnson.com)

Despite all the pollution, it turns out that the canal is teeming with microscopic life, and some kinds of bacteria are actually able to live on the waste that humans have left behind. Not just the sewage, either. Some bacteria seem to be able to feed off the industrial solvents and petrochemical products that line the bottom of the canal. As these microbes nosh their way through the potluck of pollutants on the E.P.A.’s list of hazardous substances, they break them down into safer compounds and elements, leaving the canal just a tiny bit less toxic over time—a long, long time.

BK BioReactor is a collaboration between Dr. Elizabeth Henaff, a researcher at Weill Cornell Medical College, Ian Quate, a designer at Nelson Byrd Woltz Landscape Architects, and Matthew Seibert, the Creative Director of Landscape Metrics. The project also draws support from GenSpace, a community biotechnology lab in Brooklyn, and the Gowanus Canal Conservancy, a group working to clean up the watershed that drains into the canal.

Philip Silva 

New York

On The Nature of Cities

Changing Climate and Changing Cities: If You “Dress” Urban Planning Differently, You May be Able to Cope

Art, Science, Action: Green Cities Re-imagined

We live in the city of Valdivia, located in southern Chile (40° S), known in the country for its good quality of life, high biodiversity (particularly the Valdivian temperate rain forest) and a high annual rainfall (2m average). This last point always surprises and troubles visitors, especially those who come from the northern warmer and drier areas. But the Valdiviano provides comfort against these complaints by revealing a popular local saying: “there is no bad weather, only inadequate clothes”.

Urban planners in Chile should be able to differentiate and understand each macro region’s specific climate dynamic.

This phrase may be analogous to what is currently happening between urban planning and climate change in Chile. The planning being done is not bad, it just addresses a previous situation, not the current challenge: climate change. Current planning follows classical urbanism approaches instead of exploring others more in line with natural dynamics. Old concepts can hardly prepare cities to cope with the changes that are already occurring, and with those that are yet to come.

Chile’s urban policy

The newly created urban policy in Chile set, as one of its priorities, the sustainable development of cities by considering the characteristics of the natural environment in which cities are placed. Among the considerations, it suggests knowing the natural dynamics in order to respond to climate changes proactively. A study by the Climate Change Adaptation Program at the University of Notre Dame, suggests that we have a good starting point to do this, ranking Chile 30th for its capacity to respond to climate change. The index was calculated measuring vulnerability, or the “sensitivity and capacity to adapt to the negative effects of climate change”, and readiness, or the “ability to leverage investments and convert them to adaptation actions”.

However, due to the diverse climate and geographical conditions that are present in Chile (mean width 267 km; length of 4270 km), the effects of climate change on the country’s regions are not homogeneous. Research on climate change in Chile indicates that the temperature will drop in coastal areas, while in the valleys and the Andes regions it will increase. The amount of precipitation will decrease in most of the country, while dry conditions are expected to increase. Hence, the considerations described in the new urban policy, which mostly encourage people to value, conserve, and measure the local natural environment as it is, seems to be insufficient because it is not taking climate variation into account. In other words, it is not enough to plan cities in line with the geographical and climate characteristics of a particular site; it is also necessary to know how such attributes will change over time, particularly in Chile, where climate variation is already happening and is expected to increase across the 21st century.

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Precipitation and temperature variations in climatic regions of Chile. Image: Paula Villagra and Alvaro González
Climatic regions of Chile. Photo correspond to sections of the map above. Photos: Paula Villagra and Alvaro González
Climatic regions of Chile. Photos correspond to sections of the map above. Photos: Paula Villagra and Alvaro González

Chile’s geography incudes a northern area noted for its hyper-arid conditions and the Atacama Desert, the driest desert in the world. The Central area is known for its Mediterranean conditions, with winter rainfall and extended dry periods. In contrast, the south or temperate zone is characterized by higher rainfall—this is where the Valdivian ecoregion can be found. Finally, the Patagonia area is characterized by a higher precipitation rate in the area of channels and fjords, with vast fields of ice (Ice Fields North and South) and a tundra climate. At the same time, there are differences in the climate between what happens next to the Pacific Ocean, in the intermediate depression, and the Andean region.

This geographical diversity gives rise to a variety of climates that influence the areas were cities develop. If the aim is to take specific and timely actions in cities to prepare them to face climate change, indications of a broad urban policy and indexes that evaluate climate change “in general” are inadequate and inconclusive, in Chile’s case. What changes should be made in urban planning approaches in countries like Chile to address climate change? Rather than including new rules and expanding the list of requirements, we believe that the current terminology should be updated to the new environmental situation.

A Valdiviano may suggest that you cannot change the weather, but if you “dress” urban planning differently, you may be able to cope with it. In order to start the discussion about how to do this, we propose several alternative concepts and way of thinking that can replace those used currently.

From climate type to the study of its variations and influences

Chile’s diverse climate is produced by its huge latitudinal length, the proximity of the Pacific Ocean to the west, the Andes mountains to the east, the Atacama Desert in the North and the Patagonia and the ice fields in the south, which creates biogeographic island conditions throughout the country. In addition to the diverse topography, the north and central regions are strongly affected by global climate patterns such as the El Niño Southern Oscillation (or ENSO), while the climate variability in the southern region of Patagonia is affected by the Southern Annular mode (or SAM) forcing. Both patterns affect precipitation and temperature variations year to year. In addition, the complex topography (a result of Chilean dynamics caused by earthquakes, tectonic activity, volcanism, and erosion processes), has generated different microclimate conditions within just a few kilometers. For instance, La Serena city, near to the coast, presents every-morning-fog, or Camanchaca. At the same latitudinal coordinate, Pisco Elqui, a small town in the Andes, is cloudy most of the year (see map). In general, there are severe climatic differences from the coast toward the Andes. Overall, the history of this territory shows a diversity of climate that has changed over millennia.

Urban planners in Chile should be able to differentiate and understand each macro region as a particular climate region with a specific climate dynamic. This point will be relevant for achieving a positive future climate adaptation, where we expect a precipitation decline, temperature increasing, water stress, and an increase of drought intervals.

From land use planning to multilevel urban frameworks

Currently, the cities in Chile are governed by a regulatory framework that defines where green zones, commerce, education, and housing, among other usage types, take place. This is the current way of making cities respond to the classic urbanism approach, where the “zoning” is what determines the changes in a given place and at a given time, without much interaction with other institutions, professionals, and the environment. A multilevel urban framework, in contrast, would allow a complex and inclusive systems approach in line with the flows that change it. A multilevel urban framework is a flexible planning approach where the relationships and interactions among cities, regions, and national policies, and between the community and planners, can take place easily by adopting tools that assure vertical and horizontal cooperation. Hence, this type of framework allows the development of local action plans in line with national plans by empowering the local community, which can thus influence national policy. In turn, national policy would pursue a more efficient and sensitive implementation of urban climate strategies, appropriate to the wide climatic diversity that the country has, under a multilevel urban framework.

From urban density to urban sprawl

It is widely known that the greater the urban density, the higher the temperature, an effect called urban heat island. This phenomenon consists of the accumulation of heat in cities due to the concentration of construction materials that absorb and gather heat throughout the hours of sunlight and release it at night, preventing typical nighttime cooling. If the forecasts indicate that across the 21st century, the air surface temperature in Chile will increase between 2º and 4ºC, urban planning should not encourage urban density, but urban expansion.

Today, the discussion among planners on whether we should densify or expand cities is not conclusive. Urban density is widely used as a strategy to increase the amount of housing per hectare, which solves housing issues, particularly in developing countries. But in order to adapt to climate change, it seems that urban sprawl is an appropriate solution. A denser neighborhood does not leave space for an adequate amount of green and free areas, and as a result, deteriorates quality of life. Nonetheless, if our chosen strategy is city sprawl, the interaction between urban planners, ecologists, and engineers in transport, among others, is vital to keep natural system dynamics functioning and to avoid triggering segregation processes, which usually accompany urban expansion in this latitude.

Green areas or urban ecosystems

Increasing green areas in cities also contributes to the effect of urban heat islands. But would it be more efficient and sustainable if green areas were implemented and understood as part of the ecosystem where the city is placed? In Chile, the influence of the English garden on how green areas are designed is strong: large areas of lawns are observed in public areas all along the country. These require a lot of water, which is unsustainable considering climate change and rising temperatures. Therefore, it is necessary to change the design of green areas, and to modify this concept in the national legislation. The concept of a “green area” as an area of ornamental plant species only should be made more flexible, to accommodate plant species services and functions, and to understand them as urban ecosystems which vary from region to region. In this way, we can move from the static conception of green areas associated with classical urbanism to new urban landscape dynamics, allowing the development of sustainable cities in tune with the environment. In this case, the interaction of landscape architects and urban ecologists is essential for integrating ecology into urban planning.

Public space or multifunctional landscapes

In Chile, within the outcomes of climate change are the negative effects of natural disturbances, such as earthquakes and tsunamis. Urban planning in this regard is quite poor, since efforts have been focused mostly on mitigation strategies and on improving construction codes. Therefore, it might be useful to think that public spaces with other functions and designs could be used to counteract the effects of such disturbances. During everyday life, public spaces are spaces for recreation, but after a great disturbance, the perception of them changes: they are used for shelter, evacuation routes, and even to meet basic needs such as access to water. Thus, the concept of public space could be changed to multifunctional landscapes. Certain urban places may have more than one role, thus contributing to the adaptation of the city after a major catastrophe. In this case, architects, urban designers, and environmental psychologists should interact to plan these spaces in response to local needs.

With these ideas, we suggest that both the policies and instruments of urban planning in Chile should “dress” differently to be more flexible and adaptable to climate change. Similarly, urban planning should allow the incorporation of a diversity of professionals from the natural and social sciences throughout the planning process, who can propose new concepts and ideas for making cities more adaptable to climate change.

Paula Villagra and Alvaro González
Los Rios and Valdivia

On The Nature of Cities

Álvaro González Reyes

about the writer
Álvaro González Reyes

Álvaro González Reyes is a Ph.D. student in the University of Chile's Geology Program. His research interests include water resources and glaciology, past hydroclimatic variability using tree-rings as proxies, and climate dynamics, focused on understanding these changes across the Arid, Mediterranean, and Patagonian Andes regions in South America.

Practicing Community Environmental Education in Urban Settings

Art, Science, Action: Green Cities Re-imagined

Community environmental education prioritizes community wellness, and uses learning in and about the environment as a means towards community wellness and healing. It draws from place-based, youth and community development, participatory, and resilience approaches in environmental education. Recognizing that community environmental education is an emerging field lacking a clear definition (Aguilar, in revision, Aguilar, Price and Krasny, 2015), here we use a definition developed in the U.S. urban context (Price, Simmons and Krasny, 2014): “Community environmental education aims to enhance a community’s wellness through thoughtful environmental action. It fosters collaborative learning and action, taking into account the social, cultural, economic, and environmental conditions of a community.”

Community environmental education uses environmental learning and action to foster community wellness in cities and other settings.

The term community also has multiple definitions, including those built around a common location, social connections or belonging, cultural identity, and interests (Delanty, 2003). Our use of the term integrates local (e.g., a neighborhood), common interests (e.g., youth development, organic food production), and relational or belonging aspects of community, which is consistent with our focus on community wellness. We define community wellness as social, environmental, and economic conditions that support health and quality of life, including the presence of healthy green spaces, food, and water, and opportunities to engage in healthy activities with others. Although environmental education focusing on community wellness can occur anywhere, much of our understanding of community environmental education comes from work in cities.

Because building connections among people is important to achieving community wellness, a learning theory that emphasizes how learning occurs through interaction with others is useful in elucidating the learning process and outcomes of community environmental education. Social learning encompasses a group of theories that have in common a focus on learning through interactions with others and with the environment (Wals, 2007).

Two social learning theories used in understanding environmental education include communities of practice and cultural historical activity theory. For example, Aguilar and Krasny (2011) applied communities of practice theory to understanding how learning occurs in environmental after-school programs in small cities in Texas, and Krasny and Roth (2010) applied cultural historical activity theory to watershed programs occurring near Victoria, British Columbia. Importantly, these two theories privilege not just the knowledge and perspectives of professionals, but also of community members and of youth participants in environmental education programs. For the urban environmental educator, these theories enable understanding of how learning occurs in programs designed to foster individual and organizational transformations leading to community wellness.

Communities of practice

Originally developed to understand how people learn a craft or skill through interactions with more skilled craftsmen, communities of practice theory examines individual and group identity formation and transformation as a learning process. According to Wenger (1998), a community of practice is a place where people with a common interest or concern engage and become members, agree on and pursue a particular enterprise (e.g., community wellness), and cultivate a common repertoire (e.g., cultural values). The framework considers learning as a social process that occurs as individuals participate in groups associated with a specific physical, historical, and cultural context, often in an apprenticeship manner around a common interest or concern (Lave and Wenger, 1991). Researchers have used this framework to identify apprenticeship-like approaches to learning, while others have examined individual identity and power differentials as a result of participation in communities of practice.

Water Watchers: an environmental education community of practice in Austin, Texas

Water Watchers (organization name has been changed to protect participants’ privacy) is an environmental education program that engages low-income youth in Austin, Texas, whose mission is to: “advance personal and academic achievement through environmental monitoring, education, and adventure.” It provides an example of how program staff’s attention to multiple elements of a community of practice fosters youth engagement. During the academic year after the school-day ends, program staff transport students to test water quality at various sites, and then to program headquarters where students socialize, share food, and do homework with peers who tested a different site. During the summer, staff transport students to their water monitoring sites, after which they go swimming or on a field trip. Through this process, Water Watchers has developed a community of practice, including membership, common enterprise, and shared culture (Aguilar, in press).

A community of practice relies on consistent membership with multiple entry points for joining. Water Watchers offers meetings through the year, provides transportation and a stipend (thus encouraging attendance), offers multiple activities and volunteer opportunities, and brings in speakers and community members. This allows students to participate for different reasons: they like science, they want to be with friends, their teacher recommended them, or they simply want something to do after school.

The program common enterprise revolves around youth development—including academic achievement, social support, agency and empowerment—and around environmental stewardship, both of which foster community wellness. While students often identify the program enterprise as one of water-quality monitoring and socializing, they also acknowledge the program has given them a voice and feelings of respect and acceptance. The program leaders feel students should leave the program “prepared to create a life for themselves that will be better,” and thus ask students to develop goals not only for program participation, but also for their school and family lives. Students work as mentees until they pass a test to become mentors. Mentors in turn develop confidence in their skills as they help newcomers with water testing procedures. Students also apply their water quality knowledge in new arenas, like canoeing and service-learning. Finally, the community of practice includes trajectories that enable members to expand their academic and social skills and bridge with other communities of practice.

Water Watchers also projects a shared culture of respect for each participant and of helping each other. This culture is reinforced when students depend on one another for a successful water test, and through overnight camping and trips to learn about colleges. For example, an African American male who had recently opened up about his homosexuality on an all-boys overnight trip found acceptance rather than ridicule in the Water Watchers community. Another student admitted that high school was a difficult place to feel accepted, but Water Watchers made it easier for her to find a sense of belonging.

Social learning encompasses a diversity of learning theories, all of which focus on learning through interaction with others.

In addition to consistent membership, common enterprise, and shared culture, Water Watchers provides for needs like food, financial assistance in the form of a stipend, and a base for homework and recreation. These services result in a “safe space” and enable a “sense of belonging” for students, many of whom come from unstable homes. In short, Water Watchers empowers participants by improving their social and educational skills, and fosters community wellness through these youth development outcomes and monitoring water quality.

Cultural historical activity theory

Cultural historical activity theory is based on the idea that humans change or learn when they engage in productive activity within a particular cultural and historical context and environment, and in doing so, they change that environment. Productive activity occurs within an activity system, which is comprised of a goal or outcome for the activity, tools, rules, object, subjects, community, and division of labor, as well as the interaction of these elements (Engeström, 1987). Learning occurs through interaction of the learner with other components of this system.

Learning also occurs when contradictions between different elements of the activity system generate conflicts; for example, when rules specifying how to conduct an activity are not consistent with project goals. This can lead to transformations or expanding the activity to include new rules, tools, or goals. Further, one activity system may produce outcomes that are used by another activity system, such as when knowledge produced through a water monitoring activity system is used by policy makers in a legislative activity system. In short, a learning activity system is dynamic and has multiple interactions among its elements and with other activity systems, which can lead to transformation of the activity system and related learning.

By applying cultural historical activity theory to two cases in South Africa—one involving organic agriculture, and the other medical wastes—we expand North American notions of community and urban environmental education that have focused largely on youth audiences. The lessons drawn from the two cases about identifying and resolving contradictions through interactions among academic, professional, and practical knowledge holders, leading to transformations and outcomes consistent with community wellness, are relevant to community environmental education more broadly.

Expansive learning in organic agriculture learning system, Durban, South Africa

In 2008, Rhodes University, which has cultural knowledge that functions as activity system “tools,” and the South African Qualifications Authority, which makes educational policies and standards and thus provides “rules,” began implementing the Researching Work and Learning program in environmental education. The Isidore Organic Network and its marketing arm Earth Mother Organic, constituted one research site (Mukute, 2010). In trying to address growing demand for organic produce in Durban, these organizations faced challenges meeting organic standards, getting certified as organic producers, and becoming profitable. Cultural historical activity theory, in particular its focus on collaborative learning, transformations of current practice, and contradictions, is useful in understanding how the organic farmer group and its stakeholders sought to overcome obstacles.

Through collaboration with Rhodes University researchers, members of the organic agriculture organizations used a series of steps to contribute to expansive social learning at the local level, and potentially to education nationally. They analyzed Isidore and Earth Mother Organic agriculture and agribusiness practices, which surfaced key challenges and their underlying causes (contradictions). Then they collectively developed and implemented a solution to address the contradictions.

Over 20 organic farmers, trainers, and marketers jointly defined key challenges, surfaced their causes, and developed solutions in an expansive learning process. They identified the goal of their collaborative learning as human health, wealth, and environmental sustainability—which could only be enabled by a qualitatively new practice. The research participants decided to work on the contradiction between organic regulations (rules) and local social-ecological conditions (community). They concluded that this contradiction was caused by lack of collaborative linkages in the organic sector, which in turn was explained by: difficulties in making a profit, part of which would be used for collective learning and innovation; historically constructed cultural barriers among organic value chain actors and associated low levels of trust; strong culture of individualism fostered by past failures of cooperatives; and inadequate infrastructure to support the organic farming movement, including collection centers, training, inspection, and certification.

Responding to this contradiction, the project conducted a workshop which led to formation of a Green Growers Association consisting of organic farmers, trainers, marketers, certifiers, and the municipality, with the goal of linking and coordinating learning and actions of the Durban area organic farming community. The project also identified 11 stakeholder groups and accompanying activity systems that it needed to intentionally engage, including agro-processors, suppliers of agricultural tools, consumer groups, funding partners, research organizations, universities, and colleges (see the Figure). The second model solution was the identification and adoption of the International Federation for Organic Agriculture Movements’ Participatory Guarantee System, which would enable the local organic farming community to set, implement, monitor, and certify local organic production using agreed-upon criteria. The Green Growers Association recruited organic inspectors and an information technologies specialist to adapt international organic farming standards, communication, and marketing.

Chapter 3 fig 1
Urban organic farmers activity system, Durban, South Africa. Diagram adapted from Engeström, 1987.

While the above process helped the Durban organic agriculture community learn jointly and generate solutions to agricultural challenges, it also revealed that organic trainers and mentors needed higher order skills to perform their tasks. In addition, the study concluded that agricultural cognition comprised not just the knowledge of trainers, but also of farmers, farmworkers, inspectors, and marketers, which should be drawn on and developed (Mukute, 2010). Finally, it recommended the formation of local, lasting collective learning, innovation, and action structures. These insights were shared with the South African Qualifications Authority and Rhodes University, which influence education policy in South Africa. The insights and recommendations demonstrate a link between local and national level learning processes, which could strengthen environmental education impacts across multiple scales.

Knowledge-sharing practices in community home-based care, South Africa

Community home-based care in South Africa is in high demand due to the HIV/AIDS pandemic and related diseases, resulting in waste that poses a public health risk if not disposed of correctly. Typically, healthcare waste includes swabs, adult diapers, and used dressings, needles, and surgical gloves. Young children have been seen playing with surgical gloves found dumped on a vacant plot, inflating them, filling them with water, and drinking out of them.

Different community players contribute toward achieving sustainable healthcare waste management. Some partners enforce waste management regulations, some produce healthcare waste, while others sort, manage, and dispose of it. Cultural historical activity theory sees these players as interacting in activity systems that are dynamic and multi-voiced, and as individuals whose ideas and practices can be transformed through ongoing dialogue in expansive learning processes.

Research revealed that problematic waste management practices in home-based care facilities were linked to limited knowledge and knowledge-sharing (Masilela, 2015). It became clear that environmental education processes were needed to strengthen environmental management practices. For example, healthcare waste is commonly disposed of in domestic waste bins or illegally burned, but environmental health officers lack knowledge about such practices. Similarly, community home-based caregivers, despite extensive experience in nursing and palliative care, did not know how to dispose of waste generated outside of a clinic. Although senior managers seem to hold more detailed knowledge about healthcare waste management, channels to disseminate this knowledge to environmental health officers or community home-based caregivers were non-existent. The result: impoverished waste-pickers rummaging through piles of domestic garbage in search of items to recycle or resell faced risks of encountering healthcare waste.

Three workshops provided the basic framework for an expansive learning process in which the managers of home-based care facilities, environmental health officers, and waste inspectors identified their strengths and weaknesses and collaborated to seek long-term solutions. The voices of waste-pickers and caregivers were brought into the workshops through interview transcripts and photographs, enabling stakeholders to develop a richer perspective on the complexity and contestation of the problem. The workshops created opportunities for people with diverse skills and backgrounds to build common knowledge and develop new practices around a shared outcome (i.e., improving waste management). Participants learned about daily practices related to healthcare waste management (“who does what”); gained insight into tensions and contradictions; and asked “why,” “how,” “where,” and “what” questions to clarify misconceptions.

The healthcare waste management activity system suggests lessons for community environmental education more broadly. Environmental sustainability challenges in urban settings require collaboration among multiple players who need access to contextually relevant knowledge. Processes that stimulate dialogue and the production, circulation, and reflexive critique of knowledge within and across activity systems, such as the workshops addressing healthcare waste management, create opportunities for expansive learning leading to sustainability innovations.

Conclusion

The communities of practice framework allows us to examine social learning that occurs through participation in a community focused on a common enterprise. Cultural historical activity theory enables us to see how activities expand through encountering challenges or contradictions, resulting in learning at higher levels.

Communities of practice and cultural historical activity theory are two social learning frameworks useful in understanding community environmental education.

A focus on learning through interactions also suggests equitable knowledge sharing, which is important to urban environmental education. It reveals a subtle change in perspective from expanding existing outreach programs to be more inclusive of non-traditional audiences, such as low-income youth, farmers, or community healthcare workers. Instead, youth, farmers, and healthcare workers, alongside university scientists and professional environmental educators, all have knowledge to bring to the table. Recognizing and honoring each actor’s assets not only uncovers ideas potentially useful in addressing sustainability issues, but also empowers less powerful community members. For these reasons, it is a critical component of social learning and of urban environmental education that seeks to foster community wellness.

Marianne Krasny, Ithaca
Mutizwa Mukute, Grahamstown
Olivia Aguilar, Granville
Mapula Priscilla Masilela, Grahamstown
Lausanne Olvitt, Grahamstown

* * * * *

This essay will appear as a chapter in Urban Environmental Education Review, edited by Alex Russ and Marianne Krasny, to be published by Cornell University Press in 2017. To see more pre-release chapters from the book, click here.

This essay also appears at the North American Association of Environmental Educators site.

References

Aguilar, O.M. (in revision). Examining the literature to reveal the nature of community-based environmental education programs and research. Environmental Education Research.

Aguilar, O.M. and Krasny, M.E. (2011). Using the community of practice framework to examine an after-school environmental education program for Hispanic youth. Environmental Education Research. 17(2), 217-233.

Aguilar, O., Price, A., and Krasny, M.E. (2015). Perspectives on community environmental education. in M. Monroe and M.E. Krasny, editors. Across the Spectrum: Resources for Environmental Educators. Washington, DC: NAAEE.

Delanty, G. (2003). Community. Routledge, London.

Engeström, Y. (Ed.). (1987). Learning by expanding: An activity – theoretical approach to developmental research. Orienta-Konsultit, Helsinki, Finland.

Krasny, M., and Roth, W.-M. (2010). Environmental education for social-ecological system resilience: A perspective from activity theory. Environmental Education Research, 16(5-6), 545-558.

Lave, J., and Wenger, E. (1991). Situated learning. Cambridge University Press, Cambridge, UK.

Masilela, K. (2015). Draft MEd thesis. Environmental Learning Research Centre. Grahamstown, South Africa: Rhodes University.

Mukute, M. (2010). Exploring and expanding farmer learning in sustainable agriculture workplaces. PhD dissertation. Grahamstown, South Africa: Rhodes University.

Price, A., Simmons. B., and Krasny, M.E. (2014). Principles of excellence in community environmental education. (unpublished document).

Wals, A.E.J. (2007). Social learning towards a sustainable world: Principles, perspectives, and praxis. Wageningen Academic Publishers, Wageningen, The Netherlands.

Wenger, E. (1998). Communities of practice: Learning, meaning and identity. Cambridge, UK: Cambridge University Press.

Mutizwa Mukute

about the writer
Mutizwa Mukute

Mutizwa works on various regional projects related to sustainable agriculture in the southern African region. While working with cultural historical activity theory, Mutizwa pioneered expansive learning approaches in environmental education and sustainable agriculture. .

Olivia Aguilar

about the writer
Olivia Aguilar

Olivia received her PhD in Natural Resources at Cornell University in 2009 studying environmental and science education. She obtained her BS and MS in Horticulture from Texas A&M, where she studied the effects of a Junior Master Gardener Program on the environmental attitudes of children.

Mapula Priscilla Masilela

about the writer
Mapula Priscilla Masilela

Working for the provincial and local government as an Environmental Health Practitioner, both in education and management, Priscilla’s primary focus is on public education and how it impacts the relationship between communities and their environments.

Lausanne Olvitt

about the writer
Lausanne Olvitt

Lausanne has been a tenured staff member in the Education Department at Rhodes University since 2009 and currently teaches at Honours, Masters and Doctoral levels. 


Case Studies from Colombia that are Valuable Across South America

Art, Science, Action: Green Cities Re-imagined

A review of Naturaleza Urbana. plataforma de experiencias, edited by María Angélica Mejía. 2016. ISBN 978-958-8889-69-6. Instituto de Investigación de Recursos Biológicos Alexander von Humboldt, Bogotá. 208 pages. The Spanish version of the book can be downloaded here. An English version will be available in September.

In 2007, people living in towns and cities surpassed 50 percent of the world’s population for the first time in history. Urbanization increasingly affects both neighboring and faraway landscapes through habitat fragmentation, degradation of the soil, water and air contamination, solid waste disposal, surface sealing, and associated impacts.

Latin American cities, as complex arrangements, have been overlooked for too long by ecologists.

In Latin America, 80 percent of the population lives in cities, where demands for space and social and environmental pressures are high. Unfortunately, most human settlements and cities have grown chaotically, which is one reason why they frequently feature juxtapositions of rich and poor and planned and unplanned spaces, and are segregated both spatially and socially, with uneven availability and quality of green, blue, and gray infrastructures.

Although cities are the environments in which most Latin Americans live, studies on these multifaceted systems of patches, with their distinct geometries and distributions of built and open spaces, are very few in number across the region.

IAVH_Naturaleza Urbana CUBIERTA copyLatin American cities, as complex arrangements, have been overlooked for a long time by ecologists, who have preferred to focus their studies on natural ecosystems, attracted by the exuberance and uniqueness of pristine landscapes. On the other side, those responsible for the construction of the city—architects, engineers, planners and placemakers—built on the landscape without realizing that a city is a complex living ecosystem. This failure has added to the impact of urban residents’ daily actions on the metabolism of the city.

Naturaleza Urbana. plataforma de experiencias provides a new way to look at Colombian cities as holistic constructs. It shows that the country is a pioneer in the multidisciplinary and intra-disciplinary discussion on urban ecology, which aims to build livable and attractive cities.

This book, written in Spanish—an English version is due by August 2016—and created by the Humboldt Institute is a collective work called to integrate different visions for managing urban biodiversity through a variety of experiences based on multiple social and ecological Colombian realities.

guia de lecturaThe book would never have happened without the willingness of more than 80 authors who belong to civil organizations, local governments, universities, and research institutes, to share interesting initiatives to preserve, restore, assess, and use urban nature. They achieve this task via 36 case studies delivered within 13 thematic categories, through which the book integrates nature, ecosystem services, management, and urban planning. Most of these examples come from a variety of Colombian cities: Bogotá, Cali, Florencia, Manizales, Medellín, Popayán, Quibdó, Riohacha, Turbo, and Villavicencio. Some case studies also describe the importance of periurban areas, mountains, and wetlands. The book also includes some exemplary descriptions of ecological restoration and rehabilitation, conservation of biodiversity, and knowledge exchange carried out in Rio de Janeiro (Brazil), four African cities, and the United States.

Each experience is presented independently of the rest; the book starts with a fundamental context and ends with an array of key learnings. One can read the book from start to finish, or select one experience without losing understanding of the social-ecological integrative approach proposed.

Naturaleza Urbana. plataforma de experiencias is exquisitely designed and illustrated and elegantly edited. It is written in an entertaining and easy to read style that makes it accessible to all readers.

This landmark, timely book should prove extremely useful for Latin Americans. Almost all the experiences detailed here can be applied to many cities sharing similar problematic situations; in this sense, it is an ideal reference book for everyone from policy planners, to students, to citizens. With this release the Humboldt Institute invites a wider readership to the exchange of ideas that makes cities better places to live.

I strongly recommend this book.

Anna Faggi
Buenos Aires

On The Nature of Cities

Designing for a Moving Target, Part II: Ensuring Human Health in a Changing Climate

Art, Science, Action: Green Cities Re-imagined

Predicting the future is impossible, but climate science is beginning to paint a concerning image of a future troubled by climate change. My last feature post outlined the challenges climate change poses to our cities and aging infrastructure, but climate change also endangers our health and well-being. Climate change does not just threaten isolated regions of the globe. We are experiencing firsthand the broad negative impacts of the droughts in California, flooding in Miami, and heat waves in the Midwest. According to the research, this is only the beginning. If we want to ensure healthy, happy, and prosperous communities in the future, we have to work now to mitigate the impacts of climate change and strengthen our cities against its inevitable health and infrastructure threats.

Temperature rises in the next 50 years may be incompatible with our current conception of an economically interdependent global community.

The Challenge

The 2015 Lancet Commission on Health and Climate Change has clearly identified the health risks of a warming globe, and the projections are very concerning. No region will be spared these health and physical impacts, but cities will have particular challenges. The direct health impacts of climate change include higher rates of cardiovascular stress and asthma due to greater amounts of air pollution and allergens, increased heat stroke and mortality rates from heat waves, wider spread of bacterial and viral infections, greater risk of serious injury or death from extreme weather, and anxiety and post-traumatic stress issues stemming from these extreme events. Beyond these direct health impacts, there is great concern that disruptions in our food system could cause malnutrition in many communities [1]. Climate change will also alter ecosystems that we depend on for basic services such as clean drinking water, fertile soils for agriculture, and biodiversity to manage pestilence. Such disturbances will strain social and economic systems, intensifying violence and emigration in resource-stressed areas. For these reasons, the U.S. Department of Defense has identified climate change as a “present security threat” [2].

Hot person_Jessica Lucia-filckr
More frequent heat waves will increase the risk of heat stroke and death. Photo © Jessica Lucia/Flickr.

Although the magnitude and nature of health impacts are hard to predict with precision, many anticipated threats have already become real-world impacts after only 1.5°F of warming. These impacts include the increased rate of melting of glaciers, disruptions to global weather patterns, increased intensity of storm events, and regional droughts. Climate change significantly increases the probability of extreme weather, and with dangerous health consequences.

While the poorest and most vulnerable communities might suffer first, the interconnected nature of climate systems, ecosystems, and global society means that none will be immune. Indeed, on the basis of current emission trajectories, temperature rises in the next 50 years may be incompatible with our current conception of an economically interdependent global community.

The Opportunity

While these projections are troubling, we have tools and strategies to mitigate the majority of these challenges. Cities must transition to communities that support and promote lifestyles that are healthy for both the individual and the planet. Leading cities around the world are already initiating this transition by developing a highly energy efficient building stock, improving active transportation, and increasing access to green spaces and green infrastructure. Such measures improve adaptive capacity while also reducing urban pollution, greenhouse gas emissions, and rates of cardiovascular disease, cancer, obesity, diabetes, mental illness, and respiratory disease. These are valuable and necessary steps, but they fail to eliminate the root issues of climate change—strained and diminished ecosystems, and polluting, resource-hungry infrastructure and industrial processes. We need to look to nature if we want to create truly resilient, healthy communities.

We need to look to nature if we want to create truly resilient, healthy communities.

By leveraging the innovation found in natural systems and developing new bioinspired technologies, we can maximize our resources to support human prosperity and health without damaging the ecosystems on which we depend. These benefits include reduced stress and anxiety by reconnecting people to nature, improved resiliency by restoring ecosystems, improved resource management from integrating green infrastructure into cities, and radically improved resource utilization by innovative, bioinspired technologies.

To counteract some of the direct health effects of climate change, designers can reconnect the built environment with nature through biophilic design. Humans have evolved alongside nature and its systems. As a result, the human mind and body function with improved efficiency and performance when natural elements are present. Fortifying our communities with strategic applications of nature and natural patterns—leveraging our multi-sensory relationship with nature, as well as our affinity for physical and spatial complexity and order—will contribute to the healthful vibrancy of city and space. Green urban design can help reduce obesity and improve mental health by encouraging increased physical activity, social connectivity, and connection to nature. Increasing neighborhood green spaces reduces both morbidity and mortality from many cardiovascular and respiratory diseases and stress-related illnesses [3]. In addition to optimizing our productivity, healing time, learning functions, and social cohesion, biophilic design also serves as the perfect partnering mechanism for supporting and restoring local ecosystems. Biophilic design calls for measures like frequent contact with natural systems and green infrastructure, which in turn increase the resilience of natural and human systems to climate change impacts and disasters.

We spent an incredible amount of time in Tanner Springs Park. It's a peaceful oasis in the middle of the city, and there's nothing like it at home. Also, nailed another geocache.
Tanner Springs Park in Portland, OR, a constructed wetland, brings people closer to natural systems. Photo © Graham Ballantyne/Flickr.

Utilizing ecosystem services, biodiversity, and sustainable resource management as an adaptation strategy to enhance natural resilience and reduce vulnerability can act as a defense against climatic and non-climatic events. For example, restoring wetlands can protect coastal settlements and conserving forests can ensure a clean domestic water supply. This type of green infrastructure is considered to be more cost effective than many hard-engineered solutions, and reconnects people to natural systems. It can be combined with engineered infrastructure or other technological approaches, especially those that have been inspired by nature. These interventions can be effective in reducing certain climate change vulnerabilities, as they reduce disaster risk and enable improvements in livelihoods and food security. Restored ecosystems combat both the direct and indirect health impacts of climate change.

Forest and water_Mike Wilson-unsplash_cc0
Preserved forests filter and regulate water flows, a crucial ecosystem service. Photo © Mike Wilson/unsplash.

Besides directly working with ecosystems, we can also emulate ecosystem functioning in our engineered systems. At the city scale, ecosystem-based adaptation also has the potential to yield benefits for highly urbanized areas through the development of green infrastructure and system-scale regulations. In many cases, enhancement of urban ecosystems provides multiple co-benefits for health such as clean air, temperature regulation, and biophilia-based health improvements. These ecologically based strategies can further create synergies between adaptation and climate change mitigating measures by assisting in carbon sequestration and enhancing various ecosystem services considered beneficial for human health. For example, trees are considered to be particularly efficient at reducing concentrations of pollutants. Tree canopies also have a higher albedo than other hard surfaces and can work to reduce the urban heat island effect, lowering heat mortality by 40–99 percent [1]. While they result in improved public health and community resilience, many of these measures will also act to mitigate climate change.

Tackling climate change could be the greatest opportunity to create a healthy resilient sustainable community for future generations.

In order for our buildings, cities, and surrounding ecosystems to become regeneratively interdependent, we must reform our industrial processes and modern systems to operate sustainably within these systems while still remaining cost competitive. Bioinspired innovation provides insights on how to redesign these systems by mimicking the processes, forms, and systems of nature. Throughout history we have looked to nature to develop new innovations, and with today’s deepening knowledge of how biological systems work, the possibilities are expanding on a daily basis. For example, researchers are working to develop strategies found in photosynthesis to transform how we capture and store the power of sunlight, technology developers are using water channel proteins (aquaporins) to advance low energy desalination technology, and designers are learning about the adaptive capacity of forests to improve our community’s resilience. All of these approaches to integrating with natural systems, be it through biophilic design, ecosystem restoration, urban ecological planning, or bioinspired innovation, offer holistic solutions to mitigation, resilience, and adaptation to climate change.

Aquaporin Inside_product2-Aquaporin AS
Aquaporin Inside embeds water channel proteins in a membrane for a low-energy desalination technology. Image courtesy of Aquaporin A/S.

A Call to Action

Tackling climate change could be the greatest opportunity to create a healthy resilient sustainable community for future generations. However daunting this sounds, if we integrate with natural systems, we will not only support human health and productivity, but also increase community resiliency, reduce government spending, reduce resource consumption, and have greater resource equity. While more research is needed to clearly articulate the health and secondary impacts of climate change, if we wait too long, we won’t be able to mitigate the worst effects.

To this end, Terrapin Bright Green is working to support the creation of a regenerative future by working with ecologists, biologists, material scientists, neuroscientists, and environmental psychologists to develop tools and processes that learn from nature. This includes our biophilic design strategies, our Framework for an Ecological Built Environment (Phoebe), and our bioinspiration innovation program. We encourage you to delve into these life-centered disciplines to think more holistically about how we can co-create a future together.

Chris Garvin
New York City

On The Nature of Cities

This essay is posted with permission from Terrapin Bright Green and originally appeared on www.terrapinbrightgreen.com/blog/ on August 11, 2015.

References

  1. Watts, et al., “Health and climate change: policy responses to protect public health,” The Lancet, 23 June, 2015. http://www.thelancet.com/journals/lancet/article/PIIS0140-6736(15)61043-1/abstract
  2. “National Security Implications of Climate-Related Risks and a Changing Climate,” United States Department of Defense, 23 July, 2015. http://www.defense.gov/pubs/150724-Congressional-Report-on-National-Implications-of-Climate-Change.pdf?source=GovDelivery
  3. Browning, W. et al., The Economics of Biophilia: Why Designing with Nature in Mind Make Financial Sense, Terrapin Bright Green LLC, 2012. http://www.terrapinbrightgreen.com/report/economics-of-biophilia/

*Header and feature image copyright Linh Nguyen/unsplash.

School Partnerships are Key to Vibrant and Sustainable Cities

Art, Science, Action: Green Cities Re-imagined

Urban schools—any public, private, or charter schools delivering formal primary or secondary education—are key institutions in the shaping of vibrant and sustainable cities. Imagining such cities depends on the assumptions and ideologies of those involved in the transformation of urban sites, and moving beyond perceiving urban schools as problematic institutions (Pink and Noblit, 2007).

Urban schools can use local environments to serve as stimulus, context, and content for teaching and learning about sustainability.
Globally, a steady process of urbanization results from migration from rural and conflict areas. This trend points to the urgent need to develop programs—including environmental education—that target schools as pivotal in serving diverse, translocated, and often marginalized students. Such urban environmental education can also empower those who live in challenging circumstances to work together to improve social-ecological well-being, and foster “citizens that are informed and motivated to live more sustainably, be responsible stewards of the environment, and help ensure future generations’ quality of life” (Alberta Council for Environmental Education, 2015).

To see more chapters from the book, click here.
A variety of programs that encourage student engagement in environmental initiatives have supported schools worldwide. Two foremost international initiatives are the Eco-Schools Program established in Europe in 1992, and the Green Schools Alliance introduced in the U.S. in 2007. They provide environmental education programs, environmental management systems for school facilities and grounds, and award schemes that promote and acknowledge actions for the environment and transitioning towards sustainability. Further, United Nations Agenda 21 acknowledges local jurisdictions as being best positioned to tailor programs to the individual needs of schools and communities.

In this chapter we build on the definition of urban environmental education as “any environmental education that occurs in cities” (Russ and Krasny, 2015, p. 12) by acknowledging the importance of overarching curricular goals set by formal educational institutions. The following sections present “socioecological refrains” adapted from Knowlton Cockett (2013), which incorporate stewardship, pedagogy, interrelationships, and heritage, and highlight the role schools can play in shaping sustainable cities through urban environmental education. These refrains promote a connectedness to place through: (1) the use of the local environment to stimulate learning, (2) the development of curricula and pedagogies that embrace the development of sustainable cities, and (3) the establishment of links with the community to foster relationships, stewardship, and resiliency. Case studies from Canada, Australia, China, and Spain illustrate these refrains, as well as show how schools are engaged more broadly in Green School initiatives.

Local environments as stimulus, context, and content

Creating learning environments where students can develop as citizens with pronounced understandings of sustainability is a major educational challenge. While much emphasis has been placed on incorporating sustainability into formal schooling, recent scholarship shows that significant sustainability learning can happen beyond the four corners of the classroom (Knowlton Cockett, 2013; Russ and Krasny, 2015; Tidball and Krasny, 2010). Urban contexts that can be used to deliver urban environmental education typically include nature centers, parks, community gardens, resource recovery centers, and landfills. Extending to other vital urban settings such as hospitals, jails, shelters, government housing, immigrant organizations, businesses, and women’s and seniors’ centers provides meaningful opportunities for schools to form partnerships aimed at integrated urban sustainability education. Such partnerships can stimulate learners in schools to understand environmental, political, social, cultural, and economic dynamics of systems.

Through such partnerships, urban environmental education presents concrete social-ecological issues that develop student problem-solving skills, and recognizes urban communities as powerful landscapes to guide learners’ understandings, confidence, and competence in relation to sustainability. In our case studies, we present examples of students working with park managers, landscape architects, and naturalists to understand the management of invasive species to support native biodiversity. Other examples involve partnering with scientific organizations in a constructed wetland on a former coal mine site, and studying water issues in municipal river systems. We also present a case in which a network of schools works with city administrators and universities to develop food systems and seed banks, and to expand agroecology into urban settings. In each case, urban students are working within their local social-ecological contexts.

Curriculum and pedagogy oriented towards sustainable cities

The presence of sustainability and environmental education in the curriculum varies dramatically around the world: in some countries, sustainability or environment is a stand-alone curriculum; in other countries, it features as a cross-curricular interdisciplinary area; in yet other countries, there is a notable silence in relation to sustainability (Dyment, Hill and Emery, 2014). Irrespective of curricular mandates, teachers can identify urban environments as sites for learning involving hands-on or embodied interactions within a particular place. These experiences are often framed by inquiry-based learning that positions students as investigators, designers, scientists, and gardeners (Stine, 1997).

School curricula and teacher pedagogies both limit and enable what is possible through urban environmental education.

Teacher understanding of pedagogies that support learning outside the classroom is a vital factor in enabling children to use urban spaces to learn about sustainability (Skamp, 2007). Teaching in urban landscapes requires new and different pedagogies involving letting go of some control and structure afforded by inside spaces, and allowing for risk-taking with students. Luckily, potential Green School activities abound. Students might utilize mathematical concepts such as perimeter or area to determine the capacity of a rooftop to harvest water into tanks. Outdoor sites such as community gardens may provide inspiration for personal writing, artwork, or science activities. In these contexts student learning is focused towards specific features of the urban environment and may be guided by the curriculum or the teacher, or emerge organically from the place itself.

Establishing community links to foster relationships and stewardship

School Agenda 21 and Green Schools programs seek to promote socially and environmentally sustainable schools and municipalities by helping urban schools collaborate with their communities. Despite these mainstreaming efforts, some urban schools experience challenges emerging from the collaboration (Sandäs, 2014). School Community Collaboration for Sustainable Development, a European Union-funded, multilateral network supported by the Environment and School Initiatives network, conducted an international, comparative, cross-case study (Espinet, 2014) to investigate challenges that schools face, such as funding, effective networking, cultural background, and political orientation.

To promote sustainability, schools can adopt unconventional approaches to teaching and learning that invite community actors to cross boundaries and establish vital relationships with other actors and with their place (Wals, van der Hoeven and Blanken, 2009). For example, in our case studies from China and Canada, students are communicating their learning back to the public via websites and interpretive signage. In our case studies from Australia and Spain, several nearby schools developed networks to obtain shared funding, or to have older students mentor younger students, in each case working with community partners toward a common goal.

Four case studies

 Natureground and Whispering Signs in Calgary, Alberta, Canada

The Centennial Natureground, situated on the grounds of an urban Kindergarten to Grade 6 school in Calgary, Canada, is a publicly accessible, reclaimed, and reconstructed sustainable mini-ecosystem, featuring native plants. The plants have been rescued and transplanted from natural areas undergoing urban development, and directly sowed from native seeds or planted as seedlings for the purposes of holistic education and enjoyment. The area, established by students and volunteers in 2004, is maintained through local stewardship—by classroom students during the academic year and community members during the summer. These stewards keep invasive species at bay, thus fostering urban biodiversity and supporting pollinators such as bees, birds, and bats. Classes regularly visit the area, for curriculum-related ecological studies and as a space to read, journal, and sketch. The Natureground also features biofiltration basins, swales, and culverts to capture rainwater and snowmelt, thus reducing and filtering stormwater runoff that would otherwise carry pollutants from paved roads straight into open waterways. 

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Figure 1. Jackrabbits through the seasons in Calgary, Canada. Image: Polly L. Knowlton Cockett.

Whispering Signs is a curriculum-connected project consisting of a site-specific set of interpretive signs within the Natureground and an adjacent fragment of native shortgrass prairie. Students, teachers, parents, and community members worked together over several years to produce the original art, poetry, and text for 34 beautiful and provocative signs for school-based and public education. For example, an alphabet sign shows a common white-tailed jackrabbit changing its coat over the seasons, during a variety of weather conditions, and under different heights of the sun over the course of a year—all concepts within the school curriculum (Figure 1). Latitude, longitude, and elevation are indicated on each sign, and give rise to spatial geography lessons and orienteering activities. These signs stem from a place-based literacy project conducted in the area, where students researched, represented, and communicated information about plants, animals, and physical features of the landscape. Throughout these and other Green School projects, participants developed meaningful interrelationships, and became increasingly connected to place.

Constructed wetlands and frogs in Australia’s Latrobe Valley

An unusual urban environmental initiative is found in a surprising place in Australia—the heart of the Latrobe Valley in Gippsland, Victoria. This region supplies electricity through brown coal-fired power generation. Socially and economically disadvantaged, this area has huge open cut brown coal mines, massive power lines, transformer stations, and puffing chimneys of large and small power stations. The Valley has poor air quality and high pollution levels.

However, a local primary school began using the Morwell River Wetlands as a site for teaching and learning about the complex social, cultural, economic, and environmental aspects of this contested area (Somerville and Green, 2012). The wetlands have been constructed in the river overflow site that was relocated to make way for the coal mine, and encompass pools, banks, islands, and many creatures and plants, including frogs, trees, shrubs, and grasses.

When schools establish rich and sustaining partnerships with local communities, opportunities for urban environmental education are significantly enhanced.
The primary school has been involved in the wetland since it was constructed and students have monitored the plants and animals that have found “home” there. Shortly after the wetlands were created, three local schools applied for a science grant and received $20,000 to set up a wetland study and develop a curriculum model. The schools worked with the Amphibian Research Centre to develop the Frog Census program based on the belief that frogs are the gateway to understanding the wetlands.

The wetlands are visited regularly by all school grades, and curriculum links are made across subject areas. Younger students study life cycles of frogs, and raise tadpoles in a mini-wetland constructed on their school ground. Middle year students monitor the wetlands and older students measure water quality and identify micro- and macro-organisms. From an eyesore to a healthy ecosystem, these constructed wetlands have become enriched with educational opportunities for students.

 “Water-loving” studies on the Long River in Beijing, China

 The high school affiliated with the Beijing Institute of Technology is located on the southern bank of the Long River, which is an indispensable part of the Beijing city water system. Influenced by the Green School movement, which has been supported by the national government in China since 1996, the school has been promoting a series of local environmental education activities since 2001 (Liu and Huang, 2013). For example, in the context of general water inquiries, teachers have established “water-loving” student groups. These grade-level groups carry out many projects, such as investigating water usage in their school and households, as well as researching the watersheds surrounding their campus.

Under teachers’ guidance, members of “water-loving” groups study water issues relevant to the school and the Long River system. After preliminary investigations and analyses, students undertake Long River water surveys and launch environmental fieldwork integrating aspects of geography, biology, chemistry, and physics. As young scientists (Figure 2), the students design their research, divide their work reasonably, and rethink obstacles they encounter, while constantly discussing and revising plans with others. Teachers and students also use information technology to record and share students’ research processes and results, and use data they collect as resources in information technology courses. Then they create “water-loving” actions on a website, such as conservation measures and water quality monitoring, which provides a convenient way to locate and express their research process and results. Thus, this project-based learning provides rich information technology curriculum resources, and offers a medium of communication about project results and actions. These two stages of “Integrated Curriculum of Practical Activity” complement and promote each other.

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Figure 2. Investigating the Long River in Beijing, China. Photo: Guochun Zhang.

Through these activities on the Long River, the “water-loving” theme is effectively spread and sets up a series of “water-loving” actions. The activities also have been playing an important role in motivating students to explore their academic and sustainability-related interests and laying a foundation for future inquiries. In addition, teachers update their own pedagogical understandings, thus enhancing the capacity for adapting and implementing curriculum reform.

School agroecology and community collaboration, Sant Cugat del Vallès, Catalonia, Spain

The Science Education Department at the Autonomous University of Barcelona and the Municipal Environment Department of Sant Cugat del Vallès in Catalonia, Spain collaborated for seven years to enhance the School Agenda 21 program in the city. Established in 2001, the program involved urban schools in the city’s effort to promote sustainable development, and established links between schools and the community for the development of a new field of study called School Agroecology (Llerena, 2015). The program built an urban school network involving all public urban schools from pre-K to secondary level, university researchers, local administrators, and environmental educators with the aim to empower students, teachers, and the community to develop agroecological food production and food consumption (Espinet and Llerena, 2014).

One of the collective projects was to transform school and community food gardens as places to grow endangered native plants (Figure 3). After consultation with a regional seed bank, each school chose a specific native plant to grow; students then harvested and preserved seeds, and shared seeds among different school and community actors to be grown in their own food gardens. Through a service-learning approach, secondary students visited primary students to teach seed preservation. Seed exchanges became an event where donor schools provided not only a sample of seeds, but also storytelling, drama, or visualizations about growing practices. Once schools started having seeds from several plants, they built seed banks inside their schools. In so doing, urban public schools, with the help of the community, became authentic urban agents of native plant preservation. One result of this urban environmental education project has been the creation of a new professional niche: the agro-environmental educator responsible for promoting and maintaining urban environmental education activities focused on the food system at the interface between the school and the city. 

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Figure 3. Nurturing native plants in Sant Cugat del Vallès, Catalonia, Spain. Photo: Mariona Espinet and Lidia Bassons.

Conclusion 

As demonstrated by our urban case studies, ongoing Green School actions—whether learning about lifecycles, monitoring water quality, or seed harvesting—guide students understanding their environment. Within the complex networks of urban settings, students also become directly engaged in urgent and interrelated global movements, for example pertaining to food security, as well as global initiatives, such as Local Action for Biodiversity or BiodiverCities. Thus, socioecological refrains, involving place-based, curriculum-connected, community-engaged, collaborative practices, serve as effective frameworks for urban primary and secondary schools to provide students with rich, meaningful experiential learning opportunities fostering systems-thinking, stewardship, and sustainability.

Polly Knowlton Cockett, Calgary
Janet Dyment, Hobart
Mariona Espinet, Barcelona
Yu Huang, Beijing

* * * * *

This essay will appear as a chapter in Urban Environmental Education Review, edited by Alex Russ and Marianne Krasny, to be published by Cornell University Press in 2017. To see more pre-release chapters from the book, click here.

This essay also appears at the North American Association of Environmental Educators site.

References

Alberta Council for Environmental Education. (2015). Mission and vision. Canmore, Canada: ACEE.

Dyment, J.E., Hill, A., and Emery, S. (2014). Sustainability as a cross-curricular priority in the Australian curriculum: A Tasmanian investigation. Environmental Education Research, 21(8) 1105-1126.

Espinet, M., and Llerena, G. (2014). School agroecology as a motor for community and land transformation: A case study on the collaboration among community actors to promote education for sustainability networks. In Constantinou, C.P., Papadouris, N., and Hadjigeorgiou, A. (Eds.). Proceedings of the ESERA 2013 Conference: Science Education Research For Evidence-based Teaching and Coherence in Learning (p. 244-50). Nicosia, Cyprus: ESERA.

Espinet, M. (Ed.). (2014). CoDeS selected cases of school community collaboration for sustainable development. Vienna, Austria: Austrian Federal Ministry of Education and Women’s Affairs.

Knowlton Cockett, P. (2013). In situ conversation: Understanding sense of place through socioecological cartographies. Doctoral dissertation, University of Calgary, Canada.

Liu, J. and Huang, Y. (2013). Practices and inspirations on a school-based curriculum for ESD. Research on Curriculum, Textbook and Teaching Method, 33(3), 98-102. (In Chinese.)

Llerena, G. (2015). Agroecologia escolar. Doctoral dissertation, Universitat Autònoma de Barcelona, Bellaterra, Spain.

Pink, W.T. and Noblit, G.W. (Eds.). (2007). International handbook of urban education. Dordrecht, The Netherlands: Springer.

Russ, A. and Krasny, M. (2015). Urban environmental education trends. In Russ, A. (Ed.). Urban environmental education (pp. 12-25). Ithaca, New York and Washington, DC: Cornell University Civic Ecology Lab, NAAEE and EECapacity.

Sandäs, A. (2014). Travelling through the landscape of school-community collaboration for sustainable development. In Affolter, C. and Reti, M. (Eds.). Travelling guide for school community collaboration for sustainable development. ENSI i.n.p.a:. CoDeS Network.

Skamp, K. (2007). Understanding teachers’ “levels of use” of learnscapes. Environmental Education Research, 15(1), 93-110.

Somerville, M., and Green, M. (2012). Place and sustainability literacy in schools and teacher education. Paper presented at Australian Association for Research in Education, Sydney, Australia.

Stine, S. (1997). Landscapes for learning: Creating outdoor environments for children and youth. Toronto: John Wiley & Sons.

Tidball, K.G. and Krasny, M.E. (2010). Urban environmental education from a social-ecological perspective: conceptual framework for civic ecology education. Cities and the Environment, 3(1): article 11.

Wals, A., van der Hoeven, N., and Blanken, H. (2009). The acoustics of social learning: Designing learning processes that contribute to a more sustainable world. Utrecht, The Netherlands: Wageningen Academic Publishers.

Janet Dyment

about the writer
Janet Dyment

Dr. Janet Dyment is a Senior Lecturer in the Faculty of Education at the University of Tasmania. She is also a trained mathematics, environmental science, and outdoor education high school teacher.

Mariona Espinet

about the writer
Mariona Espinet

Mariona Espinet is a Professor in the Departament de Didàctica de la Matemàtica i de les Ciències Experimentals at Universitat Autònoma de Barcelona, in Catalonia, Spain.

Yu Huang

about the writer
Yu Huang

Yu Huang is an Associate Professor of Environmental Education, at the Institute of Comparative and International Education, Beijing Normal University, China.

Designing for a Moving Target, Part I: Adapting Our Buildings to a Changing Climate

Art, Science, Action: Green Cities Re-imagined

High of 96°F today, much like the past week. Five days of relentless heat, and the humidity makes the city feel like a sauna that you can’t escape. The air buzzes with the sound of hundreds of window air conditioners that can’t seem to banish the heat from the buildings facing the blazing sun. The hospitals are seeing an influx of heatstroke patients. Blackouts due to the power-hungry air conditioning units shut down entire neighborhoods. Those unlucky neighbors are forced out of their apartments and gather in temporary cooling shelters. Offices have limited operating hours because their buildings have become too difficult to cool. Ozone alerts are keeping children indoors. Community gardens struggle to provide fresh vegetables due to heavy rains and intense temperatures. The mayor assures everyone that the city will endure, just like it did for the last three heat waves that struck earlier in the summer. New York has weathered heat waves before, but nothing like this.

“We need to rethink how we approach building design and operations to respond to the changing reality of the weather.”
Such a scenario is very likely in the near future. Climate change is predicted to cause heat waves in New York City (defined as three or more consecutive days above 90°F) to occur five to seven times a year by the 2050s, with an average duration of five to six days [1]. Our planet is already beginning to warm, and with that warming comes extreme storm events, rapid spread of diseases, sea level rise, loss of biodiversity…the list goes on. And these are just the effects climate scientists can currently predict. Such a rapid change in climate worldwide will have far-reaching, unforeseeable impacts. The question becomes, how can we adapt our buildings and cities to this new, unpredictable world?


*Interactive graphic © Climate Central

Of course, the first step is to stop the main cause of this rapid change: greenhouse gas emissions. Many efforts are already well underway with the hope to drastically curb our emissions. Yet, even if all emissions were halted tomorrow, the climate would still warm. We must prepare for the consequences. After storms like Hurricane Sandy and Katrina, many designers, planners, and policymakers are discussing solutions to cope with sea level rise, coastal flooding, and storm surge events. Yet few people are strategizing how to adapt our buildings and cities for the numerous other side effects of climate change, such as heat waves, violent thunderstorms, flooding, pollution, droughts, and the most basic change: a warmer climate.

San Fran_David Yu-flickr
San Francisco, CA will likely experience a 2.7 degree increase in average temperature and sea level rise by 2050. Photo copyright David Yu/Flickr.

The average temperature increases for New York are projected to climb from 2000 levels by +2.0–2.9°F in the 2020s, and by +4.1–5.7°F in the 2050s [1]. To put that in perspective, experts estimate that in ten years, New York City will have roughly the same climate Washington D.C. has now. By 2050, New York will likely have the climate of Norfolk, Virginia. Similar massive shifts in climate are expected for all other regions of North America.

“By 2050, New York will likely have the climate of Norfolk, Virginia.”
By mid-century, the state of Illinois will have a climate similar to that of Mississippi and Arkansas, and potentially drier depending on how quickly carbon emissions are curbed [2]. In the Bay Area of California, the annual average temperatures by 2050 are expected to rise from the 2000 annual average temperatures by about 2.7°F (or 1.5°C) under both high and low emissions, largely as a result of past emissions and their delayed impact on the climate [3].

Glass Facades_Mark Asthoff-unsplash_cc0
Mid-century high rises are ill prepared for a warming climate, with their poorly insulated facades and lack of solar shading. Photo copyright Mark Asthoff/unsplash.

You have probably heard similar stories. And maybe you wonder: how much could a few degrees in temperature really affect our cities? Just turn up the AC, right? Well, consider New York. We’ve witnessed how well buildings in the Big Apple cope with recent extreme conditions. Most buildings perform poorly because they were not designed for the climatic changes that are occurring. They lack proper exterior shading, high performance windows, and well insulated envelopes. Many buildings systems also do not have adequate cooling capacity for this new normal, making them unlivable in heat waves. Increased humidity will also add stress to AC systems and diminish the ability of thermally massive buildings to shed heat at night. Their wall systems were not engineered for a changing climate with increased temperature and humidity conditions, which could lead to excessive water condensation within the wall cavities that causes mold. Much of the New York building stock is unprepared for the changes to come.

In addition to the buildings, New York’s city infrastructure will be increasingly stressed under the warmer climate. Heat waves have the highest mortality potential of any of the climate changes issues and they are particularly lethal in cities due to the urban heat island effect. Currently, the city does have cooling centers, but not enough of them to accommodate the predicted warmer climate and heat waves. Hotter days will increase electricity demand in the most challenging point of the load curve: summer afternoons. The strain on our grid may cause blackouts and brownouts, threatening the lives of people who cannot escape the heat. Smog and ozone pollution increase under hot conditions, worsening air quality and threatening the health of citizens. Droughts will likely become more frequent and threaten water resources and food sources [1]. Flooding and storm surges endanger water quality. These are some of the many potential issues New York faces with a warming climate, and their combined environmental, economic, and social impacts will cripple an underprepared city.

We need to rethink how we approach building design and operations to respond to the changing reality of the weather. Current codes and practices for building and infrastructure design work under the assumption that the climate will not change. However, in the next ten years or so, buildings will have to make the transition to a new climate, something similar to Washington DC. New codes and practices will have to require us to build for a warming climate and account for its unpredictability. The question no longer is how can we build energy-efficient, water-efficient, or economical buildings based on the climate of the previous 30 years, but how can we design these high-performance buildings for the projected climate across their anticipated 50+ year lifespan?

Manhattan_Wojek Witkowski-unsplash_cc0
Much of the existing building stock of New York will be underperforming in the next ten years or so. Photo copyright Wojek Witkowski/unsplash.

We also can’t ignore existing building stock. New York has 1.1 million existing buildings, making for a total of 5.3 billion square feet of existing building stock that is designed for the current climate, or will essentially be underperforming in ten years. Almost all of these buildings will need some form of retrofit to adapt them to the changing climate. Our current passive and active strategies have to be reconsidered for both new construction and the existing building stock. Consider how the strategies that architects in New York use differ from those in Washington D.C. For example, Terrapin Bright Green recently advised on a multi-family residence retrofit project that was considering adding exterior horizontal louvers to the southern facades. Energy modeling determined that the sunshades would not save energy or have a payback because solar heat gain in winter displaced more heating fuel than was gained in cooling reductions in the summer. However, the sunshades on this building and many others will make economic sense in a few years once the winters become milder and the summers become hotter (i.e., once the climate matches that of Washington DC’s). Accounting for a warming climate should become integrated into how architects, engineers, and building owners chose what strategies to implement in their buildings for the maximum impact and cost-effectiveness.

Global climate change is inevitable. We have begun to recognize that our cities will experience rapid shifts in temperature and precipitation, accompanied by extreme storms and sea level rise. Cities will be forced to adapt. Design standards are based on historic climate conditions that will no longer be relevant. Furthermore, existing building stock that has already been designed to these historic conditions will have particular difficulty adapting. This challenge also affords architects and engineers a design opportunity: rethinking how they view buildings—not as immutable, but as dynamic. For years, architects have mused about responsive design and tested new construction technologies and smart building systems. We have the capability to create a new generation of adaptive buildings. With climate change looming, we have the incentive as well.

Chris Garvin, Allison Bernett, and Chris Starkey
New York City

On The Nature of Cities

This essay is posted with permission from Terrapin Bright Green and originally appeared on www.terrapinbrightgreen.com/blog/ on June 19, 2015.

References
1. Horton, et. al. “New York City Panel on Climate Change 2015 Report.” Ann. N.Y. Acad. Sci. vol. 1336 (2015). doi: 10.1111/nyas.12625.

2. “Regional Climate Impacts: Midwest.” Global Climate Change Impacts in the United States. Karl, T.R., J. M. Melillo, and T. C. Peterson (eds.). United States Global Change Research Program. 2009. Cambridge University Press, New York, NY, USA.

3. Ekstrom, Julia A. and Susanne C. Moser. “Climate Change Impacts, Vulnerabilities, and Adaptation in the San Francisco Bay Area.” 2012. http://www.energy.ca.gov/2012publications/CEC-500-2012-071/CEC-500-2012-071.pdf.

*Header and feature image copyright Simon Tchoukriel/unsplash.

Allison Bernett

about the writer
Allison Bernett

Allison Bernett currently works as a research analyst and public relations coordinator for Terrapin Bright Green.

Chris Starkey

about the writer
Chris Starkey

Chris Starkey is a senior project manager and researcher at Terrapin Bright Green.

Environmental Education and Advancing Urbanization

Art, Science, Action: Green Cities Re-imagined

Cities—their design and how we live in them—will be key in our struggle for sustainability and, indeed, our future. As cities grow, as they are newly created, and as more and more people choose or require them as places to live, our decisions about urban design and city-building will determine the outcomes of long-term challenges related to resilience, sustainability, livability, and justice. Rather than being the essential cause of the global environmental dangers we face, cities will be central to success in overcoming these dangers. Such success will be based on science and policy, but also on widespread public engagement with and understanding of both the challenges and the potential solutions found in building cities. Environmental education can play a critical role in fostering public engagement, through clarifying and transmitting the challenges, values, actions, and methods of sustainable, resilient, livable, and just cities.

There is a key and essential role—advancing progressive urban environmental ideas in a global context—for an emerging urban environmental education.

What is urban?

At their core, urban spaces are human settlements of various sizes, densities, and physical arrangements. Megacities, cities, towns, and even organized collections of populated zones that comprise metropolitan regions are “urban”—that is, urban comprises a diversity and continuum of types of spaces, not one form. The dense and compact European city is one form, surrounded by rural land. Classic American cities and their sprawl is another model. Garden cities, clustered townships, and other urban forms all have characteristics in common.

To see more chapters from the book, click here.
What are the unifying features of these diverse urban forms? People—and their communities—represent one unifying feature. Buildings, streets, and other grey infrastructure comprise another. And nature is a third. By including nature as a key characteristic of cities, we do not mean nature as an idealized or hoped-for feature. Nature is an attribute of every city, both within its borders and as a connection to a wider landscape, because while cities are social and infrastructural spaces, they are also ecological spaces. They are social-ecological spaces of functioning ecosystems of living things and physical spaces. In this sense, cities are essential human habitat.

Acknowledging that cities are ecosystems in and of themselves, that exist along gradients with surrounding peri-urban and rural areas, has deep implications for the nature of both global sustainability and the essential humanity and livability of the world’s urban zones. Urbanization is advancing throughout the world. Urbanization as a positive concept for the good of the Earth is also advancing around the world among thoughtful scholars, within progressive city leadership, and in the hands of people on the streets who are building better cities, block by block, through community gardens, street tree plantings, parks and embedded natural areas, and participatory decision-making. Telling the story of this advancement is an essential role for an emerging urban environmental education.

The growth of cities

The world is increasingly urban, interconnected, and changing. With current trends, by 2030 the global urban population is estimated to be 4.9 billion, nearly double that of 2000. During this period, the total urban area is expected to triple. That is, urban land area is expanding faster than urban populations (Elmqvist et al., 2013). This massive change in where humans live on the planet will have inevitable local and global ecological consequences.

Indeed, more than 60 percent of 2030’s projected urban area has yet to be built (Elmqvist et al., 2013). In three areas—sub-Saharan Africa, China, and India—the combined urban population is expected to grow by more than 1 billion people. By 2030, nearly one-third of the world’s urban inhabitants will live in China or India (Seto, Güneralp, and Hutyra, 2012). Africa will urbanize faster than any other continent: its urban population is expected to more than double, from 300 million in 2000 to 750 million in 2030. Around 75 percent of Africa’s total population growth is expected to occur in cities of less than 1 million. African cities are often settlements with weak governance structures, high levels of poverty, and low capacity in environmental science. Currently, more than 43 percent of Africa’s urban population lives below the poverty line, more than in any other continent, making socioeconomic development a priority. Generally weak state control, the presence of a feeble formal economic sector, and the scarcity of local professional skills will constrain responses to the complex environmental challenges posed by rapid urbanization. Even under current conditions, urban areas all over the planet are facing severe challenges, including shortages of natural resources; environmental degradation; climate change; demographic and social changes, such as increasing income inequality and poverty; and inconsistent management of sustainability transitions that would reduce ecological impacts.

Climate change, increased migration of people, and ecological degradation will severely test societies and urban regions. However, there are also opportunities in the urbanization process. That 60 percent of 2030s cities are yet to be built is a chance to avoid repeating the city-building mistakes of the past. The infrastructure we build in cities—where we put the roads and the buildings, and how we organize resource use—tends to be with us a long time. The immensity of new building now underway is a chance to get it right, for both people and nature.

Rocinha ("little farm", due to its agricultural vocation until the mid 20th century), located in the rich southern zone of Rio de Janeiro, is considered one of the most populous favelas in Brazil. Most of its 70,000 inhabitants live in houses made from concrete and brick and have access to basic sanitation, plumbing, and electricity. The neighborhood has a vibrant local economy. Source: Alamy.com
Rocinha, located in the rich southern zone of Rio de Janeiro, is one of the most populous favelas in Brazil. The neighborhood has a vibrant local economy. Source: Alamy.com

Values

What are the cities we want to create in the future, the cities in which we want to live, that work for both people and the Earth? What is their nature? A vision is needed for city-building, one that is fundamentally built upon goals and informed by values. Visions, goals, and values, along with facts that justify them, are the essence of education, including environmental education.

Certainly, the cities we need are sustainable, since we need our cities to balance consumption and resources so that they can last into the future. Certainly, they are resilient, so our cities are still in existence after the next “100-year storm”, now due every few years. As we build this vision, we know that cities must also be livable, because cities are now the places where most of us live. And justice must also be key to our urban environments. We have struggled with just cities for a long time; largely, we have come up short.

These are the key characteristics of the cities of our dreams: resilient, sustainable, livable, and just. What are the values that are foundations for these goals? They are, at a minimum, inclusiveness, equity, respect for people and knowledge, innovation, and conservation.

The United Nation’s Urban Sustainable Development Goals offer some guidance—a global consensus on what is important (United Nations, 2015). Among the 17 Sustainable Development Goals, approved in 2015, there is one explicitly about cities, #11: “Make cities inclusive, safe, resilient and sustainable.” The goal offers a roadmap to the operational values we should investigate, appropriate, and teach in the emerging urban world, including targets for abundant open space, sustainable environmental management, and access to nature and its myriad benefits and services. At the center of Sustainable Development Goal #11 and our general approach to cities, explicitly and implicitly, is nature, both as a literal feature of the cities we require for resilience, sustainability, livability, and justice, and as a metaphor for the kinds of cities we desire.

The richness of the urban environment

Why should we care about the impacts of urbanization on ecosystems? In addition to the intrinsic value of nature, urban ecosystems are essential for human well-being, and, ultimately, for urban resilience and sustainability. Because urban nature has explicit benefits, its availability to all people is a matter of justice.

The environmental consequences of the rapid growth of cities—especially poorly designed and operated ones—is starkly apparent. Urban expansion has degraded and destroyed natural habitats in and around cities worldwide, transforming forests, coastal mangroves, lakes, and wetlands into polluted travesties of their former ecological vigor, converting them into vast expanses of concrete.

Yet, cities are far from barren. Many contain rich, thriving pockets of biodiversity with high native and non-native (novel) species assemblages (Faeth, Bang and Saari, 2014). Such assemblages of urban species and habitats provide a range of important ecosystem services that are critical for the sustainability and for the life of cities. Wetlands clean water contaminated with industrial pollutants and sewage; trees may clean the air of pollutants. Urban ecosystems provide important habitats for insects, birds, bats, other pollinators and other urban wildlife, and constitute important centers for cultural and recreational activities. It is a rare city resident who prefers to exercise on a crowded city pavement than in an urban park or along an urban stream. Exposure to green spaces provides well-being and psychological relief from urban stress. Parks, lakes, and coastal beaches act as important nodes of congregation, strengthening social bonds between disparate urban residents.

Cities are often rich with biodiversity (Aronson et al., 2014). Because cities are commonly located near rivers and oceans, many are biodiversity hotspots in their own right. Cities can be key stopovers along migratory routes. Ecosystems often hold an important place in the cultural landscape of residents, and are sometimes considered sacred and worshipped in parts of the world such as Asia and Africa. Researchers in New York City find ample evidence of care, stewardship, and spiritual practice in the natural areas and parks of New York City, among immigrants and other residents (Svendsen, Campbell and McMillen, 2016). Urban ecosystems also provide resources for foraging in many cities, offering food and livelihood security for vulnerable communities through the provision of fish, food, fodder, fuelwood, and other resources. Many urban ecosystems historically functioned as urban commons, providing collective resources for entire communities in times of scarcity and need.

That cities have dire environmental and biodiversity challenges is certainly true. That they are ecologically dead, or are the causes of all the world’s environmental problems is false. Urban ecosystems encompass a diversity of types of spaces. In addition to big natural areas that we commonly discuss—city and national parks—urban green spaces encompass a wide continuum of micro to macro spaces, from wetlands and bioswales, to street trees, pocket parks, and community gardens, and even to biophilic workspaces. There is an equivalent diversity of people and communities working in and interacting with nature, from the informal (e.g., communities, civic groups, and activists) to the formal (e.g., state and corporate players) (Kazemi, Beecham and Gibbs, 2011; Beninde, Veith and Hochkirch, 2015).

Urban ecosystems play key social and ecological roles in shaping the quality of human lives, providing a buffer against local and global environmental factors such as pollution and climate change, increasing the economic and food security of the urban poor, and improving health and physical and psychological wellbeing. Green urban spaces are key to global sustainability, and need to be recognized as positive forces in shaping a better stewardship of the entire biosphere (Elmqvist et al., 2013).

Yet many cities are experiencing a crisis of green and open space, especially in the Global South. The lack of accessible green and open space contributes to desperately poor conditions for both people and nature (Wolch, Byrne and Newell, 2014). Thus, having sufficient access to good quality urban green space is an issue of ecological and social concern, impacting quality of life and social justice.

The author leading a field trip in an urban wetland. Photo by Hara Woltz.
Matt Palmer leading a field trip in an urban wetland in New York City. Photo by Hara Woltz.

Awareness fosters care

In a world of advancing urbanization, urban environmental education can play a key role. The story of cities as ecological spaces needs to be told, both in cities and outside them: to adults and to the many young people who increasingly populate the world’s growing cities; to our leaders in government, business,and civil society making decisions about the built and natural environment; and to each other in our daily lives. Such stories will have a critical impact on the willingness of the inhabitants of the cities of the future to protect and care for—and create—their urban environments.

Thought leaders and educators can communicate a clearer connection between the urban environment and human and global environmental health: that merely recording the presence of species in urban environments does not necessarily indicate their health; that actions such as the increased use of pesticides and the planting of new hybrids and exotic species may deprive native fauna of feeding and nesting habitats; that the persistence of many species in urban environments, such as macaques, langurs, and birds of prey in Indian cities, can be attributed to cultural traditions of good-will towards life; that local food production with diverse methods is central to local health; that all people, not just the rich, deserve access to ecosystem services; that consumption and transportation choices are key to global sustainability; and that there is a connection between green urban design and resilience, sustainability, livability, and justice.

Urban environmental education can play a pivotal role in telling these stories by teaching about urban biodiversity, ecosystem services, and nature, of which most urban residents are too little aware. Urban environmental education that is sensitive to its local cultural context and incorporates advanced scientific insights from urban social-ecology can make a significant difference, encouraging residents to care about their environment and giving them the knowledge on which to act.

The dire challenges of urban environmental pollution and degradation—and their relevance to resilience, sustainability, livability, and justice—can quickly lead to the trap of purely dismal narratives. This does not have to be the case. In addition to a narrative of ecological loss and the consequences for human well-being, we can develop and communicate positive messages of real change that simultaneously convey facts, challenges, and potential solutions. We must emphasize the importance of ecological and technical solutions, while also addressing the social challenges of equity, conflict, and exclusion (which are often much harder to deal with).

Thus, while focusing on the “what” questions relating to outcomes—such as ecological and environmental improvement—a philosophy of urban environmental education can equally focus on the “how” questions of process, helping people to understand the ways in which social change can be initiated and inclusively scaled up in their own cities and social-ecological contexts. In this regard, urban environmental education can elevate itself to play the key influential role that only it can fill: helping to creatively re-conceptualize, re-design, and re-develop existing and emerging cities by educating people about green infrastructure, influencing urban planning, and changing human environmental behavior.

Conclusion

Urban environmental education in an emerging urban world faces multiple challenges. Is there a uniquely urban version of environmental education? To a large extent, that is a subject for this book. We know that some established environmental assumptions must be adjusted in a modern urban context: that nature can only be found the wilderness; that cities are the enemy of sustainability; that cities are ecologically barren; that city people don’t engage with nature. All are largely false, or misleading.

How can we create a vision for advancing urbanism that serves people and our planet, a vision that is fundamentally imbued with values? Tell the story, far and wide, that cities are essential hotspots of nature that serve people and the Earth. There is nature in cities, and it needs to be seeded, grown, and nurtured as a commons. These are stories that must be told in our communities: to students, to teachers, to leaders, and to each other. This is the key and essential role—advancing progressive urban environmental ideas in a global context—for an emerging urban environmental education. Telling this critical story is the challenge to which environmental education is called in the urban 21st century.

David Maddox, New York
Harini Nagendra, Bangalore
Thomas Elmqvist, Stockholm
Alex Russ, Ithaca

* * * * *

This essay will appear as a chapter in Urban Environmental Education Review, edited by Alex Russ and Marianne Krasny, to be published by Cornell University Press in 2017. To see more pre-release chapters from the book, click here.

This essay also appears at the North American Association of Environmental Educators site

References

  1. Aronson, M.F.J., La Sorte, F. A., Nilon, C.H. et al. (2014). A global analysis of the impacts of urbanization on bird and plant diversity reveals key anthropogenic drivers. Proceedings of the Royal Society B, 281.
  2. Beninde, J., Veith, M. and Hochkirch, A. (2015). Biodiversity in cities needs space: A meta‐analysis of factors determining intra‐urban biodiversity variation. Ecology Letters, 18(6), 581-592.
  3. Elmqvist, T., Fragkias, M., Goodness, J., Güneralp, B., et al. (2013). Stewardship of the biosphere in the urban era. In Elmqvist, Fragkias, M., Goodness, J., Güneralp, B., et al. (Eds). Urbanization, biodiversity and ecosystem services: Challenges and opportunities: A global assessment (pp. 719-746). Dordrecht: Springer.
  4. Faeth, S.H., Bang, C., and Saari, S. (2014). Urban biodiversity: Patterns and mechanisms. Annals of the New York Academy of Sciences, 1223: 69-81.
  5. Kazemi, F., Beecham, S., and Gibbs, J. (2011). Streetscape biodiversity and the role of bioretention swales in an Australian urban environment. Landscape and Urban Planning, 101(2), 139-148.
  6. Seto, K., Güneralp, B., and L.R. Hutyra (2012). Global forecasts of urban expansion to 2030 and direct impacts on biodiversity and carbon pools. Proceedings of the National Academy of Science, 109(40), 16093-16088.
  7. Svendsen, E.S., Campbell, L.K., and McMillen, H. (2016, in press). Stories, shrines, and symbols: Recognizing psycho-social-spiritual benefits of urban parks and natural areas. Journal of Ethnobiology.
  8. United Nations. (2015). Sustainable development goals.
  9. Wolch, J.R., Byrne, J., and Newell, J.P. (2014). Urban green space, public health, and environmental justice: The challenge of making cities ‘just green enough.’ Landscape and Urban Planning, 125: 234-244.
Harini Nagendra

about the writer
Harini Nagendra

Harini Nagendra is a Professor of Sustainability at Azim Premji University, Bangalore, India. She uses social and ecological approaches to examine the factors shaping the sustainability of forests and cities in the south Asian context. Her books include “Cities and Canopies: Trees of Indian Cities” and "Shades of Blue: Connecting the Drops in India's Cities" (Penguin India, 2023) (with Seema Mundoli), and “The Bangalore Detectives Club” historical mystery series set in 1920s colonial India.

Thomas Elmqvist

about the writer
Thomas Elmqvist

Thomas Elmqvist is a professor in Natural Resource Management at Stockholm University and Theme Leader at the Stockholm Resilience Center. His research is on ecosystem services, land use change, natural disturbances and components of resilience including the role of social institutions.

Alex Russ

about the writer
Alex Russ

Alex Kudryavtsev (pen name: Alex Russ) is an online course instructor for EECapacity, an EPA-funded environment educator training project led by Cornell University and NAAEE.