community culture
CEEE:
culture-education-ecology-economy

or

a community's
EEE System:
EEE = 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.
Culture includes a society's type of education, education goals, a society's way of stewarding the land (ecology), stewardship goals, and a society's type of economy, jobs, and business goals.
Culture includes what a society values in education, what a society values about nature, and what a society values about the economy, jobs, and businesses.

In other words, in a community culture,
there's a community system,
an EEE system of education, ecology, economy.
In a community's EEE system, schools teach students about the community cooperation to run and take care of the local community, local nature (ecology), and the local economy.

At the ABC Garden, students learn interdisciplinary lessons that connect together culture, education, ecology, and economy. At the ABC Garden, students learn how run a community and local economy in ways that takes care of both people and nature as well as boosts the economy and reduces poverty. The ABC Garden helps communities, agencies, people, and schoolkids to establish and uphold an EEE system and a functional community, to achieve the 10 Joint Goals of GREEEPCH, and to take action within the 40 Sustainability Categories.

Culture, education, ecology, and economy are all connected and affect each other.  They are not isolated and separate issues.  Culture, education, ecology, and economy all do great, together, or they all become worse, together. Plus, we cannot improve one of them alone.  We cannot improve one without improving all of them.  We need to improve all 4 together: culture, education, ecology, and economy. We need to improve all 4 together to boost people's well-being and economy. Culture, education, ecology, and economy all do great, together, or they all become worse, together. We cannot improve only one of them by itself.

Culture is a way of life.
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.
Culture includes art, music, ethnic food, clothes, holidays, etc. and how nature is used in art, music, food, clothes, housing, holidays, and more.
Culture includes how the ways that we live, learn, care, work, consume, and produce affect communities, people, and nature.

Education is what we learn at home, at school, at jobs, on the street, from the media, etc.  What we learn at home, at school, at jobs, on the street, and from the media: does it help us to support communities and nature, or does it distract us away from communities, people, and nature?

Ecology is how plants and animals relate to each other within a habitat.  Ecology also includes how people, plants, and animals relate to each other within a community. Ecology includes learning about native local animals and plants, habitat stewardship, water management, holistic organic soil improvement, etc.

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.  An economy is how people get their things and stuff.  Stuff is shelter, water, food, energy, clothes, soap, tools, art, etc.  Materials to make stuff comes from nature.  Water and soil come from nature too.  Nature is an important part of the economy.  We can't use money to buy water, unless there is water.  Economy includes how people take care of nature so that there is clean water and fertile soil, now and in the future. A good economy takes care of both people and nature, rather-evenly spreads wealth around to many people, has many local small businesses, helps both big and small communities to flourish, and diminishes poverty.

See definition of community.

1. Spread the Wealth and Diminish Poverty. Culture, education, ecology, and economy: we need to improve all 4 together to spread wealth and to diminish poverty. Poverty is people lacking enough basic stuff: housing, water, food, soap, clothing, basic tools, sanitary living conditions (indoors and outdoors), and a fertile outdoor environment. We can improve the economy to be a good and fair economy, we can shrink the huge gap between the rich and poor (spread wealth around more evenly), and we can diminish poverty, but only if we also improve our culture (our way of life, and our values and goals), education, and ecology (including how humans interact with nature and steward nature) along with the economy, all 4 together, simultaneously. To diminish poverty and the gap between the rich and poor, schools need to teach students how to do it. Schools need to teach students how to distribute wealth and basic stuff to everyone in a community and to help everyone in the community to get a job, that can financially support a family. Moreover, students need to learn how to take care of both people and nature together. Diminishing poverty requires students to learn to take good care of nature and the land. People in poverty live in the filthiest, most polluted, scummy, and degraded landscapes. Wealthy people commonly live in an unpolluted, healthy, fertile, beautiful landscape. A healthy landscape is wealth. Plus, good food grows in good soil. Good food also diminishes poverty. People have a right to a healthy environment to breath clean air, to drink clean water, to play in a vibrant landscape, and to eat good food that was grown in good soil.

ABC Garden. At the ABC Garden, students learn interdisciplinary lessons that connect together culture, education, ecology, and economy. At the ABC Garden, students learn how run a community and local economy in ways that takes care of both people and nature as well as boosts the economy and reduces poverty. At the ABC Garden, students learn how to start to establish the good and best economy. The ABC Garden supports the 8 Joint Goals of CEEE.

2. The Good Economy. The Best Economy. In the best economy, everyone has enough basic stuff and no one is in poverty (lacking enough basic stuff). In the best economy, people and nature thrive together. In the best economy, local small businesses do best. In the best economy, communities, people, and nature prosper. (See definition of community.) In the best economy, in general, people are happy and healthy and have enough wealth (enough stuff), plus nature is fertile, but people are not necessarily excessively rich. In the best economy, in general, people are happy and healthy and have enough wealth (enough stuff), but businesses are not necessarily gigantic and businesses don't necessarily get excessive oodles of profits. In the best economy, local economies thrive, but not necessarily a global economy. In the best economy, it's communities, people, and nature that prosper the most, and not businesses. Businesses and profits do okay. In the best economy, people value communities, people, and nature above business and profit. In the best economy, people eat the best food, local nutritious food. In the best economy, almost no one in the world is starving or malnourished. (The best economy is not like today, during which 20% of children and people are malnourished in the USA and worldwide; plus, over a billion people live in poverty (including starvation).) In the best economy, people value peace and a fair distribution of wealth, instead of greed, profits, and war. The best economy is ideal and hard or impossible to achieve, but it's what we should aim for.

3. Towards the Best Economy. In order to improve our economy (boost communities, people, and nature, as well as diminish poverty, corporate corruption, and greed), we must establish cultures that have educations, in which children learn about ecology and how to run an economy that benefits both people and nature together.  Culture, education, ecology, and economy are strongly entwined together. The only way to have a "good economy" (help all people get basic stuff and diminish poverty) is to establish a sustainable culture (called community CEEE, see below), which has sustainable community educations in which students learn ecology and how to run an economy that supports communities, people, and nature, as well as decreases poverty.

ABC Garden. At the ABC Garden, students learn interdisciplinary lessons that connect together culture, education, ecology, and economy. At the ABC Garden, students learn how run a community and local economy in ways that takes care of both people and nature as well as boosts the economy and reduces poverty. At the ABC Garden, students learn how to start to establish the good and best economy, as well as how to use less fossil fuels. The ABC Garden supports the 8 Joint Goals of CEEE.

4. Reduce Usage of Fossil Fuels. We can get off fossil fuels and live a sustainable culture, a sustainable way of life, but only if we also establish sustainable community educations, sustainable ecologies, and sustainable community economies, all 4 together, simultaneously.

 

More on Economy ...

(( Reminder: 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.  An economy is how people get their things and stuff.  Stuff is shelter, water, food, energy, clothes, soap, tools, art, etc.  Materials to make stuff comes from nature.  Water and soil come from nature too.  Nature is an important part of the economy.  We can't use money to buy water, unless there is water.  Economy includes how people take care of nature so that there is clean water and fertile soil, now and in the future. A good economy takes care of both people and nature, rather-evenly spreads wealth around to many people, has many local small businesses, helps both big and small communities to flourish, and diminishes poverty.))

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. 
The pursuits of ecologists and economists should be the same: to support people and nature together. We need ecologists who talk about the economy and help to run sustainable communities economies. We need economists who talk about and help to take care of nature. No one should ever be an economist, unless he first spends at least a few years working full time, in the dirt, doing ecology, stewarding the land, and growing a garden. If an economist doesn't mention how the economy can take good care of nature, he is a lousy economist.

 

● Community CEEE (community culture),
Moral CEEE (moral culture),
Weathly CEEE (wealthy culture),
Sustainable CEEE (sustainable culture).
A culture has values and goals for education, the ecology, and the economy. A community CEEE, a community culture includes providing a community education in which students learn to heavily pay attention to the community, local people, local nature, and the local economy. In community education, students primarily learn community skills: they learn about the local ecology and how to sustainably run a local economy in ways that sustain and enrich both people and nature within the local community and beyond. In community education, academics are supplemental skills in education, in which academics are used to learn about the community, local people, local nature, and the local economy. For instance, students heavily read and write about the community, local nature, and the local economy. Students learn the history, science, and art of running a community, running a local economy, and stewarding the land and local habitats. In community education, students gain not only knowledge (reading and writing) about the community, but also experience (community action). For instance, in community education, students connect with the outdoors and local community to actively grow food and disperse the food throughout the community. In community CEEE, a successful culture, a successful education, the successful care of the environment, and a successful economy are the same successes: that children grow up to successfully prevent and or diminish poverty within the community, successfully prevent and or diminish the influence that obese corporations have on communities (perhaps break-up an obese corporation into smaller businesses), successfully establish and or run and or work in local small businesses, successfully establish and or uphold a functional community, successfully engage in and help to run a local economy that sustains and enriches both people and nature within the local community and beyond, successfully help to improve health care and make it less expensive, successfully help to increase the well-being of the land and soil and water and air and habitats and to reduce environmental problems, and successfully help to sustain and enrich the empowerment and wealth of communities, people, and nature. A community CEEE is wealthy in that people have enough money and enough stuff, there is no poverty, and meanwhile people are super-rich with many priceless things such as morals, a functional community, community cooperation, a community education, a local economy, and a healthy community landscape and local habitats.

● Anti-Community CEEE,
Immoral CEEE (immortal culture),
Poor CEEE (poor culture),
Unsustainable CEEE (such as Capitalism CEEE).
A culture has values and goals for education, the ecology, and the economy. An anti-community CEEE, an anti-community culture (such as capitalism) includes providing an education (such as a purely academic education) in which students are trained to heavily ignore the community, local people, local nature, and the local economy. Instead, students are coerced into obsessing over academics for the sake of just knowing academics, no matter how unrelated they are to communities, people, and nature. In general, students are imprisoned inside school buildings, the isolation chambers which separate students from the outdoors and community functions. In a culture of purely-academic education, many people think that a person got a successful education if they know how to read and write, get high marks on academic report cards, get high scores on academic state-tests, and graduate high school and or college. People greatly rejoice over there being an increased number of college graduates, no matter if graduates get jobs related to their degrees or not, no matter that graduates have little or no community skills, no matter that poverty increases, that 1 out of 5 people don't eat enough food in the USA, that communities become increasingly dysfunctional, that large corporations gain more power and money (thus, fewer people are wealthy), that health care becomes more expensive, that society continues to heavily use fossil fuels, and that environmental problems worsen. In anti-community CEEE, education has heavily to with things as frivolous as academics and little to do with the important things of the well-being of communities, people, and nature. In capitalism CEEE, students are heavily distracted by obsessions with academics, state testing, sports, pop music, high-technology, and shopping for trendy commodities; meanwhile, globalized large corporations (e.g. multinational banks, fossil fuel companies, etc.) remain largely unnoticed and free to take empowerment and wealth away from communities, near and far. In capitalism CEEE, the capitalism culture influences people to go to school to get a job to make money to go shopping - especially shopping for globalized products, which increase the power and wealth of obese corporations while decreasing the empowerment and wealth of communities, people, and nature. A capitalism CEEE is an impoverished culture in that some people have lots of financial wealth and lots of stuff, but many people live in poverty and do not have enough basic stuff (housing, water, food, etc.) and meanwhile many people are impoverished in that they lack one or more priceless things such as morals, a functional community, community cooperation, a community education, a local economy, and a healthy community landscape and local habitats.

 

Culture, education, ecology, and economy are strongly linked together and influence each other. All 4 fields are doing well together or all 4 fields are deteriorating together. Our culture is good, our education is good, and our economy is good only if community cooperation and community economies are vigorous, habitats are healthy, poverty is null or declining, and people and nature are thriving together. Right now, our culture-education-ecology-economy is a disaster: poverty persists and we're stuck on fossil fuels, which harms the environment. To improve our culture-education-ecology-economy, diminish poverty, and reduce our use of fossil fuels, we need to change all 4 fields (culture, education, ecology, and economy) together. It is impossible to end poverty or reduce using fossil fuels by changing only one field.  
Change. We need to change our culture, which includes what we value in education, ecology, and economy. We have to change our cultural values of education values, ecologic values, and economic values together, not separately. Also, 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 1. sustain and enrich communities, people, and nature, 2. diminish poverty, and 3. reduce our use of fossil fuels: is by our culture, education, ecology, and economy having the same sustainable goals and success indicators. Our culture, education, ecology, and economy need to have the same goals to support community cooperation, community economy, and local habitats. We need to establish cultures of schools in which students learn ecology and how to run community economies that support people and nature together. School report cards should include something along the lines of how well students are learning to grow and distribute local food and run a local economy that helps both people and nature in the community. Reports on the economy should be not only about how much wealth is made, but also: how the wealth is being more evenly distributed to many people; how the wealth is helping to diminish poverty through adequate incomes; how the wealth is helping local small businesses, communities, people, and nature; and, how the wealth is not being horded by a few large corporations and a few individual people. A successful culture, a successful education program, a successful ecology program, and a successful economy all support communities, people, and nature, and help to diminish poverty or keep poverty null. See the 10 Joint Goals of GREEEPCH in order to help communities, people, nature, local economies, and to end poverty.

Sustainable Community Education. A sustainable community culture-education-ecology-economy includes sustainable community education. In community education, school subjects are interconnected. Students learn that every subject is linked together. For example, culture, ecology, and economy are related to each other as well as to language, science, art, math, and history. School subject lessons and assignments are often done in unison in one classroom (sometimes indoors and sometimes outdoors, or always outdoors in one outdoor classroom).  In community education, such as at an ABC Garden, students learn how to establish and uphold a community culture, a community education, landcare strategies (ecology), community government, and community economy that holistically helps, sustains, and enriches communities, people, and nature.  In a community education, students do science that relates to art, culture, local ecology, global environment, community economy, and other subjects.  In a community education, students learn through both knowledge and experience, as well as through both study and play. In a community education, students learn that culture relates to nature, that economy relates to ecology, and that science relates to art. Everything is connected to everything else. How we live, learn, work, socialize, do science, do art, produce, and consume relates to health, safety, education, ecology, economy, government, and the wellness of the environment. In a community education, students study a few or several cultures, from which students learn that each of those cultures have children and adults get particular educations, to learn to do science, art, or work at jobs - the science, art, and work support particular economies, that either care for nature, ignore nature, or abuse nature.  In community education, ecology is not just how plants and animals beneficially interact with each other within habitats, but also ecology is learning how humans and community economies can interact with plant and animals within habitats to the benefit of both people and nature. In community education, students practice doing holistic skills. In community education, each community sets its own standards and standardized testing on knowledge and skills pertinent to the community's people, needs, health, economy, supplies, jobs, government, and nature. Community education promotes community socializing, friendship, and moral love. Community education teaches students to be nice in all 5 ways. Community education has students practice community cooperation to help people and nature, in the community and beyond. Community education is NOT a culture of cut-throat competition to get into college, to horde the most money, to do the most shopping, to perpetually expand globalized large corporations, to destroy life on this planet. Community education is NOT about assisting a few wealthy people to gain more wealth, while many people fall into poverty and communities crumble. To the contrary, community education is about diminishing poverty, spreading the wealth, and helping all people be wealthy enough. Community education is a culture of supporting communities, people, nature, and life on this planet. Community education gets students hired into existing local small businesses or gets students to start their own local small businesses that help communities, people, and nature. Community education aims: to connect people with their community and local nature; to diminish poverty; to help everyone get enough basic stuff (housing, food, water, etc.); to more evenly distribute wealth to many people; to boost local small businesses; to establish sustainable economies; to make ends meet; to decrease the use of fossil fuels; to decrease pollution and garbage; and to do many more good things to support communities, people, nature, and life on this planet.  

We want a holistically-good culture that helps communities, people, and nature. Thus, we want a community culture-education-ecology-economy. We want a community culture that educates children and adults to live, learn, work, and run an economy and government in ways that help people and nature to thrive together in a flourishing locally-self-sufficient community economy. We want a community culture of people doing holistic skills. Such as what students learn in an ABC Garden, we want a community culture that educates children and adults to live, learn, work, and run an economy and government in ways that help to defeat capitalism (corporate greed) and its bad side-effects of numerous global chronic problems. (See One Solution to Many Problems.) (Also, see the 10 Joint Goals of GREEEPCH in order to help communities, people, nature, local economies, and to end poverty.)

 

An ABC Garden helps students learn about a sustainable community culture-education-ecology-economy. Students learn about ecology and how to run economies that support people and nature together.

ABC Garden Homepage
ABC Holistic Education Garden of Three Oaks, Michigan, USA. Students learn about culture, education, ecology, economy, and more. See some other class lessons learned at the ABC garden.
See ABC Garden
at www.z-hub.org/ABCgarden.html

 

10 Goals and Success Indicators of society and agencies of GREEEPCH:
goverment, routine daily work and business, education, ecology, economy, peace, culture, and health.
The 10 Joint Goals are to help communities to achieve the following to become Sustainable Communities to have thriving local economies and small businesses.
1. peace: morals-love-awareness-health-safety
2. protection: sustaining 16 priceless things
3. plaza: education space: ABC Garden
4. play and fun: outdoor time
5. no-poverty: plush local economies
6. palleee: functional community with EEE system
7. probing: community education
8. parks and pastures: local ecology
9. plait: holistic: sci-art-eco-eco
10. energy
Read descriptions of the 10 Joint Goals.

 

Galien Valley Nature and Culture Program (GV-NCP).
The program teaches ABC Garden classes: interdisciplinary classes about nature and culture, science, art, ecology, economy, and lessons
that are taught at an ABC Garden.
Classes are informative and fun.
They are about the ABC Garden,
functional communities, the EEE System,
10 Joint Goals, 16 Priceless Things,
and the 40 Sustainability Categories.
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, culture, education, ecology, economy, stewardship and landcare of local habitats, etc.
●See Zoe's Daily Blog at
www.z-hub.org/zle-blog.html
●See Zoe's Monthly Blog 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