With
Head, Heart and Hands: A Celebration and
Deepening of Vermont’s Peak Oil Activism
A
Report on the February 3rd VPON
Retreat
by
Annie Dunn Watson
Judging from the turn-out for VPON’s first statewide Peak Oil
Activists’ Retreat (100% of those registered, plus one!),
there
appears to be strong interest in meeting fellow peak oil-aware
individuals and strengthening skills to communicate about the issues.
The day was structured around an in-depth workshop presented by Phil
Rice and Beth Sawin from The Sustainability Institute, Hartland, VT, on
“Four Capacities for Effective Leadership on Peak
Oil.”
Although the workshop was modeled after their work with Climate Change
activists, its redesign for peak oil activists succeeded in offering
many relevant insights. Some of those are discussed, below.
At the Lunchtime Networking Café, participants met with
colleagues working on similar interests to share ideas, resources and
strategies. Late afternoon featured an upbeat presentation by
Dona Bate, President and owner of dbate speaking, in which she gave
tips for effective presentation styles. Activist Erin
Russell-Story shared research on the value of positive messaging to
round out the latter part of the day. After the event, a contingent of
the VPON Politically Inclined adjourned to a local establishment to
reflect and strategize on their evolving agenda as the newly-formed
Vermont Peak Oil Action Group.
But what did we accomplish? How any one of us might answer that
question depends on what our goals were upon arriving. The important
“take aways” for many sound exactly like what
you’d
expect to be important to activists working on an unpopular cause:
* camaraderie and support
* seeing that downward spirals can
become upward ones
* deeper understanding of despair and
empowerment
* learning to speak to others’
needs, rather
than
one’s own wants
* not needing to have all the answers --
sometimes,
we can only plant seeds
* have a vision/path, and also
leave room for
new
visions/paths to emerge
* ask others to help
* systems change through building
networks
* valuable input on how to work with
one’s own
vision more skillfully
* work with people of like mind to
create a new
reality
* look for allies - refuge in alliances
* when spokespeople disappear, it gets
harder --
each of us must be the carriers of the change
* “viral” is the way
things move
* “Do not block your power
with your current
understanding” (Paul Krafel)
There are some juicy tidbits here for the reader, to be sure. For
instance, how does a downward spiral become an upward
one? Downward spirals (discouragement, dispair) contain within
them the
seeds for what is needed to reverse the spiral’s direction;
often, it
is only a tiny shift that is necessary to ignite the change. According
to Rice and Sawin, it often happens through the process of networking:
relationships among kindred spirits generate ideas. These are later
passed along by word of mouth. Success breeds success, and word of this
encourages hope, trust, and confidence in "the new". For instance, a
demonstration conveys excitement and possibility; the First Branch
Solar Hot Water Heating project comes to mind. It wasn’t
impossible to get folks interested in trying them. Once done,
there was tangible evidence that things could be changed, as well as
some information about the steps necessary to making change happen in a
community. Community learning curve, anyone?
How about a few tips on talking to folks about peak oil? Rice and Sawin
encouraged us to increase our “feeling literacy”
(my term),
gaining a greater understanding of the role and function of feelings.
Drawing upon research on the evolutionary function of feelings, they
offered the following interpretations of five typical emotional
responses to difficult news:
* fear = pay attention; sense of a threat
* anger = acting to protect
* numbness = looking for a way to
transcend a trap
(someone who feels cornered; can also manifest as “I know all
this already” or “you don’t know what
you’re
talking about”)
* sadness = need to accept what cannot
be changed,
and must be left behind
* excitement = engaged!
Learning to speak to others’ needs, not one’s own
wants,
begins by recognizing that feelings have deeper roots; progress in
communication depends on relating to those underlying concerns.
Understanding our own emotional reactions can also go a long way toward
cultivating compassionate responses toward those we are trying to
educate. None of us find peak oil pleasant to embrace; it's about as
much fun as hugging a musky porcupine. It helps to keep this in mind.
Rice and Sawin also encouraged us to develop clear, rigorous
communication -- without jargon! Too much information (particularly
when couched in technical terms) invites analysis and debate (see point
3, above). Ordinary language can be quite compelling, and is less
likely to invoke a defensive battle of wits.
Communicate about what works! Use real life, simple comparisons: "Peak
Oil = The Law of the Bath Tub: if the outflow is greater than
the
inflow... it's simply not sustainable!" Or, "If
it’s local
and robust, it’s good for the community." This is not an
invitation to avoid what’s happening; it's simply an
opportunity
to offer graspable metaphors, and to acknowledge and capitalize on
seeds of change wherever possible. One can even point to the
emerging interest in a more sustainable way
of life among one’s neighbors to spark interest
(Russell-Story
might even suggest you frame
it as a friendly competition!)
What about vision, and like minds? Orient your own work toward the
vision you hold. The tension between vision and the current reality can
be a source of despair, unless that vision becomes a beacon,
a
source of inspiration and motivation for on-going action and
commitment. Invite co-creativity by introducing your vision to others
-- this is what gives a vision legs to go! Offering your
energy
to
others of “like vision” reduces that sense of
isolation
activists so often feel, given the disparity between the longed-for
state and the current (and seemingly unchangeable) reality.
We were encouraged to live within the visions we create; imagine doing
this! Rice and Sawin offered the concept of vision as an
attracting force: our committment to it, and our living from within it,
become components of how the change we want to see will eventually
manifest in the world. I can think of many examples from within the
Peak Oil Network where this has been the case, and continues to be.
And, there's a lot to be gained through leading by example.
It was a full day, and in some ways, suggestive of the fact that many
other such days would probably be helpful to peak oil activists. Each
of the
Networking topics could be a conference in itself --
there are no end of possibilities for helping one another along. It's
safe to say that a few seeds have been planted; spring is just around
the corner. Who knows what new endeavors will emerge from this fertile
ground?
Oil
Independent Oakland report is released
by David Room
Published
on 21 Feb 2008 by A View
from the Peak. Archived on Energy
Bulletin, 21
Feb 2008.
The
Oil Independent Oakland (OIO) By 2020 Task Force, composed of local,
regional, and national experts including Richard Heinberg, developed a
robust oil independence plan, consolidating measures from around the
world that can be used locally to reduce oil consumption citywide. The
action plan recommended bold initiatives to not only reduce emissions
of greenhouse gases, but to also establish Oakland as a national leader
in the green economy and green jobs creation, while seeking to reduce
Oakland's energy dependence.
Top
Recommendations:
Adopt the
Oil
Depletion
Protocol, thereby committing the
City of Oakland to reduce oil
consumption in the entire city of Oakland by 3% per annum.
Reconfigure the city into multiple Urban Villages that co-locate
residential, commercial, retail, and possibly light industrial. This
involves a number of steps including updating the General Plan,
designing review guidelines, and zoning.
Develop and implement a Public Transit Master Plan. This also involves
an update to the General Plan and the task force strongly urges Oakland
to consider a municipal streetcar system.
Enabling
Recommendations:
Establish an Oil and Gas team charged with management of Oakland's oil
independence activities.
Develop financing options including a local carbon tax and regional
congestion charging.
Embark on a massive public outreach and education campaign.
Preparedness
Recomendation:
Develop Contingency Plans for oil price and availability shocks.
[
Read
full report here.]
Peak
oil science curriculum
by
Gail E. Tverberg
Published
on 24 Feb 2008 by The
Oil Drum / Energy
Bulletin. Archived on 24 Feb
2008.
Introduction
In this article, I provide a peak oil science curriculum suitable for
introductory college science classes, advanced high school classes, and
adult seminars. The material requires a little background in high
school chemistry, but otherwise does not have any pre-requisites. There
is sufficient material for a two to four session unit on peak oil.
The written material is divided into:
Part 1: The Science of Oil and Peak Oil
Part 2: Oil as a Liquid Fuel and Expected Peak Oil Impacts.
There are discussion questions at the ends of Part 1 and Part 2 and
numerous links to other references.
Sample
discussion questions:
1. In
1957,
Rear Admiral Hyman
Rickover gave a speech in which he talked about the expected peak of
oil and gas production in the first part of the 21st century, and the
likely decline of coal toward the middle of the 21st century. He also
talked about the need to tell young people, and to start planning for
the difficult transition that likely lay ahead.
http://www.theoildrum.com/node/2724
- Why didn't people take his advice?
2. In 2007, there was considerable publicity about the Tupi field in
Brazil. According to newspaper articles, Tupi may transform Brazil into
a major oil exporter. When you read further, you find that the oil
field is nearly 200 miles off shore, and is at record depths.
Furthermore, the oil is found beneath layers of rock and
salt.
... In order to extract the oil, new technology will need to be
developed to drill this deep and to overcome the problems of the
unstable salt layer and of thermal shock. Also, some means of
transporting the material extracted will be needed. Because natural gas
will be included, the usual method would be a pipeline, but the
distance will be a challenge. Therefore, the company is considering
building a floating liquefied natural gas to liquid plant, so that
tankers can transport both the oil and liquefied natural gas.
The
expected oil production from Tupi is large relative to recent
discoveries, but not large relative to the amount of oil we need to
discover each year. At full development, Tupi is expected to produce
500,000 to 1 million barrels a day. This is equivalent to 2.4% to 4.8%
of the United States' current daily oil usage, or 0.6% to 1.2% of world
usage. Just to offset declines in existing fields, we need to discover
5 to 9 fields the size of Tupi each year.
a. What probability would you assign to
this project
actually succeeding?
b. The company hopes to have initial
production by
2013. Given the technology and infrastructure issues, how likely does
this seem? Would you be surprised by setbacks?
c. If this is the major discovery of the
year, what
does this tell you about other discoveries?
3. US oil consumption is about 25 barrels per year for each person in
the United States. There are 42 gallons in a barrel, and each gallon
contains on averages 34,800 (kilo) calories (gasoline has less, asphalt
has more). How many (kilo) calories does this equate to? (Answer:
36,540,000)
a) If we had food equivalent to this
many calories,
how many people could be fed with this many calories, assuming people,
on average, eat 2,000 (kilo) calories a day? (Answer: 50)
b) What does this relationship say about
the
likelihood that we will be able to grow enough crops to turn into
biofuels to meet our current petroleum usage?
4. If oil rationing were imposed, and the amount of gasoline you could
purchase were limited to half of what you are currently using today,
how would that change your driving / commuting?
5. If you were the president of the United States, and needed to impose
rationing, in what order would you rank the following in priority:
a. Military
b. Farmers
c. Chemical feedstock use
d. Transportation of food
e. Mining of coal and uranium
f. Transportation of non-food items
g. Railroad and bus fuel
h. Air travel
i. Emergency services (ambulance, police)
j. People with jobs
k. People without jobs (retired,
students)
6. There have been numerous governmental studies about peak oil. It is
clear from public comments that Alan Greenspan is a believer in peak
oil, as is former President Clinton. President Bush and Dick Cheney
worked in the oil industry before their election. Do you think that
President George W. Bush is aware of peak oil? If so, how do you think
it has affected Bush's presidency? How long do you think that they have
been aware of peak oil? Do you think it has had any impact on their
policies? Why haven't they said anything about peak oil?
http://search.doe.gov/search?output=xml_no_dtd&sort=date%3AD%3AL%3Ad1&ie
(DOE Report)
http://www.peakoil.net/Articles2005/Westervelt_EnergyTrends__TN.pdf
http://www.straight.com/article/clinton-raises-alarm-about-oil-depletion
(Clinton)
http://online.wsj.com/article/SB119763743685729349.html
(Greenspan)
http://www.netl.doe.gov/publications/others/pdf/Oil_Peaking_NETL.pdf
(DOE Report)
7. One of the reasons that there has been little said about peak oil is
that economists keep saying that peak should not be no problem; in a
free market economy, substitutes will be found.
a) Name three substitutes for food.
b) How does your answer to the
substitutes for food
question suggest that economic theory may be incorrect with
respect to replacements for liquid fuels?
8. If biofuels, at least at this point, seem to have as many
environmental problems as oil, would it make sense to concentrate our
efforts on enhanced oil recovery? How about coal to liquid?
World
Without Oil - Use it in the Classroom
from Gala
Teah
at World
Without Oil
Introduction:
In
May 2007, over 1,800 people combined imagination with insight to create
World Without Oil (WWO), a realistic simulation of the first 32 weeks
of a global oil shortage chronicled in 1,500 personal blog posts,
videos, images and voicemails. Via these lesson plans, high school
teachers can use this collaborative grassroots simulation to engage
students with questions about energy use, sustainability, the role
energy plays in our economy, culture, worldview and history, and many
others.
World Without Oil was an alternate reality game – when
submitting
their
stories, its players pretended the oil crisis was really happening. We
encourage teachers to do the same: to get "in game" and act to make the
crisis seem real. Each day your students will immerse themselves in an
exploration of a World Without Oil, and prepare their own "in-game"
stories that they can contribute to the WWO online archive.
We've got the first
WWO
lesson plans
up on the new site, with the rest to follow in the next couple weeks.
Comments welcome!
Lessons:
The ten lessons are modular – teachers may use them all or
select
a subset to fit a particular class agenda or schedule. The first few
lessions have been developed; more to come soon.
Subjects
and
Methods:
The WWO lesson plans are cross-disciplinary and relate to American
History, World History, Current Events, Economics, Government,
Humanities, and English. Methods include inquiry-based learning,
narrative-driven learning, collaborative learning, multimedia content
creation, and media literacy. Technology requirements and relation to
standards are listed. Outcome: an in-depth understanding of the role
that energy has played in our economy, culture, policy and identity,
its connections to our lifestyle and affluence, and ways to evaluate
its role in our future.