This unit aims to help students locate themselves on an ideological spectrum regarding environmental issues and to develop an ethic to serve as a framework for their overall participation in a globalized economy. I conjecture that when students are asked to express a well-reasoned philosophical stance on the question of use, they will have a clearer understanding of the values that inform their daily practices, and will question to what extent those values align with their aspirations. This curriculum is deeply rooted in encouraging students to be mindful, intentional, and critical about the systems they engage in, and therefore necessitates the same commitment from the instructor. In order to effectively guide students, instructors must have an awareness of their own limitations when it comes to living sustainably, and be able to openly discuss their areas of growth and barriers to change. This is not intended to be a “gotcha” or “you’re not green enough!” witch-hunt but a place of modeling introspection and commitment to authenticity. Only in giving yourself and others grace can progress be achieved, as a humanistic instead of a punitive approach will develop more long-term intrinsic motivation and a stronger locus of control in the context of social change.
Overall, students will leave the class with a strongly developed personal philosophy regarding the nature of use and consumption. Not every student will have the same perspective on their individual role in our political ecosystem, but increasing their awareness of the stories of everyday objects lends itself to more meaningful critical engagement with their surroundings. Rather than scrolling through a feed, students will be able to bite into their realities. Objects are viewed as passive entities in our everyday lives as opposed to catalysts of social change, whether that change be positive or negative. An object-centered approach where we name the context of an objects’ creation, therefore, forces us to confront the effects of our demands. By creating more opportunities for students to engage in more philosophical dialogue and content, they will leave the class consciously immersed in the complexities of our globalized world rather than passively swept under. Ultimately, what we choose to consume is a political act, whether it is mindless or mindful. Hopefully, we as teachers can encourage students to develop an intentional code of ethics authentic to their own unique values, rather than that of the algorithmized herd.
