Last week, the faculty of the Middlebury School of the Environment convened on campus for a two-day retreat to discuss our courses and co-curricular programing for the coming summer. We took advantage of Gregory Rosenthal being here to talk with him about his thoughts on environmental humanities, globalism and poverty, and his courses for the School. Check out the video that emerged from the interview. I think you’ll agree that he will bring an exciting perspective to the School this summer!
Posts under ‘School of the Environment’
Last November I had the pleasure of speaking at the TEDx Middlebury event called “Research, Rethink, Rebuild.” The title of my presentation was “Reclaiming the Soul of Higher Education,” and in it I make the case for why I think programs like the School of the Environment are not only important but essential for higher education in the 21st century. But rather than describe to you what I said, check it out for yourself … and let me know what you think about the message. The only thing at stake is the very future of society.
I am pleased to announce that Gregory Rosenthal, Ph.D. candidate in the Department of History at SUNY Stony Brook, will join the faculty in the School of the Environment, as an instructor in environmental humanities. Gregory will teach a course entitled “Environmentalism and the Poor: Class-Conscious Histories of Globalization,” which he describes as follows:
Environmentalism used to be understood as the privilege of affluent “first worlders,” an exercise in protecting nature from those too uncivilized or too ignorant to care for it by themselves. But this is no longer the case. In the past several decades, environmentalists—and environmental historians who study the history of human-nature relationships—have begun to acknowledge and account for the diverse “environmentalisms” that are practiced by both “first worlders” and “third worlders,” by both rich and poor, by both workers and capitalists, between the global north and the global south as well as within small-town communities, villages, and cities across the world. That class is one of the key determinants in how different people experience and care for the environment is gaining acceptance among social scientists and is inspiring exciting new research in the field of environmental history. This course will explore the relationships among environmentalism, class, and power in human history, as well as the consequences of these relationships for poor and working class peoples. A class-conscious history of globalization—in which “globalization” is understood as the rise of a globallyinterwoven capitalist economy over the past two centuries—reveals the various ways in which “environmentalism” has served the powerful while impacting the less powerful. At the same time, we will examine the resistance strategies of working class peoples the world over, to see how environments can be reclaimed by and for the poor. We will work collectively in this class towards developing a “poor people’s environmentalism”: a blueprint for thinking about global nature and the responsibilities of the powerful and privileged in alleviating poverty and supporting poor people’s rights to, and in, the environment.
Gregory will also co-teach the course on “Interdisciplinary Understanding of Place: Lake Champlain,” bringing to this class his unique perspective on how historical perspectives on culture diversity and identity help illuminate the narratives that frame a comprehensive understanding of a landscape and its possible environmental futures.
We are excited to have Gregory join us for the inaugural summer for the School of the Environment. He specializes in global environmental history with a focus on migrant labor, indigenous peoples, and human-environment relations in historical perspective. At SUNY Stony Brook his Ph.D. research examines the history of Native Hawaiian migrant labor in the nineteenth-century global economy. He has published in Environmental History and World History Bulletin and received grants and fellowships from the American Historical Association, the Huntington Library, and the Bancroft Library at the University of California, Berkeley. In college, Gregory studied traditional Chinese music and indigenous ethnomusicology (and even attended Middlebury’s Chinese Language School). He holds a Masters degree in Public History from SUNY Albany and formerly served as Education Coordinator at the Thomas Cole National Historic Site in upstate New York. He also previously worked as a Park Ranger in New York City, and when not at Middlebury, Gregory continues to lead historic walking tours of Manhattan’s streets while also enjoying hiking, birding, swimming, and clamming in the city’s urban forests and coastal waters.
Gregory joins Steve Trombulak and Cat Ashcraft as a member of the full-time faculty in the School of the Environment, and will participate throughout the six-week session in creating the full immersion program we have planned.
One of the most valuable skills for manifesting positive change in the world is creativity. Being able to envision possible solutions to a problem — whether it’s a small improvement to a home or feeding the world — is the first step in bringing solutions to life. But too many people feel like they simply aren’t creative. Creativity, they think, is for artists, writers, and musicians, but for them. We all start out life as creative people; just think back to your early years when you had no trouble drawing and play-acting with joy and complete abandon.
But somewhere along the way, many of us hit barriers that led us to believe we just didn’t have what it takes to be creative. Maybe it was a teacher, a parent, or a peer who said, in effect, that we weren’t very good artistically or musically. And as a result, we shut off that part of our identity, and closed off the world to the benefits of our insights and intuition.
It’s against this backdrop that Tom and David Kelley offer a way forward in their new book Creative Confidence: Unleashing the creative potential within us all. Based on their decades of experience with IDEO, the acclaimed design and innovation consulting firm based in San Francisco, and d.school (aka the Hasso Plattner Institute of Design at Stanford University), the Kelley’s offer up a guided tour that not only demolishes the myth that creativity is a gift only given to a select few but also offers a way forward for everyone to unlock their own gift within.
Creative ideation — the act of formulating, testing, and implementing creative ideas — is at the heart of the School of the Environment’s curriculum, and therefore Creative Confidence will be at the core of our reading list. Over the next several weeks, I want to unpackage the practical steps that the Kelley’s lay out so that everyone can unleash the “creative” within. So get a copy and read along. It’s well worth the journey.
In the meantime, ask yourself these questions: Do you feel like you are a creative person? If not, what happened to convince you of that narrative about yourself? And more importantly, how has that belief prevented you from unleashing your positive influence on the world?
Our flow into a more just and sustainable future — both as individuals and as a society — requires that we engage with others to understand current issues and to craft effective solutions to environmental problems. This seemingly simple statement is, in fact, complex in execution. “Engagement” requires open-minded listening to the views of others as well as persuasive communication about our own views. To “understand current issues” requires that one think critically about both facts and attitudes across a range of lenses used to understand any issue, including history, culture, politics, and environmental science. Only with a truly interdisciplinary perspective to understanding the narrative of how an issue came into being in a particular place can the solutions that will move us forward from the present be seen or effectively advanced. And to “craft effective solutions” requires more than just knowing the scientific facts and the sociopolitical history of an issue. It requires people who have the skills needed to become effective agents of change. It requires leaders.
The School of the Environment seeks to be a doorway into a learning environment that will help students become the environmental leaders of the future. And this blog, The Stream, is one of the tools we intend to use to promote engagement, understanding, and leadership. We don’t think of the School as an isolated six-week experience that comes into being each June and then disappears again in August. The School is an on-going … and growing … network of people who want to be a part of creating that just and sustainable future. The Stream is our way to keep the conversation going and to build the community.
Posts on The Stream will largely focus on topics related to the classes we will be teaching in the upcoming year, so if you are a prospective student, you can get a good sense of what you will be exposed to at the School. We will also post on topics about leadership skills, social change, and the School itself. And I have every expectation that it will grow over time and adapt to meet the needs of students, alumni, and anyone who wants to be part of this community.
Welcome to The Stream.