When I woke up today, the question that I was guided to answer (for you) on the pages of my eco-journal was: “Why do we need to bring eco-lifestyle education into our homes?

Before I answer this question, I’d like to ask you a question. My question is this:

How would you define eco-lifestyle education? Would you define it as A: It’s education that teaches people how to create a lifestyle that is in harmony with the earth. Or: B: It’s education that teaches people how to create a lifestyle that is in harmony with the needs of their bodies?

If you answered A, you are absolutely right. And if you answered B, you are also absolutely right, as well!

The term “eco”, you might be interested to know, comes from the greek word “Oikos” and it is defined in the dictionary as a “house.” So, when we talk about eco-education, what are we talking about? Are we talking about the brick and mortar houses that we live in? Not exactly. But we are talking about the symbolic house we live, in which is our earth! If you think about it, we, along with all living things are the inhabitants of our earthly house. Together, we govern the biological functions taking place within the house that “keep life alive.”

In school, you might agree, we aren’t typically encouraged to view our ecology as a symbolic house. But if we had been, we might have developed a more holistic view of ourselves. We might have also developed a better grasp about our need to take good care of all of the parts that keep the foundation of our house strong.

In our world today, there are millions of young people who are feeling fearful and hopeless about their futures on earth. They are worried that they might not have an ecologically stable "house" to inhabit. Yet, in many instances, they are NOT learning what they need to learn in school, that could help them to insure a better future for themselves.

What concerns me most about what our kids are NOT learning in school today, relates in part, to the idea that our schools are becoming commercial zones. What I mean by this statement is that, a number of corporations have made their way into our nation’s schools without much (if any) resistance from parents and school personnel. And their presence in classrooms, has been giving our youth permission to ignore their innate eco-intelligence.

Teachers, it pains me to say, are signing contracts with corporations to serve as brand ambassadors for their products, and they are getting paid quite handsomely to do so.

In an elementary school, for instance, a teacher can get rewarded for using Tootsie Rolls or Hershey’s chocolates to help learners solve math problems, or maybe software products developed by Coke or Pepsi to teach reading skills.

Using food products (and/or other educational products) to foster the economic interest of companies is not a new idea. But the distribution of such items into the hands of young naïve learners, begs the question: Why are we ALLOWING this type of sales propaganda to influence unhealthy behaviors in our kids?

Many years ago, during a time when I was speaking with school students in their classrooms about healthy nutrition, I realized that one of the decades old propaganda tools that their teachers were still using to teach nutrition was The USDA Eating Model.

While on the surface, this model appears to promote healthy eating habits, because it illustrates the importance of eating fruits, vegetables, whole grains, legumes, and animal products, it fails miserably, to tell us HOW food is produced by our industrial agriculture system. The way in which our food supply is produced for the masses by this system is what students SHOULD be learning about, because it’s toxic, and what it toxic, threatens to be life-altering!

One of the reasons why I developed the Eco-Intelligent Eating Model™ is because I wanted to give learners a tool that would help them to think about the alternative to using poisonous pesticides, herbicides, and GMO’s in the process of bringing food from farms to tables.

The harmful effects of these substances have been widely reported about in the news, and it’s no secret that they can lead to serious health issues in people, plants, animals, and eco-systems.

BTW: Global warming, which is exacerbated by industrial farming, is a topic that is not addressed fairly and squarely in many of our nation’s schools.

One particular video, which is called “Unstoppable Solar Cycles” (1) is being used in some classrooms to perpetuate THE MYTH that humans contribute "very little" to the problem of global warming. Unfortunately, this is untruthful information. Films like this, it should be noted, are funded by very rich people and organizations who have a huge economic stake in the production of fossil fuels, and who want to evade pollution control regulations.

Before I close this talk today, I’d like to say just a few words about another industry with special interests that has come into our schools, in order to further its own economic agenda. I’m referring to is the pharmaceutical industry. According to my research, drug companies are now being granted permission to give presentations at school assemblies on National Depression Screening Day which serve to promote the use of Prozac.

Now, I don’t know about you, but I don’t think this is such a good idea. Yes, our students need help if they are going to manage their feelings of anxiety, depression, and even their learning challenges. But they don’t need to become part of a drug addicted culture. They don’t need to develop a herd mentality which somehow convinces them that psychotropic drugs hold the answer to all of their problems.

Depression and anxiety, we need to be teaching our kids, often comes about as a result of their physical exposure to hidden toxins in the processed foods that they’re eating, and in the chemical laden personal care products they’re using, such a perfumes and deodorants. It also comes about as the result of their exposure to radiation and EMF’s, which are known to cause brain inflammation.

I don’t know if you’ve noticed, but in recent years, many new cell towers have been erected on school grounds. Why this is happening, I’m not exactly sure. But my guess is that the schools get paid for the use of their real estate.

Tragically, however, when a

student sits in a classroom all day, using a cell phone, a tablet, or a computer that operates on WI-FI, they are being exposed to the radiation and EMF’s that these towers emit. It’s sort of like they're being placed into a microwave oven that is emitting low level radiation all day long!

Cell phones and cell towers I hate to say, represent “the tobacco of our age.” And it causes me great mental agony to think that it may take decades for people to wake up to the fact that wireless technology is (literally) killing us and all living things that we share life with on our planet.

So tell me: Based on some of the ideas that I’ve shared with you today, are you starting to understand some of the reasons WHY it is essential for us to bring Eco-Lifestyle Education into our homes? If you answered yes, I sincerely hope you will continue to listen to my talks and learn more about issues related to today’s topic. I also hope that you’ll visit me at my website, because it is THE place to find eco-lifestyle education tools, that I promise, will make your experience of life a whole lot safer!

Candia Lea Cole

Founder, Eco-Learning Legacies


Source: https://wtop.com/fairfax-county/2020/02/videos-used-by-schools-question-minimum-wage-climate-change/

Source: https://www.nytimes.com/1997/01/05/education/corporate-classrooms-and-comercialism.html

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