e CONSCIOUS by Delmer Tzib

e _arth

a critical thinking project

by Delmer Tzib d_v_lopm_nt _nvironm_nt _ducation _arth J_suit Fr_ir_

conscious

This eBOOK was first presented at the Belize-Cuba Solidarity Encounter Saturday 7th December, 2019 at the National Heritage Library, Belmopan, Belize

Special thanks to Melissa Espat for her edits to this book. Thanks to the 2nd form history students of St. John’s College for their participation in this project.

e conscious by Delmer Tzib is published as an eBOOK and a limited edition printed book by the Image Factory Art Foundation 91 North Front Street, Belize City, Belize December 2019 design: yasser musa

Social reality exists not by chance, but as the product of action, so it is not transformed by chance. If men/women produce social reality, then transforming that reality is a historical task, a task for men/women. - Paulo Freire (1970)

Introduction “In education, people develop their power to perceive critically the way they exist in the world with which and in which they find themselves; they come to see the world not as a static reality, but as a reality in process, in transformation.”

1

Paulo Friere, a Brazilian education philosopher of the 1970s and 1980s, promoted the decolonization of the educational system by encouraging students to act upon their social realities prompting a change. His ideas of education as a process towards critically seeing “the world with which and in which they (students) find themselves,” revolutionized education at his time. He encouraged teachers to present real-life scenarios promoting problem solving as dominant methods of teaching. Friere believed that a decolonized educational system could be achieved by allowing the students to think independently realizing the transformative power they hold. The deconstruction of historical and contemporary issues is a central avenue from which Friere aimed to decolonize education and endorse action/change in a society. In his notions, the greater search for personal truth, place and space within a society also takes an important role. This studentguided and action - based project “Environmental Consciousness,” was inspired by Friere’s call to place historical and contemporary problems into perspective for students to question, theorize and act upon. Even though Friere’s philosophy had a great impact on the project, the principles of Jesuit philosophy and education were crucial to promote a project-based and problem-based educational experience.

On the subject of Friere, he called for a democratization of the classroom in which the teacher would not be perceived as “a google page” or “an all knower” or “master.” This project aimed to break the student-teacher barrier, empower students, and promote critical and analytical thinking. During the project’s conceptualization the teacher framed contemporary issues including development, sustainable development and climate change, as important arenas of analysis and debate. The project entailed a 3D model creation based on conceptual graphic art produced by Alex “Falco” Chang and Carlos “Lito” Quiroz. Students had to both create a 3D representation and a written analysis of the graphic art chosen. The results of the project were positive both as an educational experience and as a final product. The central aim of this problem based approach was to empower students to analyze a real-life situation and a threat to humanity’s continuity on earth. As Pope Francis urged the United Nations Climate Action Summit, While the situation is not good and the planet is suffering, the window of opportunity is still open. We are still in time,” he said. “Let us not let it close.

Let us open it with our determination to cultivate integral human development, to ensure a better life for future generations. It is their future, not ours.2

Student Leon Jones, class….working on the group project

Students were urged to examine the conditions on earth, recognize human’s impact on the environment and criticize the current ideas of development. Both Friere and Francis, from both a secular and Jesuit tradition, call for action based on contemporary issues. This project allowed students to think independently about an issue, plan, execute, and solve problems while carrying out their projects.

This project report will start with a short analysis of the philosophies that guided the project’s rationalization. This foundational examination will provide the necessary justifications for the analysis of project based learning, and development. The paper proceeds to present the project conceptualization and grading rubric, followed by the student’s 3D model and their analysis of the graphic art. The process of executing the project allowed students to realize the processes in real life, and also examine the current status of development in the Belizean context.

It is worth re-emphasizing that this projects centered on project based learning promoting Friere’s and Jesuit ideals of calling to action.

A Call for Action This project was grounded on a call for action based on the philosophies of Friere and Jesuit education. Meshing both ideologies provided rational justification for project based learning. This section will discuss the intersectionality between Friere’s Pedagogy of the Oppressed and the aims of Jesuit education. This section argues that project based learning is an important tool that satisfies Friere’s and Jesuit’s call for action. It will examine how authentic learning scenarios and assessments provide students with an opportunity to examine their setting and realize the transformative role and power they possess.

According to J.W. Thomas project based learning is a model that organizes learning around projects, here in, projects are described as: Complex tasks, based on challenging questions or problems, involving students in design, problem-solving, decision making, or investigating activities; giving students the opportunity to work relatively autonomously over extended period of time, and culminating in realistic products or presentations.3 Thomas’ description suggests that project based learning allows students to operate relatively autonomously towards an agreed goal. Through the process, students gain experience and skill by generating their projects based on their interests and differences. It allows students to make connections between their previous knowledge, existing knowledge and how it applies to their setting.4 The activities generated by projects also harnesses planning, information gathering, reading, listening, observing, interviewing, group discussion, problem solving, oral and written reporting and displaying. The approach encourages students to analyze historical and contemporary problems allowing them to gain knowledge and experience by providing potential insight into solving real life problems. In essence, the educational method encourages action by starting in the classroom, getting out of the classroom and coming back into the classroom. The connection between academics, society, and real problems can be an important avenue to inspire students towards a transformative educational experience.

1 Paulo, Friere. Pedagogy of the Oppressed (New York; The Continuum International Publishing Group Inc, 1970), 83.

2 Phillip, Pullela. “Climate change is 'challenge of civilization,' Pope tells U.N. conference,” Reuters, https://www.reuters.com/article/us-climate-change-un-pope/climate-change-is-challenge-of-civilization-pope-tells-un-conferenceidUSKBN1W81Y1 3 J. W. Thomas. “A review of Research on Project based learning.” Retrieved from http://www.ri.net/middletown/mef/linksresources/documents/researchreviewpbl_070226.pdf 4 H. Wrigley. Knowledge in action: The promise of project-based learning. Focus on Basics: connecting Research and Practice. 2(D) National centre for the Study of Adult Learning and Literacy. Retrieved from http://ww.ncsall.net/ index.html@id=384.html

Project and problem based learning encourages the students to think and interact with real life issues. In educational terms, it encourages them to act based on injustices and social problems.

In his book, Pedagogy of the Oppressed, Paulo Freire (1970) argued that; Social reality exists not by chance, but as the product of action, so it is not transformed by chance. If men/women produce social reality, then transforming that reality is a historical task, a task for men/women.6 Freire called for decolonization of the curriculum through a realization that every individual in society has the power to transform our everyday social, cultural, political and economic realities. His propositions called for the oppressed and marginalized to awaken, challenge and change their social realities. Therefore, education becomes an avenue to liberate individuals and guide them through the decision-making and problem-solving process. The purpose of education is to help students find meaning in their life and knowledge becomes the liberating tool that develops consciousness, assisting persons to make informed decisions.7 Friere’s ideological inclination focuses on developing metacognitive skills to allow students to think, analyze and function properly in society—to promote change. His notions relate to UNESCO’s aim to “produce competent people with a base of knowledge, skills, attitudes, beliefs, and values.”8 The focus of current goals of education includes enabling an individual to function in society. Friere’s propositions indicate that every individual student has dormant power and consciousness that can be activated through education. Ultimately, the focus on action permits a student to become a better person and change his or her reality through activities like a project.

The aims and principles of Jesuit education also focuses on action through experience and reflection. The central goal of Jesuit education is the full growth of an individual which leads to action that is immersed with the spirit, the son of God, and being the man-for others.

This goal is centered on an understanding by contemplation, self-discipline, initiative, integrity and accuracy. In Jesuit education the student is exposed to the global community, social systems, and the whole of natural creation to transform how he/she perceives himself/herself and other human beings.9 The action-centered and project based approaches are also encouraged

by Jesuit institutions because it has the ability of radically transforming the way people habitually think and act. Loyal to spirituality, Jesuits seek to enrich the spiritual realm through action; encouraging men and women of competence, conscience and compassion, seeking the greater good in terms of what can be done out of a faith committed to justice which enhances the quality of peoples' lives, particularly among God's poor, oppressed and neglected.10 A central attribute of this type of education is a full and deeper formation of the human person, an educational formation that is a carefully reasoned investigation through which students form and reform attitudes and perceptions. Jesuit education is broken down into three main areas: Experience: Conditions that allow students to gather and recollect data based on their experience to distill what they understand and bring to the subject matter relating to facts, feelings, values and insights.

Reflection: A formative and liberating process that shapes the consciousness of students, their attitudes, values, beliefs, and ways of thinking, to move to action.

Action: Through experience and reflection students reach to action. In this arena students try out their new skills, use their knowledge, exercise ways of expressing themselves, their beliefs, values and questions. The combination of experience, reflection and action enables students to develop a coherent perception of the world and their place in it; creating a sentiment of becoming “men and women for others.”11 The pedagogy inspired by St. Ignatius of Loyola enriches the views of believers and nonbelievers because it is centered on humanity and its universality. Jesuit education encourages the usage of discussion and projects as a way of creating the necessary conditions for students to transform the world into a global community of justice, peace and love.

This section provided the rationalization that guided this project’s conceptualization and execution. The contemporary educators and educational systems are encouraging teachers to focus on authentic assessments to prepare students for real life challenges. I propose that project based learning, Friere’s Pedagogy of the Oppressed, and Jesuit philosophy all enable the students to use education as a transformative tool. Students are provoked, engaged, and enabled to analyze the state of our communal, national, regional, and international arena— understanding their role in the process of change.

5 Ibid.

6 Friere, Pedagogy of the Oppressed, 90.

7 Francis, Ekanem. “Educational Existentialism.” (Journal of Humanities and Social Sciences, 2, 2012), 22-27.

8 UNESCO. Developing and Implementing Curriculum Frameworks. (Geneva: UNESCO, 2007), 4-10.

9 Jesuit Institute. Ignatian Pedagogy – An Abridged Version (London: Jesuit Institute London, 2014), 1-5.

10 Ibid., 6-7.

11 SJ. Korth. “Precis of Ignatian pedagogy: A practical approach.” In G. W. Traub (Ed.), A Jesuit education reader. (Chicago, IL: Loyola Press, 2008), 5-15.

a comment on

Development

This section will provide some insight into the ideas of development as a western concept. Students always battle with questioning the “positive” image of development because they have been groomed to accept one view of it. In this analysis, rather than taking a post-development position, I aim to criticize some of development’s historical roots instead. Although we can criticize development and its impact on world inequality, we also need to recognize that we cannot live without it. The future generations need to be aware of the debates around development to re-examine its premises. Students also need to realize their active role in ending poverty, promoting progress, and protecting the environment.

The term development carries multiple meanings in different societies and times. The word stems from the Latin words ‘un’ and ‘envelop’ and the French word ‘developer’ meaning to unfurl. Expressing similar theoretical analysis, Joel Wainwright, a geographer who studied development and its impact on the Maya in Belize, proposes that development denotes disentangling expressed through unfolding. He also argues that the term implies an intervention. “To develop” refers to a force that enables change in the course of something or a course of events. He suggests that in this second sense, a person or group intervene to make something “move in a direction that is not given in advance, essential, or required.” Wainwright’s analysis provides a comparison of development and nature; his contribution allows the reader to understand how national development has become a “normal” or “natural” aspect of a nation’s growth. He states, “we at once refer to something (development) that is desirable, that requires willful intervention, and also is a “natural” thing for the nation to do.”12 The concept of development has particularly been popularized as the global responsibility of humanity and the youth in particular. Though it is presented as the only way, development has also garnered some criticisms that merit discussion.

In the book Open Veins of Latin America, Eduardo Galeano analyzed the history of Latin America and questioned the relationship between colonialism, capitalism, development and poverty. Though Eduardo is criticized for his unapologetic leftist position, the detailed analysis of the colonization and neo-colonial experience in Latin America offers valuable historical insight. It brings into focus the exploitation of the region to the benefit of European and American powers. His analysis also contextualizes the Latin American fight against poverty to propose that Latin America is poor precisely because it is so rich in resources.13 Galeano’s arguments places into perspective the polemic of neoliberal development. His questioning of development and capitalism offers some explanation to the widespread inequality in previously colonized territories. It is imperative to understand the historical origins of development and contextualize its impact on the world.

Since the advent of colonization, the Western powers continually use excuses to intervene in the affairs of other nations (particularly former colonies). They created facades of helping the “lost souls,” “civilizing people,” “training countries to be independent,” and “bringing development and democracy” to nations that need freedom and “progress.” In each instance, they looked down at the people in “need” from positions of power while imposing their views to execute their hidden agenda of exploitation. The altruistic and charity-like approach has re-casted “neo-liberal development” as the new form of colonialism. Bigger nations are encouraging smaller nations to allow big corporations to control their natural resources. The neo-liberal approach is said to end poverty but several studies show that the levels of inequality have indeed increased around the world due to the intertwined nature of development and capitalism.

12 Joel Wainwright. Decolonizing Development: Colonial Power and the Maya. (Malden: Blackwell Publishing, 2008), 7-10.

13 Eduardo Galeano, Open Veins of Latin America: Five Centuries of the Pillage of a Continent. (New York: Monthly Review Press, 1997).

Through the historical analysis of development, Natsu Saito, a trained lawyer who studies issues of development and the environment, argues that the American President Harry Truman inaugurated the new “era of development” in his inaugural address (1949). She argues that Truman’s vision of spreading Americas scientific advances and industrial progress to underdeveloped areas prompted the ideas of development. Truman’s words and unfaltering support for western progress, science and technology casted the problems of “people suffering,” as something natural and inevitable in underdeveloped areas. He suggested that the problems of underdeveloped areas could only be solved by western technology and insisted that developed nations had the responsibility of ending poverty in the “less fortunate countries.” The world bank and other international organizations quickly measured progress based on economic terms “discounting alternative understandings of social-wellbeing.” They developed goals for economic development that despite failing continued to influence nations to see progress within the confines of economic growth fueled by industry, technology, and science and measured by the reduction of poverty, hunger, and disease. 14 Development gained respect as the global goal of humanity guided primarily by western understandings and economic expansion to address issues of the less fortunate. From its inception “development” ignored the pillage caused by colonization and treated independent nations as causing their own demise; presenting developed nations as the ones responsible for creating institutions to aid in the growth of the “undeveloped nations.”

Saito argues that the primary difference between colonialism and development is that the conditions of the latter are accepted “voluntarily” by nations in exchange for loans. In her analysis, she recounts how dominant nations framed laws and conditions to ensure access to the resources of the developing nations. The lack of economic growth in “underdeveloped nations” by 1970s evidenced the weaknesses of development and by the 1980s post-colonial nations were eagerly looking for loans to deal with economic issues.

The real issue became the remnants of colonization, at this point the United Nations transferred the responsibility of development to other financial institutions such as the UN Monetary Fund and the World Bank. The International Monetary Fund (IMF) was established to encourage global economic growth by providing short term loans and stabilizing exchange rates.15 However, the IMF was not the solution because it lacks/ed democracy limiting the voting power of economically weak countries and giving the upper-hand to bigger nations. The monetary fund and the world bank nonetheless did not necessarily change the situation for lesser developed nations, the organizations imposed economic restructuring on borrower states that prioritized finances and ignored social services. Both the IMF and the World Bank have not satisfied the need for western development because they have successfully indebted most countries to their institutions and widened the gap between the rich and the poor.

It is worth noting that western ideas of development is also another way in which the bigger nations impose their interest in local economies, policies, and society.

Development continues to be an arena of debate that requires serious reconsideration. I must reiterate that we at once cannot deny our deep desire for development, but we must also be conscious of at what the “progress” is coming.

14 Natsu, Saito. “Decolonization, Development and Denial. Social Justice,” Development and Equality 6, no. 1 (2010):6-10 15 Ibid., 14-15.

Project

3D Environmental Consciousness

This project was carried out by second form students in the context of how Europe underdeveloped the Americas. Students were provoked by ideas of how Christopher Columbus viewed America as an arena which he could exploit. The discussion led to an analysis of the concepts of development and its impact on the environment. It also considered how indigenous people understood their relationship with the environment, and have a contrasting view of development from that of Euro-development. Students were placed in groups of five to work for 30 days on the project. To relate to current environmental issues, students used previous knowledge on African and Maya history, Belizean History and development concepts to relate to current environmental issues.

Project Description: In recent years, the relationship between humans and the environment has become central for the survival of the planet and its inhabitants. As citizens of the world, we continue being the number one contributors towards climate change and global warming. This project required the students to create a 3D representation of a graphic art that representing the relationship between development and the environment. The project was divided into three components: the 3D model of three feet wide by four feet long and three feet tall (3x4x3); a one-page analysis of the graphic art representation; and a short oral presentation of the model and its significance.

All the aspects intended to develop students’ consciousness regarding the care for our environment and the impact of our actions in the continuity of our world.

Project Objectives: Through the creation of 3D models representing graphic art on development and the environment, should have been able to: 1. Assess the impact of development on the environment.

2. Criticize the graphic representation of human’s role in the degrading of the environment.

3. Compose an analysis of a graphic art representing human impact on the environment.

4. Defend the importance of taking care of the environment.

Student Model and Analysis

Pollution (Art by Carlos “Lito� Quiroz) By: Leojon Pott, Aiden Caliz, Nisan Jones, German Gongora, Jamari Miralda, Marlon Palmerston This project challenged our understandings of development and its relation to the environment. Both the graphic art and the process of building the 3D model allowed us to understand how humans impact our life on earth. The art literally showcases a cement truck throwing cement into the mouth of a person. The graphic art is portraying two things in our understanding. On one hand, it is showing that our water sources are getting polluted. We live with the assumptions that water sources will not be exhausted and that our constructions and development have no impact on our water. The pollution of water sources can make us sick and also damage our environment. On the other hand, this graphic art also reflects on the government’s decision on how to spend funding.

Poverty affects many Belizeans but our government is focusing on spending on building streets and buildings. Even though these constructions help to improve on infrastructure, it does not have a positive effect on poor people nor improves their living conditions. We need to send a clear message to our governments that we need to do better. We need to open our eyes and realize what we have done to contribute to pollution and how it is weakening life in Belize. We need to stop this construction madness to protect mother earth and help her heal.

Student Model and Analysis

Waves of Destruction (art by Alex “Falco� Chang) By: Corey Salazar, Micheal Tzul, Arnell Haylock, Daniel Turton, Roberto Villanueva, Tishaun Hyde Our project is a representation of the potential condition of earth if we continue destroying it. In this particular era of human existence, we do not take good care of our planer or the places where we live. We humans just throw garbage on the ground and we do not seem to realize that with that we are contributing to pollution. If we do not stop throwing garbage on the floor or leaving garbage on picnic tables, we are destroying earth. Our laziness is hurting our earth. This project is showing how garbage will take over the world if we do not take responsibility for our actions. We need to end pollution because it is our responsibility. As a community, we should rise up and take better care of our world and home. We should make it a better place to live in by cleaning. Change is needed and the change should start with us, we should lead by example as students and hope that others will follow.

Children of Mother Nature (art by Alex “Falco” Chang) By: Cliff Peyreffite, Joshua Theus, Junior Lopez, Ronnel Torres, Jose Juarez, Joel Villanueva The graphic art by Falco represents that our home is founded on the protection of the environment. The art is showing a hand gripping on a tree that is also shaped as a hand, as a show of collaboration and care. As humans, we need to make a strategic decision to work hand in hand with the protection of the environment so that future generations can live a better life. We are the main cause for the earth’s destruction, and we continue to do so consciously or unconsciously. This project was an eye opener for all of us because we had to reflect on how we depend on a “deal” with the environment to continue living. We must realize that we are the joy of mother earth who literally and she gives us life. Let us all work together as children of mother nature to preserve both the life of the environment and our life.

Reduce, Reuse and Recycle (Art by Alex “Falco’ Chang) By: Malcolm Murillo, Manuel Acosta, Aiden Lord, Zidane Colon, Reyner Ramos, During the timespan of working on this project, we learned many things about the environment and our impact on it. We have observed that our project is focusing on two main points. As you can see on the poster and 3D model, as you can see there is a bottle pouring out a liquid that looks toxic, which represent water pollution. The pollution is causing our sea animals to die out and possibly go extinct.

Secondly, after the toxic liquid had been poured out into the water the liquid comes into the shape of land which is telling us that land is being polluted as well. People keep throwing garbage all over the place provoking climate change and global warming. We often blame some of our governments, but do not tend to recognize our own roles. We are killing our homes, animals, plants, trees, and humanity as a on a whole. We can live without the pollution and destruction of our world and for that reason we call for the three R’s, reduce, reuse, and recycle.

Destruction of the Environment (art by Alex “Falco” Chang) By: Ian Navas, Brayden Rishardson, Bryan Guevara, Henry Gomez, Joel Martinez, Stephon Espejo This project shows a city oo top of a crocodile, while the crocodile is eating the trees. It symbolizes us humans are as the crocodile, and the process through which we are destroying the environment. We do not take care of our trees, grass, water and even our land. We continue throwing trash that we could re-use instead of recycling it. The city on the crocodile’s back is also showcasing that the constructions of cities does not have a positive effect on the environment. We cut down trees to build homes and industrial buildings. It is sad to see that as humans and a nation, we cannot continue destroying our earth. This simple and plain art project has a a remarkable meaning behind.

Endless Greed (art by Carlos “Lito” Quiroz) By: Abijah Vernon, Enrique Navarette, Tayjoan Rhys, Scott Young, Isani Napata, Wassani Franzua Our project depicts a gas pump pumping an unknown substance into the heart of a human and weapons of ware are flying or dropping out of the major arteries. Throughout history people have been fighting for resources and it has guided how people think and behave. Resources such as petroleum, gas and other riches have provoked several wars affecting the environment and people. Greed changes the mentality of a person to chase materialistic objects for profit. The desires and demand for power and products continue to hurt our people and planet. Greed is guiding people fight over materials such as fossil fuels, precious metals and other valuable things. Over the centuries this greed has pushed humans to crave and desire for more than what is needed for our human survival. Furthermore, it has led to the extinction of creatures endangering the rainforests, animal species, while provoking global warming, soil erosion, and melting polar caps. We fail to realize that we are creating a false persona of power which will inevitably lead to our collapse of existence. To create this visual representation of greed, we designed a base which looks like the ocean as the greed of mankind’s. The pump is us humans fueling greed into earth which is represented by the heart. The weapons of warfare are our desire to gain more power and our uncontrollable abusive actions towards ourselves leading to our demise.

Time Keeper (art by Carlos “Lito� Quiroz) By: Che Waight, Edwin Perez, Aaron Murillo, Ali Guerra, Ivan Rivera, Tryston Thompson The picture illustrates the images of an hourglass, scooper, and an earth that is disintegrating pieces at a time. It should not take long for a person that does graphic art to recognize what is being represented. The picture is representing what we as a people are doing to our earth. The scooper represents humans as the number one cause of pollution due to our actions. The disintegrating earth is the result of our actions, which may lead to catastrophe, maybe even the end of our species. Pieces of the earth are being caught by an hourglass, which may represent the time that we have if we do not stop killing it. The art may not be as appealing as the colors we see, so we need to step up and stop the scooping so we could make it a step towards saving the earth, which represents humanity.

Pollution of the Planet Earth (art by Alex “Falco� Chang) By: Kenny Cheng, Tejaun Frazer, Jaelen Staine, Russel Cholom, Paul Flowers,

This 3D model shows how the earth is being corrupted by humans, cracked in half and filled with garbage. We have underestimated how fast we are polluting the air, water, and land. Humans should save the earth by stopping throwing away of garbage and other types of chemicals into the sea, air and land. We are the ones creating all of our problems because of our selfish attitudes towards the earth and its people. We need to think about our future and the people that will come after us.

This home is not only for us but for our children.

The Earth is in Our Hands (art by Alex “Falco� Chang) By: Sanjay Baltazar, Jordan Rosales, Kevin Hernandez, Ahijah flowers, Kewan Panting, Arlon Hanson

This graphic art is showing us how humans have the earth in their hands. It represents that we can both be the saviors and the killers of our planet. As days pass, we continue seeing on the media and on television how humans are destroying earth by the fight for resources. We think that we are to blame for all of this, we are the primary reason our earth is dying. We focus on luxuries and forget elements that enable us to survive. We think that this art makesu us think and reflect on what we do for yourself and for others. Earth is our home, and the greatest thing we can do is save it and protect it for us and other humans.

Cutting the Future

(art by Alex “Falco� Chang) By: Rolando Romero, Ettiene Pott, Elbert Neal, Gilbert Teck, Raheem Sedacy, Cyrus Samuels

Have you ever thought about our future on earth? Could our children enjoy the common luxuries we have? Will there be enough land, air and water for our survival? We know these can be open questions that have many answers, but these are the questions that we thought about while looking at and doing this project. Our project represents a giant sharpener trimming a tree and transforming them into buildings. To us the trees signify our survival on earth and the sharpener our greed. We do not care for the environment because we are focused on getting riches off of it. The sharpener represents us, we are the ones who violate the environment and cut down trees for our development.

Our lives tend to improve with more houses and buildings, but is it really improving our access to land, water, fresh air and life?

References Francis, Ekanem. “Educational Existentialism.” Journal of Humanities and Social Sciences, 2, 2012).

Friere, Paulo. Pedagogy of the Oppressed. New York; The Continuum International Publishing Group Inc, 1970.

Galeano, Eduardo. Open Veins of Latin America: Five Centuries of the Pillage of a Continent.

New York: Monthly Review Press, 1997.

Jesuit Institute. Ignatian Pedagogy – An Abridged Version. London: Jesuit Institute London, 2014.

Korth, SJ. “Precis of Ignatian pedagogy: A practical approach.” In G. W. Traub (Ed.), A Jesuit education reader. Chicago, IL: Loyola Press, 2008.

Pullela, Phillip. “Climate change is 'challenge of civilization,' Pope tells U.N. conference.”

Reuters, https://www.reuters.com/article/us-climate-change-un-pope/climate-change-ischallenge-of-civilization-pope-tells-un-conference-idUSKBN1W81Y1 Saito, Natsu. “Decolonization, Development and Denial.” Social Justice, Development and Equality 6, no. 1, 2010.

Thomas, J. W. “A review of Research on Project based learning.” Retrieved from http:// www.ri.net/middletown/mef/linksresources/documents/researchreviewpbl_070226.pdf UNESCO. Developing and Implementing Curriculum Frameworks. Geneva: UNESCO, 2007.

Wainwright, Joel. Decolonizing Development: Colonial Power and the Maya. Malden: Blackwell Publishing, 2008.

Wrigley, H. Knowledge in action: The promise of project-based learning. Focus on Basics: connecting Research and Practice. 2(D) National centre for the Study of Adult Learning and Literacy. Retrieved from http://ww.ncsall.net/index.html@id=384.html

photo: Delmer Tzib Class 2C, St. John’s College, Belize City, Belize, October 2019