There can be little doubt that we are living in a time of unprecedented crises. As never before, we as a global civilization are facing the possibility of societal and environmental collapse, leading to untold suffering for both human and non-human species. The problems we face are tightly interlocked; no problem can be viewed — let alone solved — in isolation. While efforts are underway to address these complex, systemic problems at high levels of governance and administration (UN, IMF, WTO, World Bank, etc.) these “solutions” embody a Western management outlook. In this positivist framework, we can manage our way out of crises; all we need to do is more of the same. But evidence suggests otherwise, and these efforts often backfire, with dire consequences for those affected. As Einstein famously said, “We can’t solve problems by using the same kind of thinking we used when we created them.” However well-intended, the “management” worldview does not adequately address underlying, paradigm-level causes of violence, poverty, and environmental destruction. From a darker perspective, international attempts at betterment are, in fact, mere extensions of globalized neoliberal/colonial regimes, and thus represent not “solutions” but reproducers and amplifiers of the very problems they profess to solve. In either case, a new way is needed. Using a “toolbox” of practical means (Critical & Systems Thinking, Sustainable/ecological Literacy, theories of consciousness and social change, etc.) we develop new theories on how to view and understand global problems, and to affect change-for-the better. And we test our theories in real-world projects in our local and regional settings. The project-based approach we adopt in this course grounds our theories in praxis, and, if successful, will offer living proof of the potential for local solutions, when documented, contextualized, and openly disseminated, to have lasting positive effects on a global scale. This course covers the MIU general education requirements for Critical Thinking, WTG 191 (College Composition l), and Health-related Fitness. Course fee: $50 (8 credits)

This course explores the role energy plays in sustainability and in the development of complexity and order in nature and in the human economy. Anything of economic value comes from nature or from humans, and both require energy. Therefore, energy is critical to the economy. Energy inevitably loses usefulness as it flows through human-made and natural systems. Sustainability is about regeneration and renewal of opportunity for future generations. Therefore, renewable sources of energy are essential for sustainability. Students learn basic energy concepts and their application to sustainability and renewable energy systems. The course will include lecture, readings, films, guest speakers, field trips, and hands-on work. (4 credits)

The built environment consists of all the things that humans build — buildings and the rural, suburban, and urban context in which they are placed. Buildings, the cities they are placed in, and the transportation systems that connect them are the biggest things that humans build. Designing and building them sustainably is one of the greatest challenges facing humanity. This course gives an overview of the origins and evolution of buildings and issues of sustainability in the built environment. Buildings consume over 40% of the energy we use. They are often made from toxic materials and materials difficult to recycle. Few buildings are designed to optimize the use of energy and resources are freely given to us by nature. We need to radically redesign the way we think about, build, and use buildings. The goal is to create a built environment that, like the natural environment, is regenerative, giving back more than it takes. By the end of the course, students are able to: 1) Think holistically about the relationship between climate, culture, and available building materials in a variety of global settings; 2) Understand and be conversant in the basic concepts and language of building design and construction; and 3) Translate into real-world projects various team design skills gained during the course. (4 credits)