8 Goals of
CEEE:
culture-education-ecology-economy

The CHANGES Needed in
Education and the Economy:

8 joint goals
and success indicators
in culture,
education, ecology, and economy

8 goals and success indicators in
Culture, Education, Ecology, and Economy,
in order to help communities, people, and nature, and diminish many global chronic problems, concurrently:

1. ABC Garden of Community Education.
At the ABC Garden, students learn the ABCs of running a community, working on the 40 sustainability categories, and working on the other 7 joint goals of culture, education, ecology, and economy.
2. Community Education Standards.
Teach to help students and the community.
Don't teach to the test. End mandatory state testing for academics in K-12 education. Let schools be free to teach academics as they see fit and to teach how students can help their community to create jobs, to end poverty, to grow and distribute local food, to help nature, and more.
3. Community Jobs.
Local businesses and schools team up to train students for jobs. Schools offer community jobs to students and graduates, and schools help students and graduates to start up local small businesses.
4. Diminish Poverty.
5. Local-Self-Sufficiency.
6. Natural Resources.
7. Eco-Jobs: Ecologic and Economic.
8. Reduce Using Fossil Fuels.

Details of the 8 goals are below.

 

CEEE:
Culture-Education-Ecology-Economy

Culture includes how we live, learn, care, and work.
Culture includes how we live, learn (education), take care of nature (ecology), and work (economy) to help communities, people, and nature.
The 8 Joint Goals help improve cultures and educations to teach students how to work and make a living and to create and run businesses in ways that do at least 2 things simultaneously: help people prosper (Help All Neighbors Do well) and take care of nature and the environment.
Plus, the 8 Joint Goals greatly help to diminish many chronic problems (corporate corruption, habitat loss,
poverty, pollution, war, unemployment, underemployment, etc.) in the community and worldwide.

 

details of the
8 joint goals
and success indicators
in culture,
education, ecology, and economy

 

1. ABC Garden of Community Education.
At the ABC Garden, students learn the ABCs of running a community, working on the 40 sustainability categories, and working on the other 7 joint goals of culture, education, ecology, and economy.

2. Community Education Standards.
Teach to help students and the community.
Don't 'teach to the test,' a state's adademic test. Teaching to the test stifles education.
End mandatory state testing for academics in K-12 education. Let schools be free to to teach academics as they see fit and to teach how students can help their community to create jobs, to end poverty, to grow and distribute local food, to help nature, and more, and to achieve the 8 Joint Goals of CEEE.
Did the community and school district stop doing state testing of academic standards, for grade levels K to 12? Did the community and school board set up its own standards for sustainable education and academics? (Meanwhile, states may continue to provide state testing for driver's licenses, professional licenses, etc.) (Meanwhile, states may still distribute money to school districts in order to provide equal funding (per quantity of students) to all school districts, no matter how rich or poor the communities.)
Did the community review the 40 ways to sustain communities, people, and nature (www.z-hub.org/zle-blog/sustain.html)?
Did the community set up sustainable goals in its culture, education, ecology, and economy? Include morals in education standards. Being moral includes helping the emotional and economic well-being of people in the local community and beyond. Worry less about academics and focus more on helping students connect with the local ecology and local community economy. School should be less about academics and more about ecology and economy, and the reading, writing, science, and social studies about the local ecology and local economy. Students should not only read (gain knowledge) about the ecology and economy, but also students should get out into the community to participate in (gain experience in) the local ecology and local economy.
How can school help students and their families to live, learn, work, and get stuff (shelter, water, food, etc.) in ways that helps them, other people, and nature to survive and thrive? Sustainable community education goals address: how is everyone in the community going to help the community to get everyone community jobs and stuff: enough vital stuff (housing in good condition, clean water, nutritious food, etc.) to overcome poverty. (Poverty is people lacking enough vital stuff.) Also, how can people live, learn, work, run business, and get supplies and stuff in ways that also keep local nature, the community landscape, and natural resources, to be clean, healthy, and sustained?

3. Community Jobs.
Schools Train Students for Jobs and Get Jobs for Students. Did the community and community school get all school graduates working in the community's local small businesses and or starting up local small businesses (including small industries and cottage industries)? Do students (age 12+) work part time at local jobs (but not only at restaurants)? How do science and art classes and other classes relate to sustainable community jobs?

4. Diminish Poverty.
Can the community adequately employ all of its young adults (age 20s, 30s) and older adults? Do most or all adults work at small local businesses or cottage industries? Do all adults, who have a family to support, earn a big-enough living wage to support a family? Does everyone, who needs a full time job, have a full time job? Did the community get everyone out of poverty, in that, in the community, everyone has enough vital basic stuff (housing in good repair, clean air, clean water, local organic food, clothes, soap, warmth, basic tools, and sanitary living conditions)?

5. Local-Self-Sufficiency.
How locally-self-sufficient is the community economy? Does everyone in the community eat local organic food? Does everyone eat enough organic nutritious food? Is the community increasingly relying on more locally-sourced and locally-made stuff: water, food, clothes, linens, soap, tools, furniture, toys, paper, books, posters, art, music, energy, etc.? Are students learning how to handmake many of their own stuff: growing food, cooking food, building eco-houses, sewing clothes, making pottery, woodworking, homesteading, setting up renewable energy generators for residences, starting a local small business, etc? Do science and art classes, and other classes relate to helping the community be locally-self-sufficient?

6. Natural Resources.
How well is the community taking care of nature and managing its natural resources? Does the school get students to help to steward local habitats, to grow organic food, and to manage local resources? In dry regions, each community should decide whether or not to try Holistic Planned Grazing in its community, to help to reverse desertification.

7. Eco-Jobs: Ecologic and Economic.
How well are businesses and jobs meeting both human needs and ecological needs? Does the school teach students job skills to work at jobs that help both people and nature?

8. Reduce Using Fossil Fuels.
How much has the community reduced using fossil fuels? What has it done to reduce using fossil fuels? What other fuels does it use instead of fossil fuels?

 

 

Major and Minor Fixes to
Increase Sustainability,
Boost Education,
Decrease Poverty,
help communities, people, and nature,
and diminish many global chronic problems:

Major Fixes / the Main Fix: change our culture for the better to help you, all people, nature, and communities. Change our culture, education, ecology, and economy to become more community-oriented. Change the current CEEE: culture-education-ecology-economy to be much better.

Minor Fixes / Supplemental Help: techology, energy, money, and charities. Techology, energy, money, and charities can help, but they are not the main fix.

Both sustainability and diminishing poverty are mostly about our culture, education, ecology, and the economy. Sustainability and addressing climate change is not just about technology, energy, and money. Also, decreasing poverty is not just about technology, energy, and money. Also, boosting education is not just about technology, energy, and money. There is no purely technological, energy, or financial fix. Technology, energy, and money can help, but technology, energy, and money are minor fixes. The major fixes of boosting sustainability and mitigating poverty is about our culture, education, ecology, and the economy. CHANGE. We have to change our attitudes, as in change our attitudes, values, and views of culture, education, ecology, and economy to be more community-cooperation-oriented, instead of greed-oriented, competition-oriented, and academic state-testing-oriented.   We’ve got to change our culture-education-ecology-economy (CEEE).   Ecology includes the global environment and how people engage with local nature.   Economy includes how people and businesses use natural resources, water, soil, wood, sunlight, energy, etc., as well as how evenly and fairly communities distribute wealth, water, food, etc. throughout the community.   Culture includes values.  Culture sets our economic values, education values, how we value nature, how we engage with nature, and how sustainable we should be.  We need a sustainable community culture that has sustainable values for both education and the economy.  A "community CEEE" (also called "community culture" and "community economy") is a sustainable community culture-education-ecology-economy. (Read more about CEEE at
www.z-hub.org/CEEE.html)

Eco. Ecology and economy are united.
In fact, they have the same root word: "eco,"
which means "home" in the Greek language.
Ecology is learning about our home in nature.
Economy is taking good care of our home in nature. The economy is people having stuff, how people get their stuff, and how people take care of nature as they get materials from nature and make their stuff. (Read more about ecology and economy at www.z-hub.org/eco.html) 

We have to change our cultural values in order to help people be wise, help people out of poverty and make their ends meet, help people get jobs with local small businesses, and help the environment and reduce our use of fossil fuels. Modern culture currently overvalues the growth of globalized corporations and copious profits as well as obsesses over state standardized testing and impractical college degrees. Modern culture's values hinder education, spread poverty, and harm the environment. We have to change our cultural values of education values, ecologic values, and economic values to more strongly support sustaining and enriching communities, people, and nature.

Change
culture-education-ecology-economy
Together.
Plus, they need
same major goals.
Major goals to support
sustainable communities.

Culture, education, ecology (including how humans interact with nature and steward nature), and economy are strongly linked together and influence each other. We cannot change one alone; therefore, we have to change all of them together, in unison. We have to change our cultural values of education values, ecologic values, and economic values together, not separately. We have to change our cultural, educational, ecologic, and economic main goals and success indicators. Furthermore, our main goals and success indicators have to be exactly the same in our culture, education, ecology, and economy. If they are not the same, they all hinder each other from reaching their different goals. The only way to sustain and enrich communities, people, and nature is if our culture, education, ecology, and economy have the same sustainable goals and success indicators.

The action of morals is the best and most important sustainable action and education action. Morals is a mental action. Setting up community education standards and getting rid of state testing are physical actions.

The Best Physical Actions
to Take to
Support Sustainability and
Improve Education
is to

Build and Use an
ABC Garden
and to

Get Rid of State Testing!

and to replace state testing with
Sustainable Community Education Standards!
that relate education to the ABC Garden
and local community.

The most sustainable physical action people can take right now is to end standardized academic state testing in education.  Let communities set their own sustainable community education standards, along the lines of the following 8 goals.  It’s up to each community to decide what is best for its people and nature, but every community should seriously discuss these 8 goals.  Also, there can be more than 8 goals, but each community and school district should probably focus on these 8 goals first.  Or maybe the 8 goals are too much at first.  So perhaps some communities will do only 3 goals first: get rid of state standardized testing, get school teachers, staff, and students help to grow and distribute organic food to everyone in the community, and have the community overall reduce using fossil fuels.   

Academics to correlate with sustainable community topics. Academics is not one of the top 8 goals, but academics can be taught in correlation to these 8 goals.  For instance, instead of reading a novel about unicorns being happy or sad, students can read about how to take care of communities, people, and nature. (If the unicorn is sad, it's probably because its community is suffering depression, poverty, storms, etc., in which case, supporting the community and nature will help solve those problems to cheer up the unicorn.) Students should read about how to run sustainable community economies and work at sustainable local small businesses. Perhaps students can read a novel that includes factual sustainable information mixed into the story, about how people and unicorns worked together to run a community economy and protect nature, etc.  Let’s be creative, but let’s do it in useful, helpful, and sustainable ways.  Meanwhile, maybe we put a pause on student report cards of academics to instead have students report cards of community participation. Perhaps most of a school day should be about community, food, landcare, and reducing the usage of fossil fuels - and meanwhile, throughout the day, students are pulled aside (for example, for 60 minutes) for one-on-one time with mentors (perhaps: 20 minutes for reading, 20 minutes for writing, 20 minutes for math).

 

 

Global Cooperation of Community Cooperation.
Global Cooperation, not Global Competition.
Implementing these goals should not be a competition between nations, states, communities, and school districts.  We need global cooperation of community cooperation, not global competition.  We need cooperation, cooperation, cooperation - not competition. It’s in every nation’s best interest to support all other nations in being sustainable.  We should increase our exchange of love, peace, and sustainable ideas, and decrease our exchange of money, products, and resources.

Economic Self-Sufficiency. Think Global, Act Local:
Global Love, Local Economics.  People should travel the world to spread love, joy, peace, and exchange sustainable ideas, but people should not travel the world to do business, invest money, trade, or import resources. The global market makes a few people very rich, and many communities and many people very poor. It’s best that wealth stays and grows in each community and more evenly spreads throughout its many people, for the sake of social and economic justice. Yes, tourists can buy a few souvenirs, that were locally-made at the places they visit. Yes, distant communities and nations can help each other, but temporarily. 50 years of foreign aid going to Africa and getting Africa into the global market has generally been global coercion and global helpless dependency, not global cooperation. A person, who can walk and talk and earn a living for oneself, can better interact with the world than a helpless person, who has someone else talking for him and moving him around and constantly having to tend to him. Likewise, a community, which runs a locally-self-sufficient community economy for itself, can better interact with the world.

Out with the old.
In with the new.
Change for the better: boost health, economy, ecology, education, etc.
Many modern people cling to the current economy and modern pop schooling, as if getting rid of them would be a disaster.  Yet, the current economy and modern pop schooling are worsening many current chronic global disasters (and local disasters), and keeping us on fossil fuels.  We need to let go of the present economy and modern pop schooling to decrease the disasters and our addiction to fossil fuel.  Also, we need to change the economy and modern pop schooling if we are really going to be a more sustainable, more friendly and harmonious, and a more peaceful, healthy, wise, and caring society.   The 8 main goals and success indictors of education, ecologic, and economic success are mentioned above.

● Education Success Signs. For education values, we should change signs of success from academic test scores to getting students into jobs with a local small business. 
Inaccurate Education Success Signs: state academic test scores and college degrees
Accurate Education Success Signs: most graduates have jobs at local small businesses in their hometown community, and the other graduates have jobs at local small businesses in other communities.
We should set up co-op programs (part-academics-that-relate-to-work, and part-working), perhaps for students as young as age 12.  Really, the success of an education is (60%) how well the community and school are doing to get students into local jobs and (40%) how well the student does ((20%) at the job, and (20%) academics related to the job).  In the community economy, communities need to start making jobs for students (age 12+) and helping students to start up these jobs themselves with adult guidance. Community jobs should be related to what is very important to communities, people, and nature: get everyone in the community out of poverty and to have enough vital supplies and stuff: housing, water, food, warmth, clothes, soap, basic tools, and local energy. When school districts first start this program, for the first 2 or 3 years, the first jobs for all students (age 12-18) could be growing and distributing local food to everyone in the community, so everyone eats enough food. Or start with getting local organic food to everyone within a half-mile radius of the school. Or start with getting local organic food to every student family. Maybe school should become year-round. The school year might still be only 180 days, but include many school days within the growing season.

In addition to part-time food jobs, at school, students should study 6 subjects: moral health, nature science, nature art (economy), permaculture food (economy), landcare (ecology), and community culture. Reading, writing, and math can interrelate to those subjects. The six subjects are described at Holistic Education. These six subjects should relate to community jobs of service work and productive work. Service work includes moral health, nature science, and community culture. Productive work includes nature art, making stuff, permaculture food, and landcare.

After the first 2 or 3 years of focusing on part time local food jobs for students, the following school years may include students having part time jobs that vary widely and especially include: organic family farms, permaculture food, community gardens, cooking, baking, carpentry (to repair and build housing), passive houses, cob houses, strawbale houses, plumbing, community system water management, hand-pump water wells, composting toilets, local energy, solar panels, residential vertical wind turbines, geothermal heating and cooling, sewing and alterations, local clothing, sheep and alpaca farms (for wool), soap making, local nature and ecology, local banking and credit unions, local insurance, local media company, local paper, local books, local periodicals and news, local government, local parks, local community education, iron-tool-making, machined tools, nursing, medicines (modern, herbal, and alternatives), etc.  The skills and jobs, that students do in part time while being students, should commonly be what the students do for a living beyond high school graduation.  Of course, students (age 12 to 18) could try 3 or 4 different jobs.  Maybe at age 15, they spend 1-year sampling 10 different jobs. Get each student out doing a variety of jobs, at a variety of businesses, during the 6 years of 7th to 12th grade.  Get students the jobs that make, fix, build, and grow things for the community.  Don’t give them jobs of only cleaning, restaurants, retail, and cashiering.  Also, have students try different job positions within one business.  We want communities of people who are skilled to make, fix, build, and grow things, and not communities of people who only clean things, sell stuff, serve food, and drive stuff around. At age 17, each student should pick one job and learn how to do it well in the school-job co-op for a year or two, and then do that job as an adult full time for the next 5 years, or for the next 10 or 30 years.  Community education should help the community as well as the students.  Community education should help to create small local businesses and jobs.  Some people move away, that’s natural.  But something is bad about the culture, education, ecology, and economy if most young adults (ages 20s, 30s) move away from a community to find jobs elsewhere, due to a lack of local jobs.  Also, something is bad about the culture, education, ecology, and economy if most young adults work tedious jobs with very monotonous tasks, such as while working at fast food restaurants, at national chain stores, while driving trucks all over the USA to distribute imported goods, or just cleaning other people's messes. A good culture, education, ecology, and economy has each adult do a satisfying and clever job of a variety of tasks, including to grow food, to steward the land, to clean-up one's own mess, to make stuff, and to locally sell and distribute local stuff.

● Economic Success Signs. For economic values, we should change the signs of economic success from the exchanges of money, corporate profits, continued growth of big business, the GNP, and the GDP to how well a nation’s communities can employee young adults in their 20s and 30s, and adults of age 40 and older.   
Inaccurate Economic Success Signs: exchanges of money, corporate profits, continuous growth of big businesses, the GNP, the GDP, growth of globalized trade, global stock market ups and downs, etc.
Accurate Economic Success Signs: How well a nation’s communities can employee young adults in their 20s and 30s, and working-age adults of age 40 and older? Do all full-time working adults earn a living wage? Is everyone out of poverty, in that everyone has enough supplies and stuff (clean air, clean water, organic local food, housing in good repair, clothes, soap, basic tools, and sanitary living conditions)?
Most young adults and (non-retired) older adults should not be unemployed, underemployed, or overworked.  A second sign of economic success should be: how economically self-sufficient are communities? How much of its own food can a community raise and grow within 10 miles of the community?  Is a community locally-self-sufficient enough that the community's economy thrives, no matter if the global stock market goes up or down? A third sign of economic success is: how much natural habitat are communities stewarding and restoring?  How clean is the air, surface water, and ground water in a community?  How fertile are its soils?  How are the jobs and local small businesses operating in ways that sustain and enrich both people and nature?  A fourth sign of economic success is how much has a community reduced using fossil fuels?  Is it putting up solar panels, or what are its new local sources of energy?   A fifth sign of economic success is if local small businesses are doing well, in general. Are many local small businesses thriving? The many local small businesses, are they eco businesses (ecologic and economic: help both people and nature)?

Community Jobs. Each person's job should include a variety of tasks within a business. Each job should relate to 1 or more of 4 things: local family-farmed organic food, ecological landcare, productivity, and service. At large, people should have productive jobs that make, fix, build, and grow things in the community. Productive jobs include, but are not limited to, farming, landcare, building and repairing houses, making and installing solar panels, making clothes, altering clothes, fixing cars, fixing things, making soap, and making tools. In a productive job, significant time should be spent on making, fixing, building, and growing things, and some time for cleaning, and may be some time for managing, selling, cashiering, and or driving. Every job should include at least one task of production. No job should be only service. No job should be only cleaning, only cashiering and sales and stocking, only driving and deliveries, only restaurant tasks, only manual labor, and only management. Restaurant employees should not only wait tables, bus tables, wash dishes, prepare food, and or be a cashier, but also, all restaurant employees should have tasks to grow, harvest, preserve, and store food. Restaurants can get food from local farms, but restaurants should grow some of their own food too. Retail employees and cashiers should not only sell stuff, but also they should be making some of the stuff that they sell. Drivers and deliverers should be making some of the stuff that they deliver. We want communities of people who are skilled to make, fix, build, and grow things, and not communities of people who only clean things, sell stuff, serve food, and drive stuff around. A good culture, education, ecology, and economy has each adult do a satisfying and clever job of a variety of tasks, including to grow food, to steward the land, to clean-up one's own mess, to make stuff, and to locally sell and distribute local stuff.

The point of work for adults and kids isn’t maximum production and increasing the quantity of produced items each year, but it’s to produce enough items, to help everyone learn how to make items, and to also sustain and enrich priceless things.  Priceless things include morals, unselfish and sustainably-skilled people, the well-being of nature (air, water, soil, wildlife, habitats, etc.), kinships, friendships, community cohesion and cooperation, community landscape, community culture, and a locally-self-sufficient community economy.  The major points of living, learning, and working for adults and kids isn’t for maximum profits and increasing profits, but the major points of living, learning, and working is to do so morally and sustainably, to have everyone in the community to be supplied with enough necessary items (shelter, water, food, etc.), and to have priceless things.

Many modern Americans and college graduates don't want to be full-time farm workers, doing full-time heavy-manual-labor. Yet, every able-bodied young adult (under age 50) should be doing at least some part-time light-manual-labor of farming and or landcare. No type of profession, social or economic status, IQ, or number of college degrees exempts able-bodied young adults from part-time farming, gardening, landcare, and productivity - making, fixing, building, and growing things. Many community jobs should include a mix of tasks: part-time service work and part-time productive work. Service work includes, but is not limited to, cleaning, retail, serving food, driving, medical care, lawyer services, accounting, education, science, professional entertainment, and professional sports. Young doctors, lawyers, politicians, scientists, computer technicians, engineers, librarians, athletes, musicians, military personnel, etc. should all do some part-time light-manual-labor outdoor productive work: farming and landcare.

In summary, the signs of cultural, education, ecologic, and economic success should be the same.  Signs of education, ecological, and economic success within a nation include: can its communities employ its young adults and older adults within local small businesses, how locally-self-sufficient are its communities, how well are its communities taking care of nature, and how much have its communities reduced using fossil fuels?   Signs of education, ecological, and economic success within a community include: can it employ its young adults and older adults, how locally-self-sufficient is it, how well is it taking care of nature, and how much has it reduced using fossil fuels?   The signs and goals of education, ecological, and economic success have to be the same in order to reduce our use of fossil fuels, mitigate the increasing rate of climate change, and diminish many other chronic global problems including poverty, pollution, and social and economic injustice and inequality. 

Parents shouldn’t be asking their kids what grades they got on their academic report cards.  Parents should be asking their kids and the school board and the community: what do students do at school to improve community local-self-sufficiency, overcome community poverty, take care of the land and nature, and help us to stop using fossil fuels?  Just sitting around reading Shakespeare is immoral, unethical, complacent, and irresponsible, while communities, people, and nature need our help.  The irony is that, through community education, we might even end up reading more Shakespeare than we are now. 

USA modern pop schooling of 20th-century style schools of academic education is not a failure because of low academic test scores.  USA modern pop schooling of 20th-century style schools of academic education is a failure because it does not help the ecology and economy of communities. It doesn't help students learn how to grow wealth within their communities, to start up local small businesses, to diminish poverty in their community, to have students develop sustainable interrelationships with local nature, and to reduce using fossil fuels. USA modern pop schooling of 20th-century style schools of academic education is a failure because education, ecology, and economic values are not united to sustain people and nature together in communities. USA modern pop schooling of 20th-century style schools of academic education mainly distracts students with obsessions of academics, sports, and high-technology while fossil fuel usage increases, the gap between the rich and poor grows, and poverty increases as the global market and globalized large corporations increasingly take away wealth from communities, people, and nature. (Read more about it in CEEE.)  

To paraphrase: we need to change our cultural values to reduce our use of fossil fuels as well as to diminish several interconnected chronic global disasters, such as poverty, pollution, excessive garbage, social and economic injustice, and more. (Read more about it in CEEE.)  We need to change our cultural values, including what are the important goals and indicators of success in education, in ecology, and in the economy.  Our goals and success indicators should be the same in our culture, education, ecology, and economy: have locally-self-sufficient communities.

The federal, state, and county governments should make policies, initiatives, and incentives for community self-sufficiency. Each community government, together with its community school board, should develop a master plan for its community self-sufficiency. Current large corporations should invest in community self-sufficiency and local small businesses. Gradually, large corporations should break up into those small businesses. Communities will make sure everyone, including former employees and managers and owners of big business, are taken care of well-enough. Community self-sufficiency aims to do good to everybody. The few business people, who currently earn huge salaries, may make smaller salaries, but no one is going to go into poverty. The very rich can retire or be retrained to adapt to community jobs. Meanwhile, community self-sufficiency aims to keep and get everyone out of poverty. In a community culture-education-ecology-economy, in general, everyone is going to at least have enough supplies and stuff (clean air, clean water, local organic food, housing in good repair, clothes, soap, basic tools, and sanitary living conditions), and the communities will put every working-age adult to work at something useful to the community. No working-age adult is going to be unemployed. Everyone, who needs a full-time job, gets a full-time job. Plus, every adult, who works full time, earns a living wage.

 

The 8 joint goals of culture-education-ecology-economy (including the ABC Garden) is the
"1 Solution" to boost wellness and to reduce each of the many global chronic problems.

1 Solution of Many Connections:
An Education that will
boost wellness + reduce problems
boost many aspects of well-being:
Boost goodness, morals, awareness, love, health, safety, joy, fun, peace, education, economy, nature, quality of life, good governing, and more.
diminish global chronic problems:
Diminish poverty, community dysfunction, greed, complacency, rush, daily grind, depression, violence, lousy education, increasing climate change, pollution, wilderness loss, and more.
Read more at one solution.

 

The ABC Garden helps communities and students to work on the 8 joint goals of culture-education-ecology-economy. The 8 joint goals are at the core of the "1 Solution" to boost wellness and to reduce each of the many global chronic problems.

ABC Garden Homepage
ABC Holistic Education Garden of Three Oaks, Michigan, USA. The ABC Garden is one of the 8 joint goals of culture, education, ecology, and economy. At the ABC Garden, students learn about the ABCs of academics, culture, ecology, economy, and running a community. The ABC Garden helps communities, schools, and students learn and work on the 8 joint goals of CEEE: culture, education, ecology, and economy.
See ABC Garden
at www.z-hub.org/ABCgarden.html

 

Galien Valley Nature and Culture Program (GV-NCP).
Galien Valley Nature and Culture Program runs interdisicplinary classes about nature and culture. Classes are informative and fun. Students learn how culture and nature relate to each other and how science, art, health, economy, etc. relate to nature too. Furthermore, classes include a few lessons on holistic skills as well as the ABCs of community, ecology, economy, science, art, and more. Classes help communities and students learn and work on the 8 joint goals of CEEE: culture, education, ecology, and economy.
See Galien Valley Nature and Culture Program website at www.z-hub.org/galienvalleyncp.html

 

Blog of Zoe at Galien Valley, about practicing holistic skills, science, art, teaching nature classes and the ABCs of 6 holistic skills, local wildlife, local native flowers, stewardship and landcare of local habitats, etc.
●See Zoe's Daily Blog website at
www.z-hub.org/zle-blog.html
●See Zoe's Monthly Blog website at
zoemonthlyblog.blogspot.com

 

z-hub homepage. See more information about every basic thing that is important to the well-being of people - and how everything links to everything else. See www.z-hub.org