Video: Keynote: In the Pursuit of Resiliency: Sustainability and Social Justice for All


(Dr. Joe May speaks)

Hello everyone. I'm Joe May chancellor of Dallas College. And what a pleasure it is to be with you for our Tenth Annual Sustainability Summit. So this year's theme is resilience for the next 50 years. And not only does that idea speak to our future, but our right now, it's a reality we are all living at this very moment. And if you're like me, then you've heard the word resilience more than a few times lately. The word and more importantly, the character trait has been widely displayed over the course of this now nine month long pandemic that has been both unrelenting and unprecedented. This pandemics impact can be seen that every turn, including at today's event, which like everything else is virtual. Many of us have had that pivot and change course, not only professionally but personally all to meet the demands of this global crisis. And one of the risks by wearing a mass social, discussing a working remotely and some form or another, each of us has had to do our part to ensure the safety and well-being of those around us. And ultimately, whether it's out of a sense of selflessness, or enlightened self-interest, tactility, sustainability issues what help ensure the longevity of our planet? Oftentimes when people think of sustainability, they believe as simply about being grieved that recycling a plastic bottle or driving a hybrid vehicle, is all that it takes. Well, they think about it in the context of being an issue, for tomorrow, something that people generations are now we'll have to worry about well recycling, and this is an important component and future generations should concern themselves with the idea of being sustainable. But challenges are actually much deeper and far more reaching than that. And maybe our attention right now. Think of sustainability as a three-legged stool, equity, environment, economy with each component requiring significant attention in order to succeed. In 1987, the Brooklyn Commission defines sustainability as quote, meeting our present needs without compromising the ability of future generations to meet their own needs Unplugged. You may be asking what part does a community college plays in all this? And it's really quite simple. If not us, then who? 

At Dallas College, we are committed to improving the health and well-being of our communities and the people within them. We stand behind that commitment, not because it sounds good. but because it is good for the prosperity of the world around us. As an institution of higher education, we are uniquely positioned to provide access to opportunities of lifelong learning, teaching our students the concepts of sustainability is important today and important in the future. We have the chance to help shape growing minds in the classroom too with science and fact-based curriculum about changes to our planet. As you know, the United Nations has identified 17 sustainable development goals, SVGs, that ranged from ending poverty and hunger to fostering responsible reduction in consumption, to gaining, equality for all. SDG four or example, which you'll hear about more shortly from our keynote speaker, Dr. Charles Hopkins, is all about ensuring people have access to quality education.

We take this seriously at Dallas College and embed these SDGs into every fabric of our courses, whether it's Math, English, or Art. Dallas College has undertaking a commitment to end range Sustainability Education best practices in the way we teach our students and in the course work itself. Students will in turn take that knowledge and implement it not only in their own lives, but the lives of family, friends, and those around them. This will create a domino effect or sorts, when each person who knows better sparks new habits that have a positive impact, ultimately benefiting our entire society. And then there's our workforce and economy, which ties into SDG eight, decent work and economic growth. We often hear from employers who are desperate to hire talent with knowledge of sustainability practices. They are looking for people to innovate, problem-solve and discover new ways of advancement. There has been much talk recently in leadership circles about the responsibility of transitioning our fossil fuel industries to renewable energy. And in fact, there are a number of great podcasts on this subject as well. Businesses are quickly realizing that it pays to be sustainable. Well-educated members of society not only benefit themselves but helped transform entire communities. An educated workforce can also promote the kind of equity, inclusion, and social responsibility that help our world overcome environmental and economic challenges. Similar to those brought about by the COVID-19 pandemic.

We're hearing so much talk about diversity and inclusion. this new awakening for companies across the globe and live with the ongoing social and civil injustice that they're all dealing with. The truth is every one of us deserves a seat at the table. And all voices are important to the conversation. That level of inclusivity is desperately needed now to build a truly sustainable workforce. One, we're unique perspectives and viewpoints are supported and embraced These are not simply buzzwords of the moment, but rather key pillars that are crucial to how we move forward as a community. We have a chance right now to shape the narrative. and lay an equitable foundation to ensure that everyone is well represented. I firmly believe none of us gets ahead unless we all do. And here's why Dallas College created the Chief Social Responsibility Officer and Director of Equity and Inclusion physicians. Additionally, we have formed several employee resource groups where members can share input on how Dallas College can play a role in creating the change our society so desperately needs. These are efforts that will ensure a more inclusive workplace that values diverse contributions. And the result goes beyond benefiting Dallas College or even Dallas County. Through our collective innovation, we are better positioned to tackle issues like climate change, resource depletion, economic inequality, and other challenges that threaten our environment. We truly are better together. And short, it is imperative that we lead the way to a more sustainable future. Dallas College has a 55-year history woven into the fabric of Dallas County and beyond. 55 years of using education and innovation to shape generations of successful leaders and thinkers. And we must not stop now. The future of our environment depends on our diligence and hard work. Right now. I am confident that with our intense focused on sustainability, we are laying the foundation of success for the next 55 years. Thank you for your commitment to ensuring a more sustainable future for generations to come and let us all enjoy the rest of today's summit. 

(Lori Dela Cruz speaks)

Thank you, Dr. May, for your welcoming message and your continued support of Dallas College's sustainability efforts and welcome everyone to the tenth Annual Sustainability Summit. I'm Lori Dela Cruz Lewis for Mountain View campus and the host of this year's summit. We're so glad you're able to join us today for our first for our first virtual conference. There may be glitches along the way but will overcome them with your patients. And thank you to our summit gold sponsor, Trane for their support of sustainability education. Let's watch a brief message from Trane. (Silence as video loads)

(Trane Video Plays)

Some of the greatest achievements in human history happened inside buildings. And every day, even more amazing things happening buildings all over the world. They're space where people can pursue the ideas and disciplines that push humanity forward. But buildings cost money and energy to power, heat, and cool. And if doing so comes at the expense of the well-being of the Earth, we only harm ourselves because in a way, the Earth is like a building to it shelters us, it sustains us. It warms and cools us. At Trane, we believe making every building more efficient and more intelligent can help reduce the energy intensity of the World one building and one relationship at a time. We're working to ensure the future of the most amazing building of all, Trane, let's go beyond.

(Lori Dela Cruz Lewis Speaks)

Thank you again to Trane, and to all of our sponsors of the Sustainability Summit. Now, it is my tremendous pleasure to introduce our keynote speaker for today, Charles Hopkins. Some of our students, faculty and staff will recognize Charles as one of the global citizenship alliance faculty. And I'm so glad that he's here today to join us. Charles Hopkins holds the UNESCO chair in reorienting education towards sustainability at York University in Toronto, Canada. This chair, established in 1999, was the first UNESCO chair to focus on education for sustainable development as a central concept and a purpose of education. Hopkins coordinates two research networks focused on education for sustainable development, or ESD. And one network is the International Network of teacher education institutions, which spans approximately 70 countries focusing on reorienting teacher education toward a sustainable future. He's also the founding developer of the UN universities, Regional Centers of Expertise on ESD and has been involved in the founding of more than 30 RCEs worldwide. Internationally, Hopkins has a long relationship with education and sustainability and has been a continuous part of the UNESCOs efforts to develop ESD since it's, since its inception. As a, as an awarded leader in the field of education with more than seven honorary doctor, honorary doctorates and professorships. Charles has lectured and presented papers in more than 90 countries around the world. Again, please help me welcome Charles Hopkins.

(Silence while loading presentation)

(Charles Hopkins speaks)

I love discussing this in a higher education setting Hello, my name is Charles Hopkins and I'm being Unesco chair holder at York University in Toronto, Canada. Let me begin by saying thank you to Dallas College for inviting me to be part of this tech summit and to share some of my ideas around the pursuit or sustainability in this really interesting contexts. Both social justice and resiliency on the discussions around sustainability and usually begin with prominent environmental contexts. And so adding social justice and resilience theaters and very, very interesting approach for me. Also, I love discussing in a higher education setting, has he bring forward perspectives, thoughts, ideas, and so on that hopefully will stimulate some reflection and some maybe even some intrigue. I appreciate Dallas students, and I've met some of your staff and students and working with Julian in Salzburg and so and in Austria. Let me, let me begin by this concept of building a greener future for the world and all that live upon it, including both humans and, and, and well, all lifeforms. And especially if we think of it in the way of resiliency, I think of three different aspects of resiliency. You can see, first of all, there's a planet or ecological resiliency. That's sort of the normal one, but adding to it the context of societal resiliency. And of course, from a university perspective, how do we build in personal resiliency for our students?

Now, if we're thinking beyond resiliency and also thinking of it from a social justice point of view with ethics and values and so on. I find this quote from Gustave Speth an American who rose to be the head of the United Nations Development Program. And after his work, he shared this thought. "I used to think the crop sustainability progress problems were biodiversity loss, ecosystem collapse, and climate change. And that with good research in science, we could correct that. The real problems are selfishness, greed, and apathy, and to deal with that, lead need a spiritual and cultural transformation." Now, he's not alone in saying that. But how do you bring about that kind of spiritual and cultural transformation, especially in a higher education setting. So. Little kids, I would say, many people are saying, look, the role of higher education and colleges, universities and so on. Yeah, part of it is to prepare people for the world of work and sort of contributing to national gross domestic products and so on But also much we broader need for higher education, an outcome or a goal. And in particular, as the world seems to shrink and become more intertwined and so on. there are aspects of global citizenship. Awareness of those issues that almost implode or become part of our life. We do reach out. Everything that we do is engaged almost internationally as well. And so what are the implications then for our education systems?

What values, what ethics, whose values, and so on And I would suggest for those of you who are interested in pursuing this, that if you are not already engaged with or found something called The Earth Charter. this is sort of a compilation of values and ethics that were compiled by people from almost every nation in the world. And I would say, start with that and see which values and ethics you disagree with. And it's a wonderful start for educators to introduce into their classes for discussion. I'd like to make the point that we're almost almost all global citizens. These are photographs of the refugee camps that were just dropping back and shared with me by a colleague who is in this refugee camp in Jordan. And he was saying, it was so disappointing that (inaudible) What can the world due to relieve the plight of refugees all around the world? Just the perception of how we share this planet. And the feeling that, well, they're over there, we're here, it's not really my problem and so on. Although, in the case with Syrian refugees, think of the countries that have caused them to become refugees and so on. So it's just one of the aspects of looking at it from a social justice perspective. Now this one, these sort of are people and on the other side of world. And so quite often we think that, well, it's not our problem. We have enough problems right here and so on. And I want to point out that often social injustice and that these result in a tax on our resiliency there, issues that are there, and that they, actually do become manifest and affect everyone. So let me explain the next couple of charts. One is looking, if you look on the right, he will see life expectancy, literacy, infant mortality, and so on. You can see the list of issues.

(Hopkins continues...)

Then if you look at the graph, you will see that the horizontal axis across the bottom of the income inequality so social justice issue, the difference between the very wealthy and the very poor, the gap that is there. And then on the vertical axis, on the left, you see those countries that are doing at the bottom. They are doing well. And then as you get worse, as you go up through the graph. So, you see on the bottom left-hand corner countries like Japan, and then cluster around. The next in line at the Scandinavian countries are countries where the social justice issues that are listed are, are minimal. And it should go up the line. You'll find you see countries... you see Canada about halfway up the line. Okay? So, these are part of the problems that are totally linked with the poverty gap. We, quite often, we think of addressing abject poverty, but we very seldom talk about addressing abject wealth so on. But these, you know, these are issues that better actually, right here at home. We can bring it down from the international comparison nations, right down to the comparison of the United States. So down where New Hampshire, Utah, Wisconsin, and so on gain by doing a little bit better and then as you go up the line, you'll see huge wage disparities and income disparities, for instance in New York and so on. And, and huge but only sort of median in the problem surround these issues. We go up here, you see huge problems around these issues. and gain this far on an income inequality only exceeded by New York. So, these are the sort of bringing, the hope of bringing this home in a local resilience kind of context. But if we were to think globally, if we look at the World Economic Forum has just come out and 2020 released the global risk.

These are huge issues that they feel are out there. Now, if you have a look, you'll see up in the top, you have environmental issues of climate change. You have extreme weather, biodiversity loss, natural disasters, and so on. Now, this was completed, it just before COVID came onto the scene. And so, but if you look, you will see infectious diseases was there. both in the severity across the bottom is likelihood of it happening and going up on the vertical would be the severity of the impact that would be there. So, the whole idea of resilience and so on. First of all, the individual sort of issues. But what we also need to be concerned about the implications. So, if we take, climate change, which the world feels, is the greatest long-term, huge issue facing us right at the moment. Alright? Then you will see that it is totally woven into many, many other issues which comes up with the complexity. And so very, very difficult for people to truly understand. Not only is it real, hasn't been happening, of course now, we do know that if you go to the Arctic and the ice is gone, it is obvious. But at any rate, what will, what are the overall implication? What do we do about how do we address it and so on. So, these are the, some of the big issues. All of these sort of competed to this huge global challenge. The global challenge of how can we internationally and adapt it within our own country? How can we collaboratively create economic and social systems that enable individuals and communities to thrive equitably today, but also do not limit future generation and sustaining the capacity of the environment to support this for future generations. and it's a huge issue and its Ki-moon, the ex-Secretary General of the United Nations, when they said, "well, if we can't do this, what's the backup plan?" And he said " there is no plan B and there is no planet B." 

Countries had been trying to come to grips with the whole concept of progress, which is a concept that's only a couple of 100 years old. But anyway, how do we develop, how do, how do we progress in some sort of equitable, fair manner. And they've been working on this since the end of the Second World War. That's why they created the United Nations as a place to go and talk about these great international issues. That's all really The United Nations is a place to gather and talk in trying to address the idea of how do you balance economic growth with environmental concerns. The idea that emerged was called sustainable development and the Connecticut in 1987, it was adopted by the United Nations and put it in the United States and of course buying. And then five years later in 1992 they merged with work plan for how to try and address these many issues that they had was called Agenda 21. Now, that was a program that ran from 1992, the millennium change. This was a huge opportunity to look at the progress had been made, refocus, come up with new targets, and so on. For the 15-year program from 2000-2015, they call them in the millennium development goals. In 2015 five years ago roughly, they came up with a new program and it is just called the Sustainable Development Goals. And these are 17 goals that have been adopted for the world to address this concept of sustainable development.

(Hopkins continues..)

Now, what is sustainable development? And well, it's just the attempt to balance social needs of equity, social justice and so on. That suited that. The pursuit of economic growth and development and making sure that we don't collapse and the environment and doing it. So it's trying to balance these, all of these three, view and wording is here that's in development that meets the needs of the present without compromising the ability of future generations to meet their own needs. I particularly like an African elder and Indigenous elder who his definition was " enough for all forever." Enough for all forever. What does he know? And I love it for all being an indigenous person. Was he talking about his tribe? Was he talking about South Africa? Was he talking about humans? Was he limiting it to humans? And of course, being Newton shrewdness person, he wasn't, he was trying to go for all like and intergeneration. Now, the 17 goals that we're working with and you can see here the first one being poverty. And then in line with hunger, good health. Education. Education is key. In trying to come up and addressing resilient issues that are facing the future. So, these are the, are the 17 goals and they should not be seen as individual thrusts, but they should be taken in their entirety. Especially from an education point of view because she wanted to address any of the others without it education being implied, education, public awareness, public understanding, training, all of these aspects fit, fit into this. So, it's especially, you'll see that if we if we take COVID for instance, and then around COVID, you look at the 17 sustainable development goals that are here. Each of them are involved, are implicated in addressing the COVID in response.

But in particular, if we think of education, the idea of pursuing and ensuring inclusive, equitable, quality education and promote lifelong learning opportunities for all. That's the aspirational goal. And in this goal, there are (inaudible) targets that countries are moving towards. And post-secondary education colleges and vocational education in particular is stressed at being so important. But this means that all post-secondary, all education, and in particular, post-secondary, you know, only about 6% of the world's population gets to graduate from university. But that's 60% will be, 6% will be 80% of those who shape the future of the world. Educated graduates will be the political leaders. There'll be the leaders in the private sector. There'll be our poets and painters and using those shape the arts and so on. And so, it's so important that we examined the responsibility of higher education board. So, the big issues that are there, I think it's important that higher education think of them in two ways. If we look at the issues that are there, we realize that they are not going to go away. We have to look not only is these being societal challenges, but these will shape the economy of the future. These issues must be addressed. And so how can we look at these and figure how are different disciplines our courses can play a role in not only these that I've thrown out as an example, but the Sustainable Development Goals themselves. So, whether you're in the arts or building trades or service industry investment, whatever. The thing of relating and trying. To bring this into, into being seen as an opportunity and preparing our graduates to be able to be resilient, to thrive, and to be able to cope. Now, I look again at what, how do we address resiliency and how do we address sustainability?

And basically, I look at three different approaches. The first approach is what can, what can we do to stop the problem if it is a problem? First of all, sort of, is this really a problem? And go back to what I was saying about there are two different kinds of sustainability issues. The first being ongoing issues such as the bleaching of coral reefs, the rise of sea level, so on things that we know are happening, things that we're studying, things that we're trying to address. And then there are those things that are emerging that come upon us and we really don't understand. COVID is a wonderful example of this. How severe is it? I mean, we still don't know. Now, many countries are prepared that we won't be able to see any real change or good news until the middle of next summer 2021. But we really don't know. Is this going to be something like the flu shot we have to get every year once it is, loosen the environment and so on. So, this is what we call a wicked issue. Wicked issues are ones that come upon us that we really do not understand. The cause, the origin, the extent, will it replicate, will not and what will be its overall impact. So, the first thing is then awareness and to assess the threat and whether or not there is a need to act. And if it is established, whether it's wicked issue or whether it's something that's repeating. And then how do we go about that first step of prevention? The second though, is to say, how can we reduce the impact if we can't stop it? How do we mitigate overall impact? What are the things that we should stop doing? How can we ease it, how can we prepare and reduce the impact? And then the third thing is realizing, okay, if we do have to adapt, how are we going to do that? What are we going to build her adaptation plans upon? And I suggest that we adapted upon science, whether it is natural sciences, we have to engage the social sciences every country is different on worldview and the perception that people. do we want to look at the rugged individual, it's my rights and so on. Or how do we balance individual rights with social rights? The rights of the many so the right of the individual and so on.

This varies from country to country and involved in their course to political sciences and so on. So, in particular then, for, for education as I'm winding down, I want to talk about in particular on a higher education and the three baby roles. First of all, teaching and secondly, a couple of words about research and community service. So first of all, in teaching, we suggest that this is not a great change in the way of the goals and pedagogy. It whether we're learning in the context and so on. But if we take education theory and I think the most common one in the United States is the work of Bloom, where he said that there were six different levels of competency and so on. And the first, one, two and three are sort of education as a transfer of knowledge, the acquisition of knowledge and skill, and sort of a training perspective. Then the next level higher than that is, is to take what you know and generalize and to and to create something from that. And then the next levels, five and six is really creating, engaging, being able to generate new insights and new knowledge, and then taking responsibility and so on with your life. So, if you again put this into kind of a chart then address this existing context, bring it into dealing with resilience, with sustainability issues and so on. Then in this chart that I created, the vertical axis is whether or not If the issue is easily measured. And then across the bottom, is this likelihood, or really the certainty of what we're teaching and what we're dealing with. Two plus two equals four usually, right? So certainty, most education happens down at that bottom left-hand corner, which is the equivalent of Blooms One, Two, and Three. Analyzing number four. And then synthesizing and creating new knowledge and so on as we get out that arrow into that creating and engaging. Bloom's five and six. This is where we need to prepare our, our students because this is the world of college. This is the real-world. And it is a world of change.

(Hopkins continues)

Then it was a world that is being sometimes thrust upon us and so on. And how do we alter our education system? Because we do have this wonderful opportunity with learning online being a part of it. Time to rethink the purpose of education and so on. There. As well as the theory. I think each of you as a professor can be thinking about what should a person know, in my discipline and to be able to thrive and to feel comfortable in this outer ring. So, if we look at just being able to understand global and large perspectives, extremely large numbers, extremely small numbers, so on. So, this one I love, it's from Noah and it's the idea if you were to take all the water, oceans, groundwater, rivers, lakes, water in the atmosphere, and combine it all. You would create a ball and water distributor, roughly 860 miles wide. Now, Texas is about 800 miles wide. And put that into perspective, there's just this skin of water on top of the planet. And so that's how we have to be starting to think about water resources and, bringing this down. But if we were to bring it in from an environmental, let's look at things from an economic perspective of dealing with extremely large numbers. What would a billion dollars looked like in $100 bills? A standard stack of $100 bills. That's what a billion would look like. You can put it on ten crates What we continually talk about infusing the economy with a trillion dollars. What would a trillion dollars in $100 bills look like? You see the man? (inaudible) and they would cover roughly three football fields. Yeah. It's mind-blowing. But that, that's the kind of thing that we need to try and do. And how do we do all this in some sort of relevancy? So that's the teaching. If we look at the second aspect of higher education and that being research. Science, technology, engineering, mathematics, and so on, how can we infuse, bring purpose into our research that addressed the Sustainable Development Goals or the local adaptation of local sustainable development goals for Texas or for Dallas, so on. 

So, the idea of how do we bring in biomimicry, it know that the idea of looking at how things actually work in nature, what are the basic principles, and then bringing that forward from Murdoch, being part of the inspiration for Velcro, the nose of the king treasures. Common one. For that high-speed train, the Japanese train on the, on the left, which is designed for going through at the open area. But the train on the right is designed for going through tunnels. And it gives us, it's designed on the bill of the duck-billed platypus, which is a mammal that goes through very shallow streams and rivers without creating wake so that, that train can fire through tunnels without creating all kinds of problems. So the idea of both purpose and biomimicry and design in our research in dealing with nature. Then the third of course is community service and engaging youth. Not only in faculty for both community service during school but afterwards. It's our youth who are going to be here for the long haul, right? And these are the people who were using our knowledge, we will be able to shape a more sustainable future. The average age in the world is 29, which means technically half of the world are youth. Half of the world are youth. In fact, 26 or a quarter of them are under 15yrs. In some countries, the average age reaches 14.5yrs in Africa, m any countries out there the average age is 16, 17 years old. And in North America, about, 17% are over 65yrs, 18% are under, under 15yrs you'd have that balance, but still, it is a huge amount. And so how, how do we engage? Not just pass on facts, not that lower level, but how do we really engage youth and, and prepare them? So, moving forward and in closing, let me talk about something that Dallas College is pretty familiar with and it has a global reputation. And that is how to bring sustainability forward in a whole institution approach. I know. That you have been engaged with the issue and sort of write from the early on, it should be the Association for the Advancement of sustainability in higher education. I know that you were heavily involved in developing the measurements, the stars, rating system and so on, and tracking and monitoring system for, for colleges. But I wanted to say that you are not alone anymore. All around the world, colleges and universities are looking into their responsibility and their role in engaging in building a more sustainable future, their responsibilities.

And so what they are doing under the leadership of UNESCO is developing something called a whole institution approach. Where you bring together all the stakeholders, including the students, the learners, and developing technical financial support to support a plan or vision and so on. And networks both intra and inter institutional. And so when in moving forward, this is the huge 10-year program that is being launched right now within the UNESCO to build on the early work that has been done. Internationally are about 30 big international associations of universities and colleges. One of the largest is the International Association of Universities. And it has developed a program bringing together universities and colleges to form clusters around each of the sustainable development goals. And moving forward with that kind of leadership. The Times Higher Education ranking system for, for higher education is now ranking universities and their contribution. So, this whole institution approach, as they say, is nothing new for you, but the idea of infusing sustainability into the very culture that DNA, the ethos of the institution. How does it work into not only greening that campus, but greening the mind and greening the whole institution? How do you infuse this into the, into the research? How do you bring it into the, into your community service and so on. And as I say, into the values, the ethics, the policy when you hire the next president, will do you question that? When you hire faculty members and when you hire, the people working in your services and so on. So, this whole institution is extremely important in addressing the big global issue of how, how do we reduce footprints. That each of us make every day, personally, institutionally, nationally. And how can we do that? And how can we move from sort of the negative thing of all of us with her ecological footprint the via accumulation, which in Germany they referred to as our ecological backpack that we carry with us through life. And how do we take a more positive approach? And how do we address the idea of the ecological handprints, that thing that we can do. So, hope, all of us hope, that as we go through, as we graduate and go through our life, that are collective, handprints will continue to grow and certainly be much larger than our footprints.

(Charles Hopkins concludes)

So, thank you very much for this opportunity. I hope my presentation has been useful and will continue to stir some thoughts as, as time goes on. Thanks again. (Lori Dela Cruz Lewis speaks) Okay, so thank you so much for that inspirational message. for us that was, I have a couple of questions that I hope, I hope to have some people who have had to have questions also. But that was terrific and thank you for joining us live. For the Q/A. (Charles Hopkins speaks) Well, it's a pleasure to be here. Thank you. Looking back at it, I see the need in our colleges in the media section to the teaching of editing of videos. When one goes through a straight 45 minutes. But anyway, I thank the people who have been watching through the whole thing at any rate, the intent was there.

(Lori Dela Cruz Lewis speaks)

Do we have any questions that have come in for Professor Hopkins?

(Georgeann Moss speaks)

No, but we had a very nice comment that came from Valerie (inaudible last name) who has "examined the various screen rating systems and where all the systems are missing, is the individual's spiritual development the knowing the soul of the students until we feed the soul, none of the programs will be whole." And now we do have a question, what are your thoughts on the need to fulfill the spiritual needs of our students?

(Charles Hopkins speaks)

I think the point that I made, looking at the Earth charter would be a good place to start. And to look at, this is sort of global aspects of what are the values and ethics, the, the respects and so on. That's one area to, to be able to, to at least get to thinking going. Another would be looking at the take of various religions. You know, from a religious survey. Kind of course, that would be another aspect. But the idea, I think that the mindset to begin with, is to actually go, go into it with an open mind and try to piece together what actually works for you. How did you build that into your own worldview? And humanity has been trying to deal with this for a very, very long time. So we have different indigenous perspectives to look at the role of humans. Who are we? What is humanity in comparison to all the other things? So, it's important that you form your own opinions. You are, well, I think what you are, you determine this for yourself. But it's, in many cases it'll simply be reaffirming what you already believe. But in other cases, it's an idea of opening up and making, trying to address that spirituality and greed, need that sort of thing. I think is very, very important.

(Lori Dela Cruz Lewis speaks)

I actually, had a question about the, one of the wicked issues that we're facing here I mean, it's nationwide. But we knew it existed the digital divide that we were experiencing before the pandemic. And then once the pandemic hit in, all the schools closed and all of a sudden it became so painfully obvious that we were really failing our students as a society because of that lack of access to continue their education, education because they didn't have what they needed.

(Charles Hopkins speaks)

Yes. Yes. It's very frightening and I'm a former school superintendent of the city of Toronto and superintendent curriculum and so on. and what is always there. And that is, how do we address the sort of the, the most needy in society? And we're trying to close the equity gap. Now, this whole idea of moving online really blows it apart again. For especially in K through 12. Where some students will have their parents almost doing the work for them in right there and coaching. And for them, they are taking off like a rocket, for some of them. But others who have no coaching, no help. There are falling and falling behind. So that when things when we get into the next normal, I don't think there's going to be a whole bunch of normals coming coming down the pipe. When we get into the, into the next normal, how do we even put students in classes? Do we stick with all the seven-year-olds go? in one and all the 12-year-olds go in another etcetera? Or do we group by ability? And we know that streaming really hurts. Those who are, are who need help when you've removed the bright and put them into groups of their own cluster. Yes, they will really do well. So that's that whole idea abroad earlier above the one's worldview in sorting out the, the rights and responsibility of the individual to themselves, to others. And who is the other?

(Lori Dela Cruz Lewis speaks)

There is a lot of that going on

(Charles Hopkins speaks)

That's right. And so, yeah, we're going to have to guide this by a lot of science, but also values, ethics into how, how do we, how do we address that? Yeah, it's going to be very, very difficult. And so for the students who are on and listening now, even thinking of these things, thinking them through and building your own character. These days, you will remember for your life and you will be telling you your children and your grandchildren about that. Just like the people who went through the Spanish flu for years afterwards talked about what it was like to see the death around you. So that whole thing around collective, whether it's as simple as wearing the mask, you know or not, and so on. I know that that's pretty controversial. But when you were in college and university, the whole idea is to come to grips in discussions. From a critical discussion point of view, not an ideological one. Education is about education, not indoctrination. And it is about exploring big issues that will shape you through, through your whole life.

(Lori Dela Cruz Lewis speaks)

Absolutely. Our goal here in Dallas College and in higher ed in general. but I'm being told that we are out of time and that the other sessions have already started. So, thank you so much. Professor Hopkins. It was wonderful to see you again. And I hope to see you again in Austria again soon.

(Charles Hopkins speaks)

Yeah, that would be wonderful.

(Lori Dela Cruz Lewis)

And thank you again for joining us today. We really appreciate you.

(Charles Hopkins speaks)

Thank you so much and thanks to the students and the faculty who have watched, Thank you.

(Lori Dela Cruz Lewis)

be safe,

(Charles Hopkins speaks)

yes you too

(Lori Dela Cruz Lewis speaks)

Thank you. Bye, bye

(Session Ends)