It was good to see sunlight and shadows today after too many days under a smoky dome. Days when I developed a soon-to-be-the-new-normal routine: check air quality readings before my first sip of morning tea. A reading of 7 on the 10 point scale meant being inside all day; a reading of 2, some time outside, but not too much. Asthmatic lungs don’t breathe well in air filled with too much particulate.
I have no idea what I would have done if I’d been where readings reached 49. On a 10 point scale.
But I suppose people who live in Beijing would know what that’s like since they’ve been living under a dome of smoke for quite a while now. There are even stores there that only sell products to help people, including infants, breathe.
Beijing’s smoky skies ‘inspired’ a Chinese mother to create a documentary, Under The Dome, after she became convinced that the tumour her child developed in utero was caused by the smoky air. 150 million people saw it before it was banned in China.
My few days of living under a smoky dome here in ‘supernatural, beautiful British Columbia’ has led me to wondering about the kind of world the Class of 2030 will inherit. They’ll be starting school in a few weeks, beginning a thirteen-year journey of preparation for a world that will hopefully soon be in full transition to a new economy, one that does not cost the earth.
But how do we prepare them for that transition?
Should they learn about firescience so that they can protect their homes and families when wildfires are common? Perhaps they could learn what Indigenous people have known about wildfires for millennia, what they know about ensuring that fire doesn’t devour entire communities?
Should we tell them to think of about becoming a wind turbine mechanic, the fastest growing career in North America today? We should certainly tell them that jobs in 2030 will look nothing like jobs today because by then, if we are to survive, we’ll have to be well on our way to containing our cancerous consumption of our planet’s resources.
One of the signs that the transition has already started is the rapid growth in forest schools in Europe and North America. More and more parents want their children to have a different relationship with the earth, one based on reverence and respect. They know that children will protect what they have learned to love.
If I could plan the curriculum for the Class of 2030 it would certainly contain a course on ecological literacy because our children will need to learn to read the skies the way they read a book.
What do you think the Class of 2030 should learn?