School of Sustainability Graduate Culminating Experiences
Student capstone and applied projects from ASU's School of Sustainability.
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- Creators: Eakin, Hallie
- Creators: Burmeister, Matthew
Across the world, music festivals draw in millions of fans and generate billions in revenue (Fesicket Writers, 2018). While the festival scene is extremely popular, stakeholders are beginning to take notice of its negative impacts. When improperly managed, festivals damage natural systems, miss out on opportunities to support and engage with their fans, and exclude local businesses. The movement for sustainable music festivals has already begun, but it is still far from being the industry norm. Only a select few festivals have embraced sustainability as a core value while many others are still making no effort to mitigate their impacts. Even though many drivers are pushing for the transformation of this industry, the unaddressed barriers are holding organizers back. Sustainable Sound: Festival Guide has been created to educate organizers on how to plan and operate sustainable music festivals. It is based on tried and true methods to create holistically sustainable events. In this context, a holistically sustainable event is one that does not damage natural systems, protects and engages with its fans, and is economically positive. Various case studies from some of the world’s most sustainable festivals will also be highlighted throughout the guide. According to M3F, The Cosanti Foundation, and ASU’s CSSI, Sustainable Sound offers important and easy to understand information that festival organizations can use to improve the sustainability of their events.
Globally we are struggling to match the need for development with the available resources. Kate Raworth’s (2012) developed the idea of a “safe and just space” as a balance between the planetary boundary approach and ensuring a level of basic needs satisfaction for everyone. O’Neill et al. (2018) argue that countries are currently not able to provide their populations with basic needs without concurrently exceeding planetary boundary measures. While attempts have been made to get people to change their habits through moral self-sacrifice, this has not been successful. Kate Soper (2008) argues that a change towards sustainability will only be possible if an alternative to high consumption is offered, without trade-offs in well-being. Technological improvements are often thought to end up providing solutions to the problem of overconsumption, but as Jackson (2005) shows convincingly, this is highly unlikely due to the overwhelming scale of changes required.
‘Alternative hedonism’ (Soper 2008) is a philosophical approach that has been proposed to solve this dilemma. By changing what humanity pursues to be less focused on consumption and more linked to community interaction and living healthy, fulfilling lives, we would simultaneously reduce stress on the globally limited resources and sinks. By developing and understanding satiation points – the point beyond which well-being no longer increases because of increased consumption - affluence that wastes resources without improving well-being could be reduced. This paper explores how ‘alternative hedonism’ and the development of ‘satiation points’ could be helpful in getting humanity closer to the ‘safe and just space’. The paper concludes with a discussion of some of the challenges that taking up of ‘alternative hedonism’ would entail.
The widespread environmental degradation characterizing the Anthropocene is a call to address a deteriorating human-nature relationship. For much of history, humans have been deeply connected with and in respect of nature both physically and psychologically, and this bond can be renewed. Doing so is especially important for future generations, as modern youth have less opportunities to experience the natural world and more opportunities to experience the virtual world. A lack of nature connectedness in our youth has clear implications for sustainability and underscores the need for interventions aimed at reconnecting youth with nature. Primary and secondary education is a particularly valuable leverage point for such interventions, and nature-based school landscapes may be a valuable tool in strengthening the human-nature relationship and reconnecting youth with nature. While studies have indirectly linked garden-based learning and connection with nature in youth, research has not yet directly explored the relationship between the two.
My research explores 12th grade students attending Desert Marigold School in South Phoenix. Desert Marigold practices Waldorf educational philosophy with the school’s garden as a primary teaching tool and recreational space. I used arts-based methods to give students an opportunity to visually communicate their perspectives of the school’s landscape through photography and artistic renderings. Students then verbally described and discussed their media in a series of group interviews. Data were then coded and analyzed for themes of connection with nature expressed in the literature. The results illustrate that students connect with nature in a variety ways through the school’s landscape, demonstrating potential for enhanced sustainability outcomes in education.