![A Semester of Teaching Sustainability A Semester of Teaching Sustainability](https://m5.paperblog.com/i/74/746006/a-semester-of-teaching-sustainability-L-YV82i5.jpeg)
The semester has come to an end here at Friends University, and students are leaving campus for their holiday break. Right now I'm grading, and while I have many tests to grade, none interest me quite as much as the exams turned in for "Simplicity and Sustainability" course which I taught for the second time this semester. I gave my students questions on the readings we've discussed--the writings of E.F. Schumacher, Herman Daly and John Cobb, and many others--but more importantly, I asked them to go beyond the questions, and use the essay portions of the exam to reflect upon alternative forms of social and economic organization. That was the focus on the course, after all--to consider, criticize, and comment upon the range of possibilities available to those who truly wish to make their livelihoods, their lifestyles, and their neighborhoods both simpler (meaning, most essentially, more readily available to and responsive to their own collective efforts, rather being dependent upon inaccessible systems beyond their reach) and more sustainable (that is, less exploitative of the resources, both human and natural, upon which all communities are built). That such possibilities are available is the primary reason why I teach this course, as well as try to bring similar insights into as many different classes I teach as possible. While I love taking students out to visit local farmers and producers (as the above sign, kindly provided by Phil and Lucy Nisly, one of the great localists I've gotten to know here in south-central Kansas, plainly shows)--some alternatives are much closer (both in distance, and in terms of social and economic change) than that.
![A Semester of Teaching Sustainability A Semester of Teaching Sustainability](https://m5.paperblog.com/i/74/746006/a-semester-of-teaching-sustainability-L-j1ufA7.jpeg)
![A Semester of Teaching Sustainability A Semester of Teaching Sustainability](https://m5.paperblog.com/i/74/746006/a-semester-of-teaching-sustainability-L-eHNDj5.jpeg)
![A Semester of Teaching Sustainability A Semester of Teaching Sustainability](https://m5.paperblog.com/i/74/746006/a-semester-of-teaching-sustainability-L-0S3jr8.jpeg)
![A Semester of Teaching Sustainability A Semester of Teaching Sustainability](https://m5.paperblog.com/i/74/746006/a-semester-of-teaching-sustainability-L-5taBQ7.jpeg)
The great problem which always faces any attempt to talk about--much less teach a class about!--how recognizing psychological, economic, and environmental limits may enable us to think less technologically, and more holistically, about slowing down and simplifying and making ours a more sustainable way of life, is the tendency to want more than "tendance" as a support for our efforts. More than "merely" tending to one's garden, we wish to deal with the larger threats to said garden. And we need to! But of course, any departure from our place to addressing larger issues is inevitably reductive of the place we've left--and reductivity is exactly the wrong kind of simplicity that we should seek. Real local, sustainable knowledge is diverse and changing, like the natural world: its simplicity comes in our structuring our lives and vocations to be near it, not in methodological homogenizing of it from afar. There is no simple answer here--real simplicity, the kind that can make for a more secure and joyful life, remains a pretty complicated affair. I'm grateful, though, that some continue to seek it--and by so doing, help me and my student learn more about the choices that we face, in an ever-more pressing fashion, each and every day.