(513,5,'2011-08-22 14:52:28','2011-08-22 14:52:28','&nbsp;\r\n\r\nDr. America Recordings\r\n\r\nJuly - October 1997\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/01-cool-whip-2/\" rel=\"attachment wp-att-514\">01 Cool Whip</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/02-nike-swoosh-2/\" rel=\"attachment wp-att-515\">02 Nike Swoosh</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/03-garbage-bag-2/\" rel=\"attachment wp-att-516\">03 Garbage Bag</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/04-bowling-ball-2/\" rel=\"attachment wp-att-517\">04 Bowling Ball</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/05-kodak-picture-spot-2/\" rel=\"attachment wp-att-518\">05 Kodak Picture Spot</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/06-shit-happens-2/\" rel=\"attachment wp-att-519\">06 Shit Happens</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/07-t-v-season-2/\" rel=\"attachment wp-att-520\">07 T.V. Season</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/08-remote-control-2/\" rel=\"attachment wp-att-521\">08 Remote Control</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/09-laughtracks-2/\" rel=\"attachment wp-att-523\">09 Laughtracks</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/10-mosquito-repellent-2/\" rel=\"attachment wp-att-522\">10 Mosquito Repellent</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/11-labor-day-2/\" rel=\"attachment wp-att-524\">11 Labor Day</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/12-coffee-2/\" rel=\"attachment wp-att-525\">12 Coffee</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/13-the-rake-2/\" rel=\"attachment wp-att-526\">13 The Rake</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/14-aspirin-2/\" rel=\"attachment wp-att-527\">14 Aspirin</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/15-wonder-bread-2/\" rel=\"attachment wp-att-528\">15 Wonder Bread</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/16-bottled-water-2/\" rel=\"attachment wp-att-529\">16 Bottled Water</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/17-subwoofer-2/\" rel=\"attachment wp-att-530\">17 Subwoofer</a>\r\n\r\nDecember 1997 - March 1998\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/01-christmas-cards-2/\" rel=\"attachment wp-att-531\">01 Christmas Cards</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/02-shopping-day-2/\" rel=\"attachment wp-att-532\">02 Shopping Day</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/03-izuzu-rodeo-2/\" rel=\"attachment wp-att-533\">03 Izuzu Rodeo</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/04-christmas-lights-3/\" rel=\"attachment wp-att-534\">04 Christmas Lights</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/05-body-politics-2/\" rel=\"attachment wp-att-535\">05 Body Politics</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/06-mall-kiosk-2/\" rel=\"attachment wp-att-536\">06 Mall Kiosk</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/07-coca-cola-2/\" rel=\"attachment wp-att-537\">07 Coca-Cola</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/08-roadkill-2/\" rel=\"attachment wp-att-538\">08 Roadkill</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/09-sports-section-2/\" rel=\"attachment wp-att-539\">09 Sports Section</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/10-home-cooking-2/\" rel=\"attachment wp-att-540\">10 Home Cooking</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/11-television-news-2/\" rel=\"attachment wp-att-541\">11 Television News</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/12-universal-price-code-2/\" rel=\"attachment wp-att-542\">12 Universal Price Code</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/13-popcorn-2/\" rel=\"attachment wp-att-543\">13 Popcorn.</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/14-bath-salts-2/\" rel=\"attachment wp-att-544\">14 Bath Salts</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/15-spring-break-2/\" rel=\"attachment wp-att-545\">15 Spring Break</a>\r\n\r\nApril - July 1998\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/01-love-your-body-2/\" rel=\"attachment wp-att-546\">01 Love Your Body</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/02-taxes-2/\" rel=\"attachment wp-att-547\">02 Taxes</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/03-dustbuster-2/\" rel=\"attachment wp-att-548\">03 Dustbuster</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/04-volkswagen-beetle-2/\" rel=\"attachment wp-att-549\">04 Volkswagen Beetle</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/05-microwave-2/\" rel=\"attachment wp-att-550\">05 Microwave</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/06-horticulture-2/\" rel=\"attachment wp-att-551\">06 Horticulture</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/07-excrement-occurs-2/\" rel=\"attachment wp-att-552\">07 Excrement Occurs</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/08-bottom-line-2/\" rel=\"attachment wp-att-553\">08 Bottom Line</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/09-graduation-2/\" rel=\"attachment wp-att-554\">09 Graduation</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/10-born-to-shop-2/\" rel=\"attachment wp-att-555\">10 Born to Shop</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/11-cosmetics-2/\" rel=\"attachment wp-att-556\">11 Cosmetics</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/12-doors-2/\" rel=\"attachment wp-att-557\">12 Doors</a>\r\n\r\nJuly - November 1998\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/01-stress-management-2/\" rel=\"attachment wp-att-558\">01 Stress Management</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/02-lines-2/\" rel=\"attachment wp-att-559\">02 Lines</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/03-just-looking-2/\" rel=\"attachment wp-att-560\">03 Just Looking</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/04-botox-2/\" rel=\"attachment wp-att-561\">04 Botox</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/05-perception-analyzer-2/\" rel=\"attachment wp-att-562\">05 Perception Analyzer</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/06-back-to-school-sale-2/\" rel=\"attachment wp-att-563\">06 Back to School Sale</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/07-corn-dog_labor-day-2/\" rel=\"attachment wp-att-564\">07 Corn Dog_Labor Day</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/08-voicemail-2/\" rel=\"attachment wp-att-565\">08 Voicemail</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/09-imac-2/\" rel=\"attachment wp-att-566\">09 iMac</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/10-lipstick-2/\" rel=\"attachment wp-att-567\">10 Lipstick</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/11-malls-2/\" rel=\"attachment wp-att-568\">11 Malls</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/12-drivers-license-2/\" rel=\"attachment wp-att-569\">12 Driver\'s License</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/13-the-truck-2/\" rel=\"attachment wp-att-570\">13 The Truck</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/14-election-day-1998-2/\" rel=\"attachment wp-att-571\">14 Election Day 1998</a>\r\n\r\nNovember 1998 - February 1999\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/01-fun-morality-2/\" rel=\"attachment wp-att-572\">01 Fun Morality</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/02-be-like-mike-2/\" rel=\"attachment wp-att-573\">02 Be Like Mike</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/03-piercing-2/\" rel=\"attachment wp-att-574\">03 Piercing</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/04-christmas-lights-4/\" rel=\"attachment wp-att-575\">04 Christmas Lights</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/05-shopping-day-1998-2/\" rel=\"attachment wp-att-576\">05 Shopping Day 1998</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/06-christ-muss-2/\" rel=\"attachment wp-att-577\">06 Christ-muss</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/07-new-years-eve-2/\" rel=\"attachment wp-att-578\">07 New Year\'s Eve</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/08-peter-pandering-2/\" rel=\"attachment wp-att-579\">08 Peter Pandering</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/09-interactive-toys-2/\" rel=\"attachment wp-att-580\">09 Interactive Toys</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/10-martin-luther-king-jr-day-2/\" rel=\"attachment wp-att-581\">10 Martin Luther King Jr. Day</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/11-super-bowl-1999-2/\" rel=\"attachment wp-att-582\">11 Super Bowl 1999</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/12-keeping-up-with-the-joneses-2/\" rel=\"attachment wp-att-583\">12 Keeping Up with the Joneses</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/13-valentines-day-1999-2/\" rel=\"attachment wp-att-584\">13 Valentine\'s Day 1999</a>\r\n\r\nFebruary - May 1999\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/01-girl-scouts-2/\" rel=\"attachment wp-att-585\">01 Girl Scouts</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/02-escalators-2/\" rel=\"attachment wp-att-586\">02 Escalators</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/03-penny-2/\" rel=\"attachment wp-att-587\">03 Penny</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/04-arcadia-2/\" rel=\"attachment wp-att-588\">04 Arcadia</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/05-april-fools-2/\" rel=\"attachment wp-att-589\">05 April Fools</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/06-security-camera-2/\" rel=\"attachment wp-att-590\">06 Security Camera</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/07-tax-shifting-2/\" rel=\"attachment wp-att-591\">07 Tax Shifting</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/08-jesse-action-figure-2/\" rel=\"attachment wp-att-592\">08 Jesse Action Figure</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/09-garden-2/\" rel=\"attachment wp-att-593\">09 Garden</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/10-testing-2/\" rel=\"attachment wp-att-594\">10 Testing</a>\r\n\r\nMay - September 1999\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/01-graduation-2/\" rel=\"attachment wp-att-595\">01 Graduation</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/02-roller-coasters-2/\" rel=\"attachment wp-att-596\">02 Roller Coasters</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/03-deodorant-2/\" rel=\"attachment wp-att-597\">03 Deodorant</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/04-bachelor-party-2/\" rel=\"attachment wp-att-598\">04 Bachelor Party</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/05-4th-of-july-2/\" rel=\"attachment wp-att-599\">05 4th of July</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/06-5th-of-july-2/\" rel=\"attachment wp-att-600\">06 5th of July</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/07-banana-2/\" rel=\"attachment wp-att-601\">07 Banana</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/08-suntan-2/\" rel=\"attachment wp-att-602\">08 Suntan</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/09-cool-whip-2/\" rel=\"attachment wp-att-603\">09 Cool Whip</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/10-garbage-bag-2/\" rel=\"attachment wp-att-604\">10 Garbage Bag</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/11-restrooms-2/\" rel=\"attachment wp-att-605\">11 Restrooms</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/12-bureaucrat-2/\" rel=\"attachment wp-att-606\">12 Bureaucrat</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/13-cotton-candy-2/\" rel=\"attachment wp-att-607\">13 Cotton Candy</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/14-syllabus-2/\" rel=\"attachment wp-att-608\">14 Syllabus</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/15-tv-guide_american-survey-2-2/\" rel=\"attachment wp-att-609\">15 TV Guide_American Survey (2)</a>\r\n\r\nOctober 1999 - February 2000\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/1-01-stadium-2/\" rel=\"attachment wp-att-610\">1-01 Stadium</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/1-02-quilts-2/\" rel=\"attachment wp-att-611\">1-02 Quilts</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/1-03-minimum-wage-2/\" rel=\"attachment wp-att-612\">1-03 Minimum Wage</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/1-04-football-jersey-2/\" rel=\"attachment wp-att-613\">1-04 Football Jersey</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/1-05-professional-wrestling-2/\" rel=\"attachment wp-att-614\">1-05 Professional Wrestling</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/1-06-thanksgiving-2/\" rel=\"attachment wp-att-615\">1-06 Thanksgiving</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/1-07-its-you-2/\" rel=\"attachment wp-att-616\">1-07 It\'s You</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/1-08-christmas-gift-2/\" rel=\"attachment wp-att-617\">1-08 Christmas Gift</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/1-09-christmas-kids-2/\" rel=\"attachment wp-att-618\">1-09 Christmas Kids</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/1-10-ghost-of-christmas-presents-2/\" rel=\"attachment wp-att-619\">1-10 Ghost of Christmas Presents</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/1-11-new-year_lose-weight-2/\" rel=\"attachment wp-att-620\">1-11 New Year_Lose Weight</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/1-12-perfume-2/\" rel=\"attachment wp-att-621\">1-12 Perfume</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/1-13-getting-in-shape-2/\" rel=\"attachment wp-att-622\">1-13 Getting in Shape</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/1-14-millionaire-2/\" rel=\"attachment wp-att-623\">1-14 Millionaire</a>\r\n\r\nFebruary - May 2000\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/01-superbowl-2000-2/\" rel=\"attachment wp-att-624\">01 Superbowl 2000</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/02-road-map-2/\" rel=\"attachment wp-att-625\">02 Road Map</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/03-valentines-day-2000-2/\" rel=\"attachment wp-att-626\">03 Valentine\'s Day 2000</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/04-bridal-magazine-2/\" rel=\"attachment wp-att-627\">04 Bridal Magazine</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/05-real-estate-classifieds-2/\" rel=\"attachment wp-att-628\">05 Real Estate Classifieds</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/06-food-court-2/\" rel=\"attachment wp-att-629\">06 Food Court</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/07-mardi-gras-2/\" rel=\"attachment wp-att-630\">07 Mardi Gras</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/08-frugality-channel-2/\" rel=\"attachment wp-att-631\">08 Frugality Channel</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/09-the-gap-2/\" rel=\"attachment wp-att-632\">09 The Gap</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/10-reinvent-yourself-2/\" rel=\"attachment wp-att-633\">10 Reinvent Yourself</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/11-real-simple-2/\" rel=\"attachment wp-att-634\">11 Real Simple</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/12-victorias-secret-2/\" rel=\"attachment wp-att-635\">12 Victoria\'s Secret</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/13-bachelor-party-2/\" rel=\"attachment wp-att-636\">13 Bachelor Party</a>\r\n\r\nJune - September 2000\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/01-store-hours-2/\" rel=\"attachment wp-att-637\">01 Store Hours</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/02-boredom-2/\" rel=\"attachment wp-att-638\">02 Boredom</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/03-california-closets-2/\" rel=\"attachment wp-att-639\">03 California Closets</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/04-spreadsheets-2/\" rel=\"attachment wp-att-640\">04 Spreadsheets</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/05-lucky-2/\" rel=\"attachment wp-att-641\">05 Lucky</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/06-justice-2/\" rel=\"attachment wp-att-642\">06 Justice</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/07-price-is-right-2/\" rel=\"attachment wp-att-643\">07 Price is Right</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/08-shoes-2/\" rel=\"attachment wp-att-644\">08 Shoes</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/09-vacation-2/\" rel=\"attachment wp-att-645\">09 Vacation</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/10-back-to-school-2/\" rel=\"attachment wp-att-646\">10 Back to School</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/11-state-fair-2/\" rel=\"attachment wp-att-647\">11 State Fair</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/12-labor-day-2/\" rel=\"attachment wp-att-648\">12 Labor Day</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/13-mirrors-2/\" rel=\"attachment wp-att-649\">13 Mirrors</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/14-saturday-2/\" rel=\"attachment wp-att-650\">14 Saturday</a>\r\n\r\nSeptember - December 2000\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/01-sprawl-2/\" rel=\"attachment wp-att-651\">01 Sprawl</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/02-tv-season-2/\" rel=\"attachment wp-att-652\">02 TV Season</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/03-designer-2/\" rel=\"attachment wp-att-653\">03 Designer</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/04-newspapers-2/\" rel=\"attachment wp-att-654\">04 Newspapers</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/05-washington-2/\" rel=\"attachment wp-att-656\">05 Washington</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/06-clothing-tags-2/\" rel=\"attachment wp-att-655\">06 Clothing Tags</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/07-rainforest-cafe-2/\" rel=\"attachment wp-att-657\">07 Rainforest Cafe</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/08-buy-nothing-day-2/\" rel=\"attachment wp-att-658\">08 Buy Nothing Day</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/09-christmas-2/\" rel=\"attachment wp-att-659\">09 Christmas</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/10-ad-vent-2/\" rel=\"attachment wp-att-660\">10 Ad-Vent</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/11-silent-night-2/\" rel=\"attachment wp-att-662\">11 Silent Night</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/12-solstice-2/\" rel=\"attachment wp-att-661\">12 Solstice</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/13-novelty-new-and-improved-2/\" rel=\"attachment wp-att-663\">13 Novelty, New and Improved</a>\r\n\r\nJanuary - April 2001\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/01-choice-2/\" rel=\"attachment wp-att-666\">01 Choice</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/02-race-2/\" rel=\"attachment wp-att-667\">02 Race</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/03-temptation-island-2/\" rel=\"attachment wp-att-668\">03 Temptation Island</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/04-muzak-2/\" rel=\"attachment wp-att-669\">04 Muzak</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/05-valentines-day-2001-2/\" rel=\"attachment wp-att-670\">05 Valentine\'s Day 2001</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/06-home-shopping-2/\" rel=\"attachment wp-att-671\">06 Home Shopping</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/07-built-ford-tough-2/\" rel=\"attachment wp-att-672\">07 Built Ford Tough</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/08-class-warfare-2/\" rel=\"attachment wp-att-673\">08 Class Warfare</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/09-cool-2/\" rel=\"attachment wp-att-674\">09 Cool</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/10-eye-of-the-needle-2/\" rel=\"attachment wp-att-675\">10 Eye of the Needle</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/11-taxpayer-2/\" rel=\"attachment wp-att-676\">11 Taxpayer</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/12-soul-2/\" rel=\"attachment wp-att-677\">12 Soul</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/13-shampoo-2/\" rel=\"attachment wp-att-678\">13 Shampoo</a>\r\n\r\n&nbsp;\r\n\r\n&nbsp;','Dr. America essays (audio)','','inherit','open','open','','511-autosave','','','2011-08-22 14:52:28','2011-08-22 14:52:28','',511,'http://natureofcollege.org/2011/08/511-autosave/',0,'revision','',0),(514,5,'2011-08-19 16:21:13','2011-08-19 16:21:13','','01 Cool Whip','','inherit','open','open','','01-cool-whip-2','','','2011-08-19 16:21:13','2011-08-19 16:21:13','',511,'http://natureofcollege.org/wp-content/uploads/01-Cool-Whip1.m4a',0,'attachment','audio/mpeg',0),(515,5,'2011-08-19 16:23:08','2011-08-19 16:23:08','','02 Nike Swoosh','','inherit','open','open','','02-nike-swoosh-2','','','2011-08-19 16:23:08','2011-08-19 16:23:08','',511,'http://natureofcollege.org/wp-content/uploads/02-Nike-Swoosh1.m4a',0,'attachment','audio/mpeg',0),(516,5,'2011-08-19 16:23:41','2011-08-19 16:23:41','','03 Garbage Bag','','inherit','open','open','','03-garbage-bag-2','','','2011-08-19 16:23:41','2011-08-19 16:23:41','',511,'http://natureofcollege.org/wp-content/uploads/03-Garbage-Bag1.m4a',0,'attachment','audio/mpeg',0),(517,5,'2011-08-19 16:23:44','2011-08-19 16:23:44','','04 Bowling Ball','','inherit','open','open','','04-bowling-ball-2','','','2011-08-19 16:23:44','2011-08-19 16:23:44','',511,'http://natureofcollege.org/wp-content/uploads/04-Bowling-Ball1.m4a',0,'attachment','audio/mpeg',0),(518,5,'2011-08-19 16:24:23','2011-08-19 16:24:23','','05 Kodak Picture Spot','','inherit','open','open','','05-kodak-picture-spot-2','','','2011-08-19 16:24:23','2011-08-19 16:24:23','',511,'http://natureofcollege.org/wp-content/uploads/05-Kodak-Picture-Spot1.m4a',0,'attachment','audio/mpeg',0),(519,5,'2011-08-19 16:25:19','2011-08-19 16:25:19','','06 Shit Happens','','inherit','open','open','','06-shit-happens-2','','','2011-08-19 16:25:19','2011-08-19 16:25:19','',511,'http://natureofcollege.org/wp-content/uploads/06-Shit-Happens1.m4a',0,'attachment','audio/mpeg',0),(520,5,'2011-08-19 16:25:34','2011-08-19 16:25:34','','07 T.V. Season','','inherit','open','open','','07-t-v-season-2','','','2011-08-19 16:25:34','2011-08-19 16:25:34','',511,'http://natureofcollege.org/wp-content/uploads/07-T.V.-Season1.m4a',0,'attachment','audio/mpeg',0),(521,5,'2011-08-19 16:25:47','2011-08-19 16:25:47','','08 Remote Control','','inherit','open','open','','08-remote-control-2','','','2011-08-19 16:25:47','2011-08-19 16:25:47','',511,'http://natureofcollege.org/wp-content/uploads/08-Remote-Control1.m4a',0,'attachment','audio/mpeg',0),(522,5,'2011-08-19 16:26:16','2011-08-19 16:26:16','','10 Mosquito Repellent','','inherit','open','open','','10-mosquito-repellent-2','','','2011-08-19 16:26:16','2011-08-19 16:26:16','',511,'http://natureofcollege.org/wp-content/uploads/10-Mosquito-Repellent1.m4a',0,'attachment','audio/mpeg',0),(523,5,'2011-08-19 16:26:38','2011-08-19 16:26:38','','09 Laughtracks','','inherit','open','open','','09-laughtracks-2','','','2011-08-19 16:26:38','2011-08-19 16:26:38','',511,'http://natureofcollege.org/wp-content/uploads/09-Laughtracks1.m4a',0,'attachment','audio/mpeg',0),(524,5,'2011-08-19 16:27:01','2011-08-19 16:27:01','','11 Labor Day','','inherit','open','open','','11-labor-day-2','','','2011-08-19 16:27:01','2011-08-19 16:27:01','',511,'http://natureofcollege.org/wp-content/uploads/11-Labor-Day1.m4a',0,'attachment','audio/mpeg',0),(525,5,'2011-08-19 16:27:16','2011-08-19 16:27:16','','12 Coffee','','inherit','open','open','','12-coffee-2','','','2011-08-19 16:27:16','2011-08-19 16:27:16','',511,'http://natureofcollege.org/wp-content/uploads/12-Coffee1.m4a',0,'attachment','audio/mpeg',0),(526,5,'2011-08-19 16:27:51','2011-08-19 16:27:51','','13 The Rake','','inherit','open','open','','13-the-rake-2','','','2011-08-19 16:27:51','2011-08-19 16:27:51','',511,'http://natureofcollege.org/wp-content/uploads/13-The-Rake1.m4a',0,'attachment','audio/mpeg',0),(527,5,'2011-08-19 16:28:33','2011-08-19 16:28:33','','14 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18:49:46','',511,'http://natureofcollege.org/wp-content/uploads/07-Rainforest-Cafe1.m4a',0,'attachment','audio/mpeg',0),(658,5,'2011-08-19 18:50:06','2011-08-19 18:50:06','','08 Buy Nothing Day','','inherit','open','open','','08-buy-nothing-day-2','','','2011-08-19 18:50:06','2011-08-19 18:50:06','',511,'http://natureofcollege.org/wp-content/uploads/08-Buy-Nothing-Day1.m4a',0,'attachment','audio/mpeg',0),(659,5,'2011-08-19 18:50:41','2011-08-19 18:50:41','','09 Christmas','','inherit','open','open','','09-christmas-2','','','2011-08-19 18:50:41','2011-08-19 18:50:41','',511,'http://natureofcollege.org/wp-content/uploads/09-Christmas1.m4a',0,'attachment','audio/mpeg',0),(660,5,'2011-08-19 18:51:07','2011-08-19 18:51:07','','10 Ad-Vent','','inherit','open','open','','10-ad-vent-2','','','2011-08-19 18:51:07','2011-08-19 18:51:07','',511,'http://natureofcollege.org/wp-content/uploads/10-Ad-Vent1.m4a',0,'attachment','audio/mpeg',0),(661,5,'2011-08-19 18:51:40','2011-08-19 18:51:40','','12 Solstice','','inherit','open','open','','12-solstice-2','','','2011-08-19 18:51:40','2011-08-19 18:51:40','',511,'http://natureofcollege.org/wp-content/uploads/12-Solstice1.m4a',0,'attachment','audio/mpeg',0),(662,5,'2011-08-19 18:51:53','2011-08-19 18:51:53','','11 Silent Night','','inherit','open','open','','11-silent-night-2','','','2011-08-19 18:51:53','2011-08-19 18:51:53','',511,'http://natureofcollege.org/wp-content/uploads/11-Silent-Night1.m4a',0,'attachment','audio/mpeg',0),(663,5,'2011-08-19 18:52:34','2011-08-19 18:52:34','','13 Novelty, New and Improved','','inherit','open','open','','13-novelty-new-and-improved-2','','','2011-08-19 18:52:34','2011-08-19 18:52:34','',511,'http://natureofcollege.org/wp-content/uploads/13-Novelty-New-and-Improved1.m4a',0,'attachment','audio/mpeg',0),(664,5,'2011-08-18 20:30:50','2011-08-18 20:30:50','','Dr. America essays (audio)','','inherit','open','open','','511-revision-2','','','2011-08-18 20:30:50','2011-08-18 20:30:50','',511,'http://natureofcollege.org/2011/08/511-revision-2/',0,'revision','',0),(665,5,'2011-08-19 18:52:55','2011-08-19 18:52:55','&nbsp;\r\n\r\nDr. America Recordings\r\n\r\nJuly - October 1997\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/01-cool-whip-2/\" rel=\"attachment wp-att-514\">01 Cool Whip</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/02-nike-swoosh-2/\" rel=\"attachment wp-att-515\">02 Nike Swoosh</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/03-garbage-bag-2/\" rel=\"attachment wp-att-516\">03 Garbage Bag</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/04-bowling-ball-2/\" rel=\"attachment wp-att-517\">04 Bowling Ball</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/05-kodak-picture-spot-2/\" rel=\"attachment wp-att-518\">05 Kodak Picture Spot</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/06-shit-happens-2/\" rel=\"attachment wp-att-519\">06 Shit Happens</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/07-t-v-season-2/\" rel=\"attachment wp-att-520\">07 T.V. Season</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/08-remote-control-2/\" rel=\"attachment wp-att-521\">08 Remote Control</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/09-laughtracks-2/\" rel=\"attachment wp-att-523\">09 Laughtracks</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/10-mosquito-repellent-2/\" rel=\"attachment wp-att-522\">10 Mosquito Repellent</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/11-labor-day-2/\" rel=\"attachment wp-att-524\">11 Labor Day</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/12-coffee-2/\" rel=\"attachment wp-att-525\">12 Coffee</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/13-the-rake-2/\" rel=\"attachment wp-att-526\">13 The Rake</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/14-aspirin-2/\" rel=\"attachment wp-att-527\">14 Aspirin</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/15-wonder-bread-2/\" rel=\"attachment wp-att-528\">15 Wonder Bread</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/16-bottled-water-2/\" rel=\"attachment wp-att-529\">16 Bottled Water</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/17-subwoofer-2/\" rel=\"attachment wp-att-530\">17 Subwoofer</a>\r\n\r\nDecember 1997 - March 1998\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/01-christmas-cards-2/\" rel=\"attachment wp-att-531\">01 Christmas Cards</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/02-shopping-day-2/\" rel=\"attachment wp-att-532\">02 Shopping Day</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/03-izuzu-rodeo-2/\" rel=\"attachment wp-att-533\">03 Izuzu Rodeo</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/04-christmas-lights-3/\" rel=\"attachment wp-att-534\">04 Christmas Lights</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/05-body-politics-2/\" rel=\"attachment wp-att-535\">05 Body Politics</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/06-mall-kiosk-2/\" rel=\"attachment wp-att-536\">06 Mall Kiosk</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/07-coca-cola-2/\" rel=\"attachment wp-att-537\">07 Coca-Cola</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/08-roadkill-2/\" rel=\"attachment wp-att-538\">08 Roadkill</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/09-sports-section-2/\" rel=\"attachment wp-att-539\">09 Sports Section</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/10-home-cooking-2/\" rel=\"attachment wp-att-540\">10 Home Cooking</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/11-television-news-2/\" rel=\"attachment wp-att-541\">11 Television News</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/12-universal-price-code-2/\" rel=\"attachment wp-att-542\">12 Universal Price Code</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/13-popcorn-2/\" rel=\"attachment wp-att-543\">13 Popcorn.</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/14-bath-salts-2/\" rel=\"attachment wp-att-544\">14 Bath Salts</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/15-spring-break-2/\" rel=\"attachment wp-att-545\">15 Spring Break</a>\r\n\r\nApril - July 1998\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/01-love-your-body-2/\" rel=\"attachment wp-att-546\">01 Love Your Body</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/02-taxes-2/\" rel=\"attachment wp-att-547\">02 Taxes</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/03-dustbuster-2/\" rel=\"attachment wp-att-548\">03 Dustbuster</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/04-volkswagen-beetle-2/\" rel=\"attachment wp-att-549\">04 Volkswagen Beetle</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/05-microwave-2/\" rel=\"attachment wp-att-550\">05 Microwave</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/06-horticulture-2/\" rel=\"attachment wp-att-551\">06 Horticulture</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/07-excrement-occurs-2/\" rel=\"attachment wp-att-552\">07 Excrement Occurs</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/08-bottom-line-2/\" rel=\"attachment wp-att-553\">08 Bottom Line</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/09-graduation-2/\" rel=\"attachment wp-att-554\">09 Graduation</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/10-born-to-shop-2/\" rel=\"attachment wp-att-555\">10 Born to Shop</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/11-cosmetics-2/\" rel=\"attachment wp-att-556\">11 Cosmetics</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/12-doors-2/\" rel=\"attachment wp-att-557\">12 Doors</a>\r\n\r\nJuly - November 1998\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/01-stress-management-2/\" rel=\"attachment wp-att-558\">01 Stress Management</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/02-lines-2/\" rel=\"attachment wp-att-559\">02 Lines</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/03-just-looking-2/\" rel=\"attachment wp-att-560\">03 Just Looking</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/04-botox-2/\" rel=\"attachment wp-att-561\">04 Botox</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/05-perception-analyzer-2/\" rel=\"attachment wp-att-562\">05 Perception Analyzer</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/06-back-to-school-sale-2/\" rel=\"attachment wp-att-563\">06 Back to School Sale</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/07-corn-dog_labor-day-2/\" rel=\"attachment wp-att-564\">07 Corn Dog_Labor Day</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/08-voicemail-2/\" rel=\"attachment wp-att-565\">08 Voicemail</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/09-imac-2/\" rel=\"attachment wp-att-566\">09 iMac</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/10-lipstick-2/\" rel=\"attachment wp-att-567\">10 Lipstick</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/11-malls-2/\" rel=\"attachment wp-att-568\">11 Malls</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/12-drivers-license-2/\" rel=\"attachment wp-att-569\">12 Driver\'s License</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/13-the-truck-2/\" rel=\"attachment wp-att-570\">13 The Truck</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/14-election-day-1998-2/\" rel=\"attachment wp-att-571\">14 Election Day 1998</a>\r\n\r\nNovember 1998 - February 1999\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/01-fun-morality-2/\" rel=\"attachment wp-att-572\">01 Fun Morality</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/02-be-like-mike-2/\" rel=\"attachment wp-att-573\">02 Be Like Mike</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/03-piercing-2/\" rel=\"attachment wp-att-574\">03 Piercing</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/04-christmas-lights-4/\" rel=\"attachment wp-att-575\">04 Christmas Lights</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/05-shopping-day-1998-2/\" rel=\"attachment wp-att-576\">05 Shopping Day 1998</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/06-christ-muss-2/\" rel=\"attachment wp-att-577\">06 Christ-muss</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/07-new-years-eve-2/\" rel=\"attachment wp-att-578\">07 New Year\'s Eve</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/08-peter-pandering-2/\" rel=\"attachment wp-att-579\">08 Peter Pandering</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/09-interactive-toys-2/\" rel=\"attachment wp-att-580\">09 Interactive Toys</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/10-martin-luther-king-jr-day-2/\" rel=\"attachment wp-att-581\">10 Martin Luther King Jr. Day</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/11-super-bowl-1999-2/\" rel=\"attachment wp-att-582\">11 Super Bowl 1999</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/12-keeping-up-with-the-joneses-2/\" rel=\"attachment wp-att-583\">12 Keeping Up with the Joneses</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/13-valentines-day-1999-2/\" rel=\"attachment wp-att-584\">13 Valentine\'s Day 1999</a>\r\n\r\nFebruary - May 1999\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/01-girl-scouts-2/\" rel=\"attachment wp-att-585\">01 Girl Scouts</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/02-escalators-2/\" rel=\"attachment wp-att-586\">02 Escalators</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/03-penny-2/\" rel=\"attachment wp-att-587\">03 Penny</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/04-arcadia-2/\" rel=\"attachment wp-att-588\">04 Arcadia</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/05-april-fools-2/\" rel=\"attachment wp-att-589\">05 April Fools</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/06-security-camera-2/\" rel=\"attachment wp-att-590\">06 Security Camera</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/07-tax-shifting-2/\" rel=\"attachment wp-att-591\">07 Tax Shifting</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/08-jesse-action-figure-2/\" rel=\"attachment wp-att-592\">08 Jesse Action Figure</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/09-garden-2/\" rel=\"attachment wp-att-593\">09 Garden</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/10-testing-2/\" rel=\"attachment wp-att-594\">10 Testing</a>\r\n\r\nMay - September 1999\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/01-graduation-2/\" rel=\"attachment wp-att-595\">01 Graduation</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/02-roller-coasters-2/\" rel=\"attachment wp-att-596\">02 Roller Coasters</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/03-deodorant-2/\" rel=\"attachment wp-att-597\">03 Deodorant</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/04-bachelor-party-2/\" rel=\"attachment wp-att-598\">04 Bachelor Party</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/05-4th-of-july-2/\" rel=\"attachment wp-att-599\">05 4th of July</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/06-5th-of-july-2/\" rel=\"attachment wp-att-600\">06 5th of July</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/07-banana-2/\" rel=\"attachment wp-att-601\">07 Banana</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/08-suntan-2/\" rel=\"attachment wp-att-602\">08 Suntan</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/09-cool-whip-2/\" rel=\"attachment wp-att-603\">09 Cool Whip</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/10-garbage-bag-2/\" rel=\"attachment wp-att-604\">10 Garbage Bag</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/11-restrooms-2/\" rel=\"attachment wp-att-605\">11 Restrooms</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/12-bureaucrat-2/\" rel=\"attachment wp-att-606\">12 Bureaucrat</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/13-cotton-candy-2/\" rel=\"attachment wp-att-607\">13 Cotton Candy</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/14-syllabus-2/\" rel=\"attachment wp-att-608\">14 Syllabus</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/15-tv-guide_american-survey-2-2/\" rel=\"attachment wp-att-609\">15 TV Guide_American Survey (2)</a>\r\n\r\nOctober 1999 - February 2000\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/1-01-stadium-2/\" rel=\"attachment wp-att-610\">1-01 Stadium</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/1-02-quilts-2/\" rel=\"attachment wp-att-611\">1-02 Quilts</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/1-03-minimum-wage-2/\" rel=\"attachment wp-att-612\">1-03 Minimum Wage</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/1-04-football-jersey-2/\" rel=\"attachment wp-att-613\">1-04 Football Jersey</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/1-05-professional-wrestling-2/\" rel=\"attachment wp-att-614\">1-05 Professional Wrestling</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/1-06-thanksgiving-2/\" rel=\"attachment wp-att-615\">1-06 Thanksgiving</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/1-07-its-you-2/\" rel=\"attachment wp-att-616\">1-07 It\'s You</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/1-08-christmas-gift-2/\" rel=\"attachment wp-att-617\">1-08 Christmas Gift</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/1-09-christmas-kids-2/\" rel=\"attachment wp-att-618\">1-09 Christmas Kids</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/1-10-ghost-of-christmas-presents-2/\" rel=\"attachment wp-att-619\">1-10 Ghost of Christmas Presents</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/1-11-new-year_lose-weight-2/\" rel=\"attachment wp-att-620\">1-11 New Year_Lose Weight</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/1-12-perfume-2/\" rel=\"attachment wp-att-621\">1-12 Perfume</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/1-13-getting-in-shape-2/\" rel=\"attachment wp-att-622\">1-13 Getting in Shape</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/1-14-millionaire-2/\" rel=\"attachment wp-att-623\">1-14 Millionaire</a>\r\n\r\nFebruary - May 2000\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/01-superbowl-2000-2/\" rel=\"attachment wp-att-624\">01 Superbowl 2000</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/02-road-map-2/\" rel=\"attachment wp-att-625\">02 Road Map</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/03-valentines-day-2000-2/\" rel=\"attachment wp-att-626\">03 Valentine\'s Day 2000</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/04-bridal-magazine-2/\" rel=\"attachment wp-att-627\">04 Bridal Magazine</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/05-real-estate-classifieds-2/\" rel=\"attachment wp-att-628\">05 Real Estate Classifieds</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/06-food-court-2/\" rel=\"attachment wp-att-629\">06 Food Court</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/07-mardi-gras-2/\" rel=\"attachment wp-att-630\">07 Mardi Gras</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/08-frugality-channel-2/\" rel=\"attachment wp-att-631\">08 Frugality Channel</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/09-the-gap-2/\" rel=\"attachment wp-att-632\">09 The Gap</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/10-reinvent-yourself-2/\" rel=\"attachment wp-att-633\">10 Reinvent Yourself</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/11-real-simple-2/\" rel=\"attachment wp-att-634\">11 Real Simple</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/12-victorias-secret-2/\" rel=\"attachment wp-att-635\">12 Victoria\'s Secret</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/13-bachelor-party-2/\" rel=\"attachment wp-att-636\">13 Bachelor Party</a>\r\n\r\nJune - September 2000\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/01-store-hours-2/\" rel=\"attachment wp-att-637\">01 Store Hours</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/02-boredom-2/\" rel=\"attachment wp-att-638\">02 Boredom</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/03-california-closets-2/\" rel=\"attachment wp-att-639\">03 California Closets</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/04-spreadsheets-2/\" rel=\"attachment wp-att-640\">04 Spreadsheets</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/05-lucky-2/\" rel=\"attachment wp-att-641\">05 Lucky</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/06-justice-2/\" rel=\"attachment wp-att-642\">06 Justice</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/07-price-is-right-2/\" rel=\"attachment wp-att-643\">07 Price is Right</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/08-shoes-2/\" rel=\"attachment wp-att-644\">08 Shoes</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/09-vacation-2/\" rel=\"attachment wp-att-645\">09 Vacation</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/10-back-to-school-2/\" rel=\"attachment wp-att-646\">10 Back to School</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/11-state-fair-2/\" rel=\"attachment wp-att-647\">11 State Fair</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/12-labor-day-2/\" rel=\"attachment wp-att-648\">12 Labor Day</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/13-mirrors-2/\" rel=\"attachment wp-att-649\">13 Mirrors</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/14-saturday-2/\" rel=\"attachment wp-att-650\">14 Saturday</a>\r\n\r\nSeptember - December 2000\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/01-sprawl-2/\" rel=\"attachment wp-att-651\">01 Sprawl</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/02-tv-season-2/\" rel=\"attachment wp-att-652\">02 TV Season</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/03-designer-2/\" rel=\"attachment wp-att-653\">03 Designer</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/04-newspapers-2/\" rel=\"attachment wp-att-654\">04 Newspapers</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/05-washington-2/\" rel=\"attachment wp-att-656\">05 Washington</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/06-clothing-tags-2/\" rel=\"attachment wp-att-655\">06 Clothing Tags</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/07-rainforest-cafe-2/\" rel=\"attachment wp-att-657\">07 Rainforest Cafe</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/08-buy-nothing-day-2/\" rel=\"attachment wp-att-658\">08 Buy Nothing Day</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/09-christmas-2/\" rel=\"attachment wp-att-659\">09 Christmas</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/10-ad-vent-2/\" rel=\"attachment wp-att-660\">10 Ad-Vent</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/11-silent-night-2/\" rel=\"attachment wp-att-662\">11 Silent Night</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/12-solstice-2/\" rel=\"attachment wp-att-661\">12 Solstice</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/13-novelty-new-and-improved-2/\" rel=\"attachment wp-att-663\">13 Novelty, New and Improved</a>\r\n\r\n&nbsp;\r\n\r\n&nbsp;','Dr. America essays (audio)','','inherit','open','open','','511-revision-3','','','2011-08-19 18:52:55','2011-08-19 18:52:55','',511,'http://natureofcollege.org/2011/08/511-revision-3/',0,'revision','',0),(667,5,'2011-08-22 14:44:37','2011-08-22 14:44:37','','02 Race','','inherit','open','open','','02-race-2','','','2011-08-22 14:44:37','2011-08-22 14:44:37','',511,'http://natureofcollege.org/wp-content/uploads/02-Race1.m4a',0,'attachment','audio/mpeg',0),(666,5,'2011-08-22 14:43:59','2011-08-22 14:43:59','','01 Choice','','inherit','open','open','','01-choice-2','','','2011-08-22 14:43:59','2011-08-22 14:43:59','',511,'http://natureofcollege.org/wp-content/uploads/01-Choice1.m4a',0,'attachment','audio/mpeg',0),(668,5,'2011-08-22 14:44:54','2011-08-22 14:44:54','','03 Temptation Island','','inherit','open','open','','03-temptation-island-2','','','2011-08-22 14:44:54','2011-08-22 14:44:54','',511,'http://natureofcollege.org/wp-content/uploads/03-Temptation-Island1.m4a',0,'attachment','audio/mpeg',0),(669,5,'2011-08-22 14:45:20','2011-08-22 14:45:20','','04 Muzak','','inherit','open','open','','04-muzak-2','','','2011-08-22 14:45:20','2011-08-22 14:45:20','',511,'http://natureofcollege.org/wp-content/uploads/04-Muzak1.m4a',0,'attachment','audio/mpeg',0),(670,5,'2011-08-22 14:45:36','2011-08-22 14:45:36','','05 Valentine\'s Day 2001','','inherit','open','open','','05-valentines-day-2001-2','','','2011-08-22 14:45:36','2011-08-22 14:45:36','',511,'http://natureofcollege.org/wp-content/uploads/05-Valentines-Day-20011.m4a',0,'attachment','audio/mpeg',0),(671,5,'2011-08-22 14:45:50','2011-08-22 14:45:50','','06 Home Shopping','','inherit','open','open','','06-home-shopping-2','','','2011-08-22 14:45:50','2011-08-22 14:45:50','',511,'http://natureofcollege.org/wp-content/uploads/06-Home-Shopping1.m4a',0,'attachment','audio/mpeg',0),(672,5,'2011-08-22 14:47:14','2011-08-22 14:47:14','','07 Built Ford Tough','','inherit','open','open','','07-built-ford-tough-2','','','2011-08-22 14:47:14','2011-08-22 14:47:14','',511,'http://natureofcollege.org/wp-content/uploads/07-Built-Ford-Tough1.m4a',0,'attachment','audio/mpeg',0),(673,5,'2011-08-22 14:49:13','2011-08-22 14:49:13','','08 Class Warfare','','inherit','open','open','','08-class-warfare-2','','','2011-08-22 14:49:13','2011-08-22 14:49:13','',511,'http://natureofcollege.org/wp-content/uploads/08-Class-Warfare1.m4a',0,'attachment','audio/mpeg',0),(674,5,'2011-08-22 14:49:25','2011-08-22 14:49:25','','09 Cool','','inherit','open','open','','09-cool-2','','','2011-08-22 14:49:25','2011-08-22 14:49:25','',511,'http://natureofcollege.org/wp-content/uploads/09-Cool1.m4a',0,'attachment','audio/mpeg',0),(675,5,'2011-08-22 14:49:38','2011-08-22 14:49:38','','10 Eye of the Needle','','inherit','open','open','','10-eye-of-the-needle-2','','','2011-08-22 14:49:38','2011-08-22 14:49:38','',511,'http://natureofcollege.org/wp-content/uploads/10-Eye-of-the-Needle1.m4a',0,'attachment','audio/mpeg',0),(676,5,'2011-08-22 14:49:51','2011-08-22 14:49:51','','11 Taxpayer','','inherit','open','open','','11-taxpayer-2','','','2011-08-22 14:49:51','2011-08-22 14:49:51','',511,'http://natureofcollege.org/wp-content/uploads/11-Taxpayer1.m4a',0,'attachment','audio/mpeg',0),(677,5,'2011-08-22 14:50:52','2011-08-22 14:50:52','','12 Soul','','inherit','open','open','','12-soul-2','','','2011-08-22 14:50:52','2011-08-22 14:50:52','',511,'http://natureofcollege.org/wp-content/uploads/12-Soul1.m4a',0,'attachment','audio/mpeg',0),(678,5,'2011-08-22 14:51:58','2011-08-22 14:51:58','','13 Shampoo','','inherit','open','open','','13-shampoo-2','','','2011-08-22 14:51:58','2011-08-22 14:51:58','',511,'http://natureofcollege.org/wp-content/uploads/13-Shampoo1.m4a',0,'attachment','audio/mpeg',0),(679,5,'2011-08-19 18:52:55','2011-08-19 18:52:55','&nbsp;\r\n\r\nDr. America Recordings\r\n\r\nJuly - October 1997\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/01-cool-whip-2/\" rel=\"attachment wp-att-514\">01 Cool Whip</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/02-nike-swoosh-2/\" rel=\"attachment wp-att-515\">02 Nike Swoosh</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/03-garbage-bag-2/\" rel=\"attachment wp-att-516\">03 Garbage Bag</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/04-bowling-ball-2/\" rel=\"attachment wp-att-517\">04 Bowling Ball</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/05-kodak-picture-spot-2/\" rel=\"attachment wp-att-518\">05 Kodak Picture Spot</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/06-shit-happens-2/\" rel=\"attachment wp-att-519\">06 Shit Happens</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/07-t-v-season-2/\" rel=\"attachment wp-att-520\">07 T.V. Season</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/08-remote-control-2/\" rel=\"attachment wp-att-521\">08 Remote Control</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/09-laughtracks-2/\" rel=\"attachment wp-att-523\">09 Laughtracks</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/10-mosquito-repellent-2/\" rel=\"attachment wp-att-522\">10 Mosquito Repellent</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/11-labor-day-2/\" rel=\"attachment wp-att-524\">11 Labor Day</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/12-coffee-2/\" rel=\"attachment wp-att-525\">12 Coffee</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/13-the-rake-2/\" rel=\"attachment wp-att-526\">13 The Rake</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/14-aspirin-2/\" rel=\"attachment wp-att-527\">14 Aspirin</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/15-wonder-bread-2/\" rel=\"attachment wp-att-528\">15 Wonder Bread</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/16-bottled-water-2/\" rel=\"attachment wp-att-529\">16 Bottled Water</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/17-subwoofer-2/\" rel=\"attachment wp-att-530\">17 Subwoofer</a>\r\n\r\nDecember 1997 - March 1998\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/01-christmas-cards-2/\" rel=\"attachment wp-att-531\">01 Christmas Cards</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/02-shopping-day-2/\" rel=\"attachment wp-att-532\">02 Shopping Day</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/03-izuzu-rodeo-2/\" rel=\"attachment wp-att-533\">03 Izuzu Rodeo</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/04-christmas-lights-3/\" rel=\"attachment wp-att-534\">04 Christmas Lights</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/05-body-politics-2/\" rel=\"attachment wp-att-535\">05 Body Politics</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/06-mall-kiosk-2/\" rel=\"attachment wp-att-536\">06 Mall Kiosk</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/07-coca-cola-2/\" rel=\"attachment wp-att-537\">07 Coca-Cola</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/08-roadkill-2/\" rel=\"attachment wp-att-538\">08 Roadkill</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/09-sports-section-2/\" rel=\"attachment wp-att-539\">09 Sports Section</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/10-home-cooking-2/\" rel=\"attachment wp-att-540\">10 Home Cooking</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/11-television-news-2/\" rel=\"attachment wp-att-541\">11 Television News</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/12-universal-price-code-2/\" rel=\"attachment wp-att-542\">12 Universal Price Code</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/13-popcorn-2/\" rel=\"attachment wp-att-543\">13 Popcorn.</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/14-bath-salts-2/\" rel=\"attachment wp-att-544\">14 Bath Salts</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/15-spring-break-2/\" rel=\"attachment wp-att-545\">15 Spring Break</a>\r\n\r\nApril - July 1998\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/01-love-your-body-2/\" rel=\"attachment wp-att-546\">01 Love Your Body</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/02-taxes-2/\" rel=\"attachment wp-att-547\">02 Taxes</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/03-dustbuster-2/\" rel=\"attachment wp-att-548\">03 Dustbuster</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/04-volkswagen-beetle-2/\" rel=\"attachment wp-att-549\">04 Volkswagen Beetle</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/05-microwave-2/\" rel=\"attachment wp-att-550\">05 Microwave</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/06-horticulture-2/\" rel=\"attachment wp-att-551\">06 Horticulture</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/07-excrement-occurs-2/\" rel=\"attachment wp-att-552\">07 Excrement Occurs</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/08-bottom-line-2/\" rel=\"attachment wp-att-553\">08 Bottom Line</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/09-graduation-2/\" rel=\"attachment wp-att-554\">09 Graduation</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/10-born-to-shop-2/\" rel=\"attachment wp-att-555\">10 Born to Shop</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/11-cosmetics-2/\" rel=\"attachment wp-att-556\">11 Cosmetics</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/12-doors-2/\" rel=\"attachment wp-att-557\">12 Doors</a>\r\n\r\nJuly - November 1998\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/01-stress-management-2/\" rel=\"attachment wp-att-558\">01 Stress Management</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/02-lines-2/\" rel=\"attachment wp-att-559\">02 Lines</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/03-just-looking-2/\" rel=\"attachment wp-att-560\">03 Just Looking</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/04-botox-2/\" rel=\"attachment wp-att-561\">04 Botox</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/05-perception-analyzer-2/\" rel=\"attachment wp-att-562\">05 Perception Analyzer</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/06-back-to-school-sale-2/\" rel=\"attachment wp-att-563\">06 Back to School Sale</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/07-corn-dog_labor-day-2/\" rel=\"attachment wp-att-564\">07 Corn Dog_Labor Day</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/08-voicemail-2/\" rel=\"attachment wp-att-565\">08 Voicemail</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/09-imac-2/\" rel=\"attachment wp-att-566\">09 iMac</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/10-lipstick-2/\" rel=\"attachment wp-att-567\">10 Lipstick</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/11-malls-2/\" rel=\"attachment wp-att-568\">11 Malls</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/12-drivers-license-2/\" rel=\"attachment wp-att-569\">12 Driver\'s License</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/13-the-truck-2/\" rel=\"attachment wp-att-570\">13 The Truck</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/14-election-day-1998-2/\" rel=\"attachment wp-att-571\">14 Election Day 1998</a>\r\n\r\nNovember 1998 - February 1999\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/01-fun-morality-2/\" rel=\"attachment wp-att-572\">01 Fun Morality</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/02-be-like-mike-2/\" rel=\"attachment wp-att-573\">02 Be Like Mike</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/03-piercing-2/\" rel=\"attachment wp-att-574\">03 Piercing</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/04-christmas-lights-4/\" rel=\"attachment wp-att-575\">04 Christmas Lights</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/05-shopping-day-1998-2/\" rel=\"attachment wp-att-576\">05 Shopping Day 1998</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/06-christ-muss-2/\" rel=\"attachment wp-att-577\">06 Christ-muss</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/07-new-years-eve-2/\" rel=\"attachment wp-att-578\">07 New Year\'s Eve</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/08-peter-pandering-2/\" rel=\"attachment wp-att-579\">08 Peter Pandering</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/09-interactive-toys-2/\" rel=\"attachment wp-att-580\">09 Interactive Toys</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/10-martin-luther-king-jr-day-2/\" rel=\"attachment wp-att-581\">10 Martin Luther King Jr. Day</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/11-super-bowl-1999-2/\" rel=\"attachment wp-att-582\">11 Super Bowl 1999</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/12-keeping-up-with-the-joneses-2/\" rel=\"attachment wp-att-583\">12 Keeping Up with the Joneses</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/13-valentines-day-1999-2/\" rel=\"attachment wp-att-584\">13 Valentine\'s Day 1999</a>\r\n\r\nFebruary - May 1999\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/01-girl-scouts-2/\" rel=\"attachment wp-att-585\">01 Girl Scouts</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/02-escalators-2/\" rel=\"attachment wp-att-586\">02 Escalators</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/03-penny-2/\" rel=\"attachment wp-att-587\">03 Penny</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/04-arcadia-2/\" rel=\"attachment wp-att-588\">04 Arcadia</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/05-april-fools-2/\" rel=\"attachment wp-att-589\">05 April Fools</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/06-security-camera-2/\" rel=\"attachment wp-att-590\">06 Security Camera</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/07-tax-shifting-2/\" rel=\"attachment wp-att-591\">07 Tax Shifting</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/08-jesse-action-figure-2/\" rel=\"attachment wp-att-592\">08 Jesse Action Figure</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/09-garden-2/\" rel=\"attachment wp-att-593\">09 Garden</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/10-testing-2/\" rel=\"attachment wp-att-594\">10 Testing</a>\r\n\r\nMay - September 1999\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/01-graduation-2/\" rel=\"attachment wp-att-595\">01 Graduation</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/02-roller-coasters-2/\" rel=\"attachment wp-att-596\">02 Roller Coasters</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/03-deodorant-2/\" rel=\"attachment wp-att-597\">03 Deodorant</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/04-bachelor-party-2/\" rel=\"attachment wp-att-598\">04 Bachelor Party</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/05-4th-of-july-2/\" rel=\"attachment wp-att-599\">05 4th of July</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/06-5th-of-july-2/\" rel=\"attachment wp-att-600\">06 5th of July</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/07-banana-2/\" rel=\"attachment wp-att-601\">07 Banana</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/08-suntan-2/\" rel=\"attachment wp-att-602\">08 Suntan</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/09-cool-whip-2/\" rel=\"attachment wp-att-603\">09 Cool Whip</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/10-garbage-bag-2/\" rel=\"attachment wp-att-604\">10 Garbage Bag</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/11-restrooms-2/\" rel=\"attachment wp-att-605\">11 Restrooms</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/12-bureaucrat-2/\" rel=\"attachment wp-att-606\">12 Bureaucrat</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/13-cotton-candy-2/\" rel=\"attachment wp-att-607\">13 Cotton Candy</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/14-syllabus-2/\" rel=\"attachment wp-att-608\">14 Syllabus</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/15-tv-guide_american-survey-2-2/\" rel=\"attachment wp-att-609\">15 TV Guide_American Survey (2)</a>\r\n\r\nOctober 1999 - February 2000\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/1-01-stadium-2/\" rel=\"attachment wp-att-610\">1-01 Stadium</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/1-02-quilts-2/\" rel=\"attachment wp-att-611\">1-02 Quilts</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/1-03-minimum-wage-2/\" rel=\"attachment wp-att-612\">1-03 Minimum Wage</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/1-04-football-jersey-2/\" rel=\"attachment wp-att-613\">1-04 Football Jersey</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/1-05-professional-wrestling-2/\" rel=\"attachment wp-att-614\">1-05 Professional Wrestling</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/1-06-thanksgiving-2/\" rel=\"attachment wp-att-615\">1-06 Thanksgiving</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/1-07-its-you-2/\" rel=\"attachment wp-att-616\">1-07 It\'s You</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/1-08-christmas-gift-2/\" rel=\"attachment wp-att-617\">1-08 Christmas Gift</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/1-09-christmas-kids-2/\" rel=\"attachment wp-att-618\">1-09 Christmas Kids</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/1-10-ghost-of-christmas-presents-2/\" rel=\"attachment wp-att-619\">1-10 Ghost of Christmas Presents</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/1-11-new-year_lose-weight-2/\" rel=\"attachment wp-att-620\">1-11 New Year_Lose Weight</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/1-12-perfume-2/\" rel=\"attachment wp-att-621\">1-12 Perfume</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/1-13-getting-in-shape-2/\" rel=\"attachment wp-att-622\">1-13 Getting in Shape</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/1-14-millionaire-2/\" rel=\"attachment wp-att-623\">1-14 Millionaire</a>\r\n\r\nFebruary - May 2000\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/01-superbowl-2000-2/\" rel=\"attachment wp-att-624\">01 Superbowl 2000</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/02-road-map-2/\" rel=\"attachment wp-att-625\">02 Road Map</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/03-valentines-day-2000-2/\" rel=\"attachment wp-att-626\">03 Valentine\'s Day 2000</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/04-bridal-magazine-2/\" rel=\"attachment wp-att-627\">04 Bridal Magazine</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/05-real-estate-classifieds-2/\" rel=\"attachment wp-att-628\">05 Real Estate Classifieds</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/06-food-court-2/\" rel=\"attachment wp-att-629\">06 Food Court</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/07-mardi-gras-2/\" rel=\"attachment wp-att-630\">07 Mardi Gras</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/08-frugality-channel-2/\" rel=\"attachment wp-att-631\">08 Frugality Channel</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/09-the-gap-2/\" rel=\"attachment wp-att-632\">09 The Gap</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/10-reinvent-yourself-2/\" rel=\"attachment wp-att-633\">10 Reinvent Yourself</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/11-real-simple-2/\" rel=\"attachment wp-att-634\">11 Real Simple</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/12-victorias-secret-2/\" rel=\"attachment wp-att-635\">12 Victoria\'s Secret</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/13-bachelor-party-2/\" rel=\"attachment wp-att-636\">13 Bachelor Party</a>\r\n\r\nJune - September 2000\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/01-store-hours-2/\" rel=\"attachment wp-att-637\">01 Store Hours</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/02-boredom-2/\" rel=\"attachment wp-att-638\">02 Boredom</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/03-california-closets-2/\" rel=\"attachment wp-att-639\">03 California Closets</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/04-spreadsheets-2/\" rel=\"attachment wp-att-640\">04 Spreadsheets</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/05-lucky-2/\" rel=\"attachment wp-att-641\">05 Lucky</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/06-justice-2/\" rel=\"attachment wp-att-642\">06 Justice</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/07-price-is-right-2/\" rel=\"attachment wp-att-643\">07 Price is Right</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/08-shoes-2/\" rel=\"attachment wp-att-644\">08 Shoes</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/09-vacation-2/\" rel=\"attachment wp-att-645\">09 Vacation</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/10-back-to-school-2/\" rel=\"attachment wp-att-646\">10 Back to School</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/11-state-fair-2/\" rel=\"attachment wp-att-647\">11 State Fair</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/12-labor-day-2/\" rel=\"attachment wp-att-648\">12 Labor Day</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/13-mirrors-2/\" rel=\"attachment wp-att-649\">13 Mirrors</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/14-saturday-2/\" rel=\"attachment wp-att-650\">14 Saturday</a>\r\n\r\nSeptember - December 2000\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/01-sprawl-2/\" rel=\"attachment wp-att-651\">01 Sprawl</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/02-tv-season-2/\" rel=\"attachment wp-att-652\">02 TV Season</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/03-designer-2/\" rel=\"attachment wp-att-653\">03 Designer</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/04-newspapers-2/\" rel=\"attachment wp-att-654\">04 Newspapers</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/05-washington-2/\" rel=\"attachment wp-att-656\">05 Washington</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/06-clothing-tags-2/\" rel=\"attachment wp-att-655\">06 Clothing Tags</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/07-rainforest-cafe-2/\" rel=\"attachment wp-att-657\">07 Rainforest Cafe</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/08-buy-nothing-day-2/\" rel=\"attachment wp-att-658\">08 Buy Nothing Day</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/09-christmas-2/\" rel=\"attachment wp-att-659\">09 Christmas</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/10-ad-vent-2/\" rel=\"attachment wp-att-660\">10 Ad-Vent</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/11-silent-night-2/\" rel=\"attachment wp-att-662\">11 Silent Night</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/12-solstice-2/\" rel=\"attachment wp-att-661\">12 Solstice</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/13-novelty-new-and-improved-2/\" rel=\"attachment wp-att-663\">13 Novelty, New and Improved</a>\r\n\r\n&nbsp;\r\n\r\n&nbsp;','Dr. America essays (audio)','','inherit','open','open','','511-revision-4','','','2011-08-19 18:52:55','2011-08-19 18:52:55','',511,'http://natureofcollege.org/2011/08/511-revision-4/',0,'revision','',0),(680,5,'2011-08-22 14:52:19','2011-08-22 14:52:19','&nbsp;\r\n\r\nDr. America Recordings\r\n\r\nJuly - October 1997\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/01-cool-whip-2/\" rel=\"attachment wp-att-514\">01 Cool Whip</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/02-nike-swoosh-2/\" rel=\"attachment wp-att-515\">02 Nike Swoosh</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/03-garbage-bag-2/\" rel=\"attachment wp-att-516\">03 Garbage Bag</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/04-bowling-ball-2/\" rel=\"attachment wp-att-517\">04 Bowling Ball</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/05-kodak-picture-spot-2/\" rel=\"attachment wp-att-518\">05 Kodak Picture Spot</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/06-shit-happens-2/\" rel=\"attachment wp-att-519\">06 Shit Happens</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/07-t-v-season-2/\" rel=\"attachment wp-att-520\">07 T.V. Season</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/08-remote-control-2/\" rel=\"attachment wp-att-521\">08 Remote Control</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/09-laughtracks-2/\" rel=\"attachment wp-att-523\">09 Laughtracks</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/10-mosquito-repellent-2/\" rel=\"attachment wp-att-522\">10 Mosquito Repellent</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/11-labor-day-2/\" rel=\"attachment wp-att-524\">11 Labor Day</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/12-coffee-2/\" rel=\"attachment wp-att-525\">12 Coffee</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/13-the-rake-2/\" rel=\"attachment wp-att-526\">13 The Rake</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/14-aspirin-2/\" rel=\"attachment wp-att-527\">14 Aspirin</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/15-wonder-bread-2/\" rel=\"attachment wp-att-528\">15 Wonder Bread</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/16-bottled-water-2/\" rel=\"attachment wp-att-529\">16 Bottled Water</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/17-subwoofer-2/\" rel=\"attachment wp-att-530\">17 Subwoofer</a>\r\n\r\nDecember 1997 - March 1998\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/01-christmas-cards-2/\" rel=\"attachment wp-att-531\">01 Christmas Cards</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/02-shopping-day-2/\" rel=\"attachment wp-att-532\">02 Shopping Day</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/03-izuzu-rodeo-2/\" rel=\"attachment wp-att-533\">03 Izuzu Rodeo</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/04-christmas-lights-3/\" rel=\"attachment wp-att-534\">04 Christmas Lights</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/05-body-politics-2/\" rel=\"attachment wp-att-535\">05 Body Politics</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/06-mall-kiosk-2/\" rel=\"attachment wp-att-536\">06 Mall Kiosk</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/07-coca-cola-2/\" rel=\"attachment wp-att-537\">07 Coca-Cola</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/08-roadkill-2/\" rel=\"attachment wp-att-538\">08 Roadkill</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/09-sports-section-2/\" rel=\"attachment wp-att-539\">09 Sports Section</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/10-home-cooking-2/\" rel=\"attachment wp-att-540\">10 Home Cooking</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/11-television-news-2/\" rel=\"attachment wp-att-541\">11 Television News</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/12-universal-price-code-2/\" rel=\"attachment wp-att-542\">12 Universal Price Code</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/13-popcorn-2/\" rel=\"attachment wp-att-543\">13 Popcorn.</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/14-bath-salts-2/\" rel=\"attachment wp-att-544\">14 Bath Salts</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/15-spring-break-2/\" rel=\"attachment wp-att-545\">15 Spring Break</a>\r\n\r\nApril - July 1998\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/01-love-your-body-2/\" rel=\"attachment wp-att-546\">01 Love Your Body</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/02-taxes-2/\" rel=\"attachment wp-att-547\">02 Taxes</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/03-dustbuster-2/\" rel=\"attachment wp-att-548\">03 Dustbuster</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/04-volkswagen-beetle-2/\" rel=\"attachment wp-att-549\">04 Volkswagen Beetle</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/05-microwave-2/\" rel=\"attachment wp-att-550\">05 Microwave</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/06-horticulture-2/\" rel=\"attachment wp-att-551\">06 Horticulture</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/07-excrement-occurs-2/\" rel=\"attachment wp-att-552\">07 Excrement Occurs</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/08-bottom-line-2/\" rel=\"attachment wp-att-553\">08 Bottom Line</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/09-graduation-2/\" rel=\"attachment wp-att-554\">09 Graduation</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/10-born-to-shop-2/\" rel=\"attachment wp-att-555\">10 Born to Shop</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/11-cosmetics-2/\" rel=\"attachment wp-att-556\">11 Cosmetics</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/12-doors-2/\" rel=\"attachment wp-att-557\">12 Doors</a>\r\n\r\nJuly - November 1998\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/01-stress-management-2/\" rel=\"attachment wp-att-558\">01 Stress Management</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/02-lines-2/\" rel=\"attachment wp-att-559\">02 Lines</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/03-just-looking-2/\" rel=\"attachment wp-att-560\">03 Just Looking</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/04-botox-2/\" rel=\"attachment wp-att-561\">04 Botox</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/05-perception-analyzer-2/\" rel=\"attachment wp-att-562\">05 Perception Analyzer</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/06-back-to-school-sale-2/\" rel=\"attachment wp-att-563\">06 Back to School Sale</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/07-corn-dog_labor-day-2/\" rel=\"attachment wp-att-564\">07 Corn Dog_Labor Day</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/08-voicemail-2/\" rel=\"attachment wp-att-565\">08 Voicemail</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/09-imac-2/\" rel=\"attachment wp-att-566\">09 iMac</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/10-lipstick-2/\" rel=\"attachment wp-att-567\">10 Lipstick</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/11-malls-2/\" rel=\"attachment wp-att-568\">11 Malls</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/12-drivers-license-2/\" rel=\"attachment wp-att-569\">12 Driver\'s License</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/13-the-truck-2/\" rel=\"attachment wp-att-570\">13 The Truck</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/14-election-day-1998-2/\" rel=\"attachment wp-att-571\">14 Election Day 1998</a>\r\n\r\nNovember 1998 - February 1999\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/01-fun-morality-2/\" rel=\"attachment wp-att-572\">01 Fun Morality</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/02-be-like-mike-2/\" rel=\"attachment wp-att-573\">02 Be Like Mike</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/03-piercing-2/\" rel=\"attachment wp-att-574\">03 Piercing</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/04-christmas-lights-4/\" rel=\"attachment wp-att-575\">04 Christmas Lights</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/05-shopping-day-1998-2/\" rel=\"attachment wp-att-576\">05 Shopping Day 1998</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/06-christ-muss-2/\" rel=\"attachment wp-att-577\">06 Christ-muss</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/07-new-years-eve-2/\" rel=\"attachment wp-att-578\">07 New Year\'s Eve</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/08-peter-pandering-2/\" rel=\"attachment wp-att-579\">08 Peter Pandering</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/09-interactive-toys-2/\" rel=\"attachment wp-att-580\">09 Interactive Toys</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/10-martin-luther-king-jr-day-2/\" rel=\"attachment wp-att-581\">10 Martin Luther King Jr. Day</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/11-super-bowl-1999-2/\" rel=\"attachment wp-att-582\">11 Super Bowl 1999</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/12-keeping-up-with-the-joneses-2/\" rel=\"attachment wp-att-583\">12 Keeping Up with the Joneses</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/13-valentines-day-1999-2/\" rel=\"attachment wp-att-584\">13 Valentine\'s Day 1999</a>\r\n\r\nFebruary - May 1999\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/01-girl-scouts-2/\" rel=\"attachment wp-att-585\">01 Girl Scouts</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/02-escalators-2/\" rel=\"attachment wp-att-586\">02 Escalators</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/03-penny-2/\" rel=\"attachment wp-att-587\">03 Penny</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/04-arcadia-2/\" rel=\"attachment wp-att-588\">04 Arcadia</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/05-april-fools-2/\" rel=\"attachment wp-att-589\">05 April Fools</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/06-security-camera-2/\" rel=\"attachment wp-att-590\">06 Security Camera</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/07-tax-shifting-2/\" rel=\"attachment wp-att-591\">07 Tax Shifting</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/08-jesse-action-figure-2/\" rel=\"attachment wp-att-592\">08 Jesse Action Figure</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/09-garden-2/\" rel=\"attachment wp-att-593\">09 Garden</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/10-testing-2/\" rel=\"attachment wp-att-594\">10 Testing</a>\r\n\r\nMay - September 1999\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/01-graduation-2/\" rel=\"attachment wp-att-595\">01 Graduation</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/02-roller-coasters-2/\" rel=\"attachment wp-att-596\">02 Roller Coasters</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/03-deodorant-2/\" rel=\"attachment wp-att-597\">03 Deodorant</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/04-bachelor-party-2/\" rel=\"attachment wp-att-598\">04 Bachelor Party</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/05-4th-of-july-2/\" rel=\"attachment wp-att-599\">05 4th of July</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/06-5th-of-july-2/\" rel=\"attachment wp-att-600\">06 5th of July</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/07-banana-2/\" rel=\"attachment wp-att-601\">07 Banana</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/08-suntan-2/\" rel=\"attachment wp-att-602\">08 Suntan</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/09-cool-whip-2/\" rel=\"attachment wp-att-603\">09 Cool Whip</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/10-garbage-bag-2/\" rel=\"attachment wp-att-604\">10 Garbage Bag</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/11-restrooms-2/\" rel=\"attachment wp-att-605\">11 Restrooms</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/12-bureaucrat-2/\" rel=\"attachment wp-att-606\">12 Bureaucrat</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/13-cotton-candy-2/\" rel=\"attachment wp-att-607\">13 Cotton Candy</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/14-syllabus-2/\" rel=\"attachment wp-att-608\">14 Syllabus</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/15-tv-guide_american-survey-2-2/\" rel=\"attachment wp-att-609\">15 TV Guide_American Survey (2)</a>\r\n\r\nOctober 1999 - February 2000\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/1-01-stadium-2/\" rel=\"attachment wp-att-610\">1-01 Stadium</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/1-02-quilts-2/\" rel=\"attachment wp-att-611\">1-02 Quilts</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/1-03-minimum-wage-2/\" rel=\"attachment wp-att-612\">1-03 Minimum Wage</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/1-04-football-jersey-2/\" rel=\"attachment wp-att-613\">1-04 Football Jersey</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/1-05-professional-wrestling-2/\" rel=\"attachment wp-att-614\">1-05 Professional Wrestling</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/1-06-thanksgiving-2/\" rel=\"attachment wp-att-615\">1-06 Thanksgiving</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/1-07-its-you-2/\" rel=\"attachment wp-att-616\">1-07 It\'s You</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/1-08-christmas-gift-2/\" rel=\"attachment wp-att-617\">1-08 Christmas Gift</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/1-09-christmas-kids-2/\" rel=\"attachment wp-att-618\">1-09 Christmas Kids</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/1-10-ghost-of-christmas-presents-2/\" rel=\"attachment wp-att-619\">1-10 Ghost of Christmas Presents</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/1-11-new-year_lose-weight-2/\" rel=\"attachment wp-att-620\">1-11 New Year_Lose Weight</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/1-12-perfume-2/\" rel=\"attachment wp-att-621\">1-12 Perfume</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/1-13-getting-in-shape-2/\" rel=\"attachment wp-att-622\">1-13 Getting in Shape</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/1-14-millionaire-2/\" rel=\"attachment wp-att-623\">1-14 Millionaire</a>\r\n\r\nFebruary - May 2000\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/01-superbowl-2000-2/\" rel=\"attachment wp-att-624\">01 Superbowl 2000</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/02-road-map-2/\" rel=\"attachment wp-att-625\">02 Road Map</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/03-valentines-day-2000-2/\" rel=\"attachment wp-att-626\">03 Valentine\'s Day 2000</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/04-bridal-magazine-2/\" rel=\"attachment wp-att-627\">04 Bridal Magazine</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/05-real-estate-classifieds-2/\" rel=\"attachment wp-att-628\">05 Real Estate Classifieds</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/06-food-court-2/\" rel=\"attachment wp-att-629\">06 Food Court</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/07-mardi-gras-2/\" rel=\"attachment wp-att-630\">07 Mardi Gras</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/08-frugality-channel-2/\" rel=\"attachment wp-att-631\">08 Frugality Channel</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/09-the-gap-2/\" rel=\"attachment wp-att-632\">09 The Gap</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/10-reinvent-yourself-2/\" rel=\"attachment wp-att-633\">10 Reinvent Yourself</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/11-real-simple-2/\" rel=\"attachment wp-att-634\">11 Real Simple</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/12-victorias-secret-2/\" rel=\"attachment wp-att-635\">12 Victoria\'s Secret</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/13-bachelor-party-2/\" rel=\"attachment wp-att-636\">13 Bachelor Party</a>\r\n\r\nJune - September 2000\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/01-store-hours-2/\" rel=\"attachment wp-att-637\">01 Store Hours</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/02-boredom-2/\" rel=\"attachment wp-att-638\">02 Boredom</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/03-california-closets-2/\" rel=\"attachment wp-att-639\">03 California Closets</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/04-spreadsheets-2/\" rel=\"attachment wp-att-640\">04 Spreadsheets</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/05-lucky-2/\" rel=\"attachment wp-att-641\">05 Lucky</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/06-justice-2/\" rel=\"attachment wp-att-642\">06 Justice</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/07-price-is-right-2/\" rel=\"attachment wp-att-643\">07 Price is Right</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/08-shoes-2/\" rel=\"attachment wp-att-644\">08 Shoes</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/09-vacation-2/\" rel=\"attachment wp-att-645\">09 Vacation</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/10-back-to-school-2/\" rel=\"attachment wp-att-646\">10 Back to School</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/11-state-fair-2/\" rel=\"attachment wp-att-647\">11 State Fair</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/12-labor-day-2/\" rel=\"attachment wp-att-648\">12 Labor Day</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/13-mirrors-2/\" rel=\"attachment wp-att-649\">13 Mirrors</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/14-saturday-2/\" rel=\"attachment wp-att-650\">14 Saturday</a>\r\n\r\nSeptember - December 2000\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/01-sprawl-2/\" rel=\"attachment wp-att-651\">01 Sprawl</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/02-tv-season-2/\" rel=\"attachment wp-att-652\">02 TV Season</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/03-designer-2/\" rel=\"attachment wp-att-653\">03 Designer</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/04-newspapers-2/\" rel=\"attachment wp-att-654\">04 Newspapers</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/05-washington-2/\" rel=\"attachment wp-att-656\">05 Washington</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/06-clothing-tags-2/\" rel=\"attachment wp-att-655\">06 Clothing Tags</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/07-rainforest-cafe-2/\" rel=\"attachment wp-att-657\">07 Rainforest Cafe</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/08-buy-nothing-day-2/\" rel=\"attachment wp-att-658\">08 Buy Nothing Day</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/09-christmas-2/\" rel=\"attachment wp-att-659\">09 Christmas</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/10-ad-vent-2/\" rel=\"attachment wp-att-660\">10 Ad-Vent</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/11-silent-night-2/\" rel=\"attachment wp-att-662\">11 Silent Night</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/12-solstice-2/\" rel=\"attachment wp-att-661\">12 Solstice</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/13-novelty-new-and-improved-2/\" rel=\"attachment wp-att-663\">13 Novelty, New and Improved</a>\r\n\r\nJanuary - April 2001\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/01-choice-2/\" rel=\"attachment wp-att-666\">01 Choice</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/02-race-2/\" rel=\"attachment wp-att-667\">02 Race</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/03-temptation-island-2/\" rel=\"attachment wp-att-668\">03 Temptation Island</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/04-muzak-2/\" rel=\"attachment wp-att-669\">04 Muzak</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/05-valentines-day-2001-2/\" rel=\"attachment wp-att-670\">05 Valentine\'s Day 2001</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/06-home-shopping-2/\" rel=\"attachment wp-att-671\">06 Home Shopping</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/07-built-ford-tough-2/\" rel=\"attachment wp-att-672\">07 Built Ford Tough</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/08-class-warfare-2/\" rel=\"attachment wp-att-673\">08 Class Warfare</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/09-cool-2/\" rel=\"attachment wp-att-674\">09 Cool</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/10-eye-of-the-needle-2/\" rel=\"attachment wp-att-675\">10 Eye of the Needle</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/11-taxpayer-2/\" rel=\"attachment wp-att-676\">11 Taxpayer</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/12-soul-2/\" rel=\"attachment wp-att-677\">12 Soul</a>\r\n\r\n<a href=\"http://natureofcollege.org/essays/dr-america/dr-america-essays-audio/13-shampoo-2/\" rel=\"attachment wp-att-678\">13 Shampoo</a>\r\n\r\n&nbsp;\r\n\r\n&nbsp;','Dr. America essays (audio)','','inherit','open','open','','511-revision-5','','','2011-08-22 14:52:19','2011-08-22 14:52:19','',511,'http://natureofcollege.org/2011/08/511-revision-5/',0,'revision','',0),(681,5,'2011-08-24 21:58:51','2011-08-24 21:58:51','The National Retail Federation has published its <a href=\"http://www.nrf.com/modules.php?name=News&amp;op=viewlive&amp;sp_id=1157\">survey </a>on back to school spending for K-12 and college students. Trends are flat due to the bad economy, but retailers are still counting on college students to power their sales as they return to campus. Retailers like <a href=\"http://backtocollege.craveonline.com/\">Ikea</a> and websites like <a href=\"http://www.collegefashion.net/trends/back-to-school-shopping-guide-fall-2011-fashion-trends/\">College Fashion</a> are telling us what we \"need\"--without, of course, any mention of the environmental impacts of our \"necessities.\"','Back to College','','publish','closed','closed','','back-to-college','','','2018-07-09 14:31:58','2018-07-09 19:31:58','',0,'http://natureofcollege.org/?p=681',0,'post','',0),(682,5,'2011-08-24 21:58:46','2011-08-24 21:58:46','The National Retail Federation has published its <a href=\"http://www.nrf.com/modules.php?name=News&amp;op=viewlive&amp;sp_id=1157\">survey </a>on back to school spending for K-12 and college students. Trends are flat due to the bad economy, but retailers are still counting on college students to power their sales as they return to campus. Retailers like <a href=\"http://backtocollege.craveonline.com/\">Ikea</a> and websites like <a href=\"http://www.collegefashion.net/trends/back-to-school-shopping-guide-fall-2011-fashion-trends/\">College Fashion</a> are telling us what we \"need\"--without, of course, any mention of the environmental impacts of our \"necessities.\"','Back to College','','inherit','open','open','','681-revision','','','2011-08-24 21:58:46','2011-08-24 21:58:46','',681,'http://natureofcollege.org/2011/08/681-revision/',0,'revision','',0),(683,5,'2011-08-25 12:36:20','2011-08-25 12:36:20','The National Retail Federation has published its <a href=\"http://www.nrf.com/modules.php?name=News&amp;op=viewlive&amp;sp_id=1157\">survey </a>on back to school spending for K-12 and college students. Trends are flat due to the bad economy, but retailers are still counting on college students to power their sales as they return to campus. Retailers like <a href=\"http://backtocollege.craveonline.com/\">Ikea</a> and websites like <a href=\"http://www.collegefashion.net/trends/back-to-school-shopping-guide-fall-2011-fashion-trends/\">College Fashion</a> are telling us what we \"need\"--without, of course, any mention of the environmental impacts of our \"necessities.\"','Back to College','','inherit','open','open','','681-autosave','','','2011-08-25 12:36:20','2011-08-25 12:36:20','',681,'http://natureofcollege.org/2011/08/681-autosave/',0,'revision','',0),(684,5,'2011-08-25 22:17:33','2011-08-25 22:17:33','The Beloit College Mindset list came out this week, with some poignant reminders of the pace of change in the United States. For entering first-year students,\r\n\r\n<em>There has always been an Internet ramp onto the information highway.</em>\r\n\r\n<em>Faux Christmas trees have always outsold real ones.</em>\r\n\r\n<em>As they’ve grown up on websites and cell phones, adult experts have constantly fretted about their alleged deficits of empathy and concentration.</em>\r\n\r\n<em>They’ve always been able to dismiss boring old ideas with “been there, done that, gotten the T-shirt.”</em>\r\n\r\n<em>Public schools have always made space available for advertising</em>\r\n\r\n<em>They’ve often broken up with their significant others via texting, Facebook, or MySpace</em>\r\n\r\nCollege students seem to be growing up in a different society than their parents. Increasingly, college students are also growing up on a different planet, but there’s not a lot of environmental content in the Beloit mindset. So here are ten additions to the list, reminding us both how far environmentalism has come, and how far we have to go.\r\n\r\n1. “Captain Planet” was only available in re-runs.\r\n\r\n2. The United States has always had an Environmental Protection Agency.\r\n\r\n3. Recycling has always been the main way you show you’re environmentally concerned.\r\n\r\n4. These students have experienced nine of the ten hottest years on record, and they know that climate change is real.\r\n\r\n5. They know Al Gore (if at all) more from the movie <em>An Inconvenient Truth </em>than from his book <em>Earth in the Balance, </em>published the year before they were born.\r\n\r\n6. “Old McDonald” has always been a nostalgic fantasy about a time before industrial agriculture and factory farms.\r\n\r\n7. Vegetarianism has always been an acceptable option among their peers.\r\n\r\n8. Corporations have always greenwashed their products.\r\n\r\n9. The Republican Party has always opposed environmental policy and regulation, and . . .\r\n\r\n10. Global weirding has always been on the American political agenda, but nothing ever gets done.','The Beloit College Mindset List','','publish','closed','closed','','the-beloit-college-mindset-list','','','2018-07-09 14:31:58','2018-07-09 19:31:58','',0,'http://natureofcollege.org/?p=684',0,'post','',0),(685,5,'2011-08-25 22:17:09','2011-08-25 22:17:09','','The Beloit College Mindset List','','inherit','open','open','','684-revision','','','2011-08-25 22:17:09','2011-08-25 22:17:09','',684,'http://natureofcollege.org/2011/08/684-revision/',0,'revision','',0),(686,5,'2011-08-25 22:18:38','2011-08-25 22:18:38','The Beloit College Mindset list came out this week, with some poignant reminders of the pace of change in the United States. For entering first-year students,\n\n<em>There has always been an Internet ramp onto the information highway.</em>\n\n<em>Faux Christmas trees have always outsold real ones.</em>\n\n<em>As they’ve grown up on websites and cell phones, adult experts have constantly fretted about their alleged deficits of empathy and concentration.</em>\n\n<em>They’ve always been able to dismiss boring old ideas with “been there, done that, gotten the T-shirt.”</em>\n\n<em>Public schools have always made space available for advertising</em>\n\n<em>They’ve often broken up with their significant others via texting, Facebook, or MySpace</em>\n\nCollege students seem to be growing up in a different society than their parents. Increasingly, college students are also growing up on a different planet, but there’s not a lot of environmental content in the Beloit mindset. So here are ten additions to the list, reminding us both how far environmentalism has come, and how far we have to go.\n\n1. “Captain Planet” was only available in re-runs.\n\n2. The United States has always had an Environmental Protection Agency.\n\n3. Recycling has always been the main way you show you’re environmentally concerned.\n\n4. These students have experienced nine of the ten hottest years on record, and they know that climate change is real.\n\n5. They know Al Gore (if at all) more from the movie <em>An Inconvenient Truth </em>than from his book <em>Earth in the Balance, </em>published the year before they were born.\n\n6. “Old McDonald” has always been a nostalgic fantasy about a time before industrial agriculture and factory farms.\n\n7. Vegetarianism has always been an acceptable option among their peers.\n\n8. Corporations have always greenwashed their products.\n\n9. The Republican Party has always opposed environmental policy and regulation, and . . .\n\n10. Global weirding has always been on the American political agenda, but nothing ever gets done.','The Beloit College Mindset List','','inherit','open','open','','684-autosave','','','2011-08-25 22:18:38','2011-08-25 22:18:38','',684,'http://natureofcollege.org/2011/08/684-autosave/',0,'revision','',0),(687,5,'2010-10-27 03:39:05','2010-10-27 03:39:05','<strong>The Nature of College<em> is equal measures sociology, ecology, and clarion call to a bigger vision of higher education. Jim Farrell has thought as deeply as anyone about the real lives of students, the college experience, and how to hitch both to preserving the habitability of the Earth. This should be the first book every college student reads.</em></strong>\r\n\r\n<em> </em>David W. Orr, Paul Sears Distinguished Professor of Environmental Studies and Politics at Oberlin College and author of Earth in Mind: On Education, Environment, and the Human Prospect<em> </em>\r\n\r\n<em> </em>\r\n<p style=\"text-align: center;\"><strong>* * *</strong></p>\r\n<em> </em>\r\n\r\n<strong><em>Students, unite! This is a must-read handbook for how to take over the world and make it more sustainable and ethical. It\'s fast. It\'s funny. It\'s wise. It\'s about love, nature, sex, brushing your teeth, and wearing a pair of jeans—all to make a future that\'s worthy of your dreams.</em></strong>\r\n\r\nJenny Price, author of <em>Flight Maps: Adventures with Nature in Modern America</em><em> </em>\r\n\r\n<em> </em>\r\n<p style=\"text-align: center;\"><strong>* * *</strong></p>\r\n<em> </em>\r\n\r\n<strong><em>“Academic success won’t mean much in a world of ecological failure,” says Jim Farrell. This lively and insightful guide raises profound issues with a light touch—and speaks to the college student in all of us. I highly recommend it.</em></strong>\r\n\r\nPeggy Barlett, Goodrich C. White Professor of Anthropology at Emory University and coeditor of<em> Sustainability on Campus: Stories and Strategies for Change</em>','Comments from Readers','','inherit','open','open','','136-revision-4','','','2010-10-27 03:39:05','2010-10-27 03:39:05','',136,'http://natureofcollege.org/2010/10/136-revision-4/',0,'revision','',0),(688,5,'2011-08-26 18:07:22','2011-08-26 18:07:22','<strong>The Nature of College<em> is equal measures sociology, ecology, and clarion call to a bigger vision of higher education. Jim Farrell has thought as deeply as anyone about the real lives of students, the college experience, and how to hitch both to preserving the habitability of the Earth. This should be the first book every college student reads.</em></strong>\r\n\r\n<em> </em>David W. Orr, Paul Sears Distinguished Professor of Environmental Studies and Politics at Oberlin College and author of Earth in Mind: On Education, Environment, and the Human Prospect<em> </em>\r\n\r\n&nbsp;\r\n<p style=\"text-align: center;\"><strong>* * *</strong></p>\r\n&nbsp;\r\n\r\n<strong><em>Students, unite! This is a must-read handbook for how to take over the world and make it more sustainable and ethical. It\'s fast. It\'s funny. It\'s wise. It\'s about love, nature, sex, brushing your teeth, and wearing a pair of jeans—all to make a future that\'s worthy of your dreams.</em></strong>\r\n\r\nJenny Price, author of <em>Flight Maps: Adventures with Nature in Modern America</em><em> </em>\r\n\r\n&nbsp;\r\n<p style=\"text-align: center;\"><strong>* * *</strong></p>\r\n&nbsp;\r\n\r\n<strong><em>“Academic success won’t mean much in a world of ecological failure,” says Jim Farrell. This lively and insightful guide raises profound issues with a light touch—and speaks to the college student in all of us. I highly recommend it.</em></strong>\r\n\r\nPeggy Barlett, Goodrich C. White Professor of Anthropology at Emory University and coeditor of<em> Sustainability on Campus: Stories and Strategies for Change</em>\r\n<p style=\"text-align: center;\">* * *</p>\r\n\r\n<div><img src=\"http://a1.twimg.com/profile_images/1272508619/Photo_1_normal.jpg\" alt=\"Aubrey\" width=\"32\" height=\"32\" data-user-id=\"59459502\" /></div>\r\n<div><a title=\"Aubrey\" href=\"http://twitter.com/#%21/krugenstreit\" data-user-id=\"59459502\">krugenstreit</a>Aubrey\r\n<div> Thanks, <a href=\"http://twitter.com/Milkweed_Books\" rel=\"nofollow\" data-screen-name=\"Milkweed_Books\">@Milkweed_Books</a> for _The Nature of College_ by James Farrell <a title=\"#fridayreads\" href=\"http://twitter.com/#%21/search?q=%23fridayreads\" rel=\"nofollow\">#fridayreads</a></div>\r\n</div>\r\n<div><a title=\"8:44 AM Aug 19th\" href=\"http://twitter.com/#%21/krugenstreit/status/104549368882933760\">19 Aug</a></div>','Comments from Readers','','inherit','open','open','','136-revision-5','','','2011-08-26 18:07:22','2011-08-26 18:07:22','',136,'http://natureofcollege.org/2011/08/136-revision-5/',0,'revision','',0),(689,5,'2011-08-29 22:10:30','2011-08-29 22:10:30','','home_size','','inherit','open','open','','home_size','','','2011-08-29 22:10:30','2011-08-29 22:10:30','',0,'http://natureofcollege.org/wp-content/uploads/home_size.gif',0,'attachment','image/gif',0),(691,5,'2011-08-29 22:11:58','2011-08-29 22:11:58','','home_size','','inherit','open','open','','home_size-2','','','2011-08-29 22:11:58','2011-08-29 22:11:58','',690,'http://natureofcollege.org/wp-content/uploads/home_size1.gif',0,'attachment','image/gif',0),(692,5,'2011-08-29 22:11:35','2011-08-29 22:11:35','','Home, Sweet Home','','inherit','open','open','','690-revision','','','2011-08-29 22:11:35','2011-08-29 22:11:35','',690,'http://natureofcollege.org/2011/08/690-revision/',0,'revision','',0),(693,5,'2011-08-29 22:13:03','2011-08-29 22:13:03','The BBC offers this graphic <a href=\"http://natureofcollege.org/?attachment_id=691\" rel=\"attachment wp-att-691\"><img class=\"alignleft size-medium wp-image-691\" title=\"home_size\" src=\"http://natureofcollege.org/wp-content/uploads/home_size1-280x315.gif\" alt=\"\" width=\"235\" height=\"264\" /></a>to help us compare the relative size of houses in different countries in the world. The United States, of course, is number one, with our average house twice the size of a new house in the UK. But why? Are we twice as important? Are our families twice as large? Are we twice as big (perhaps so, with obesity ballooning)? Or are we twice as stupid, paying to heat and cool twice the space of the average European home?\r\n\r\nThe single-family home has long been a part of the American Dream, but not always the McMansion. What are your dreams for living space when you graduate from college? Will you do what everybody else does? Or do you have different dreams?','Home, Sweet Home','','inherit','open','open','','690-revision-2','','','2011-08-29 22:13:03','2011-08-29 22:13:03','',690,'http://natureofcollege.org/2011/08/690-revision-2/',0,'revision','',0),(694,5,'2011-08-29 22:13:03','2011-08-29 22:13:03','The BBC offers this graphic <a href=\"http://natureofcollege.org/2011/08/home-sweet-home/home_size-2/\" rel=\"attachment wp-att-691\"><img class=\"alignleft size-medium wp-image-691\" title=\"home_size\" src=\"http://natureofcollege.org/wp-content/uploads/home_size1-280x315.gif\" alt=\"\" width=\"235\" height=\"264\" /></a>to help us compare the relative size of houses in different countries in the world. The United States, of course, is number one, with our average house twice the size of a new house in the UK. But why? Are we twice as important? Are our families twice as large? Are we twice as big (perhaps so, with obesity ballooning)? Or are we twice as stupid, paying to heat and cool twice the space of the average European home?\r\n\r\nThe single-family home has long been a part of the American Dream, but not always the McMansion. What are your dreams for living space when you graduate from college? Will you do what everybody else does? Or do you have different dreams?','Home, Sweet Home','','inherit','open','open','','690-revision-3','','','2011-08-29 22:13:03','2011-08-29 22:13:03','',690,'http://natureofcollege.org/2011/08/690-revision-3/',0,'revision','',0),(695,5,'2011-08-29 22:13:45','2011-08-29 22:13:45','The BBC offers this graphic <a href=\"http://natureofcollege.org/2011/08/home-sweet-home/home_size-2/\" rel=\"attachment wp-att-691\"><img class=\"alignleft size-medium wp-image-691\" title=\"home_size\" src=\"http://natureofcollege.org/wp-content/uploads/home_size1-280x315.gif\" alt=\"\" width=\"235\" height=\"264\" /></a>to help us compare the relative size of houses in different countries in the world. The United States, of course, is number one, with our average house twice the size of a new house in the UK. But why? Are we twice as important? Are our families twice as large? Are we twice as big (perhaps so, with obesity ballooning)? Or are we twice as stupid, paying to heat and cool twice the space of the average European home?\r\n\r\nThe single-family home has long been a part of the American Dream, but not always the McMansion. What are your dreams for living space when you graduate from college? Will you do what everybody else does? Or do you have different dreams?','Home, Sweet Home','','inherit','open','open','','690-revision-4','','','2011-08-29 22:13:45','2011-08-29 22:13:45','',690,'http://natureofcollege.org/2011/08/690-revision-4/',0,'revision','',0),(696,5,'2011-08-29 22:14:51','2011-08-29 22:14:51','The BBC offers this graphic <a href=\"http://natureofcollege.org/2011/08/home-sweet-home/home_size-2/\" rel=\"attachment wp-att-691\"><img class=\"alignleft size-medium wp-image-691\" title=\"home_size\" src=\"http://natureofcollege.org/wp-content/uploads/home_size1-280x315.gif\" alt=\"\" width=\"235\" height=\"264\" /></a>to help us compare the relative size of houses in different countries in the world. The United States, of course, is number one, with our average house twice the size of a new house in the UK. But why? Are we twice as important? Are our families twice as large? Are we twice as big (perhaps so, with obesity ballooning)? Or are we twice as stupid, paying to heat and cool twice the space of the average European home?\n\nThe single-family home has long been a part of the American Dream, but not always the McMansion. What are your dreams for living space when you graduate from college? Will you do what everybody else does? Or do you have different dreams?','Home, Sweet Home','','inherit','open','open','','690-autosave','','','2011-08-29 22:14:51','2011-08-29 22:14:51','',690,'http://natureofcollege.org/2011/08/690-autosave/',0,'revision','',0),(701,5,'2011-10-02 21:29:20','2011-10-02 21:29:20','Sometimes, the ecological revolution of the 21<sup>st</sup> century seems stalled. There hasn’t been significant environmental legislation for years. Republican resourcism and denials of what everybody else can see with their own eyes dominates public discourse. Environmentalists are caricatured as Birkenstock-wearing long-haired hippies AND (inconsistently) as “enviro-nazis.”\r\n\r\nAnd yet there’s a lot going on at the grassroots. In <em>Blessed Unrest, </em>Paul Hawken contends that the environmental movements—local, logical, practical, problem-solving—are the largest social movement in the history of the world. Businesses are embracing environmental action—especially efficiencies—as standard operating procedure. And most people—even most Republicans—believe that we need to pay attention to environmental health, making polluters pay for poisoning the rest of us.\r\n\r\nThis situation isn’t new; it happened in democratic revolution of the 18<sup>th</sup> century as well. Long afterward, John Adams wrote that the American Revolution \"was effected before the war commenced. The Revolution was in the minds and hearts of the people . . . This radical change in the principles, opinions, sentiments and affections of the people was the real American Revolution.\"\r\n\r\nThat’s true for the ecological revolution as well, and so it’s worth asking: How have we affected the principles, opinions, sentiments and affections of the people we know—and the people we don’t know too? How are we engaging the hearts and minds of Americans in our time?','The Real Revolution','','publish','closed','closed','','the-real-revolution','','','2018-07-09 14:31:58','2018-07-09 19:31:58','',0,'http://natureofcollege.org/?p=701',0,'post','',0),(698,5,'2011-09-11 11:12:30','2011-09-11 11:12:30','Sometimes poetry captures reality better than prose. Here’s an excerpt from Hayden Carruth’s poem “California,” written for Adrienne Rich:\r\n\r\n<em>We drove among hills, redwood and eucalyptus,\r\ndense growth, the richness and ramifying intricacy\r\nof the world\'s loveliness, and asked\r\nwhat would be left\r\nfor our grandchildren, already born, when they are\r\nas old as we? No longer do we\r\nneed an insane president to end us\r\nby pushing a button. People\r\nneed only go on living as they are, without change,\r\nthe complacent and hard-eyed\r\neverywhere.</em>\r\n\r\nFor me, the poem works by juxtaposition. I love the way it reminds us of the lushness and loveliness of the world, which we so often overlook (except, of course, at scenic overlooks). I love the way it juxtaposes the present and the future, and makes the future familial by reminding us of our grandchildren, already alive. And I like the way it links apocalypse to the routines of everyday life, reminding us that we turn the keys and press the buttons that run (and ruin) the world by remote control.\r\n\r\nEarlier in the poem, Carruth tells us that Tolstoi said\r\n\r\n<em>the purpose of poetry is to provoke\r\nfeeling in the reader, to \"infect\" the reader,\r\nhe said,—and so to induce a change,\r\na change of conscience\r\nthat may lead to a change in the world, that will\r\nlead to a change in the world!\r\n</em>\r\n\r\nDoes poetry do that for you? How does this poem change your conscience or change your world? What other poems alter your conscience-ness?','The Poetics of Conscience','','publish','closed','closed','','the-poetics-of-conscience','','','2018-07-09 14:31:58','2018-07-09 19:31:58','',0,'http://natureofcollege.org/?p=698',0,'post','',0),(699,5,'2011-09-11 11:12:06','2011-09-11 11:12:06','Sometimes poetry captures reality better than prose. Here’s an excerpt from Hayden Carruth’s poem “California,” written for Adrienne Rich:\n\n&nbsp;\n\n<em>We drove among hills, redwood and eucalyptus,\ndense growth, the richness and ramifying intricacy\nof the world\'s loveliness, and asked\nwhat would be left\nfor our grandchildren, already born, when they are\nas old as we? No longer do we\nneed an insane president to end us\nby pushing a button. People\nneed only go on living as they are, without change,\nthe complacent and hard-eyed\neverywhere.</em>\n\n<em> </em>\n\nFor me, the poem works by juxtaposition. I love the way it reminds us of the lushness and loveliness of the world, which we so often overlook (except, of course, at scenic overlooks). I love the way it juxtaposes the present and the future, and makes the future familial by reminding us of our grandchildren, already alive. And I like the way it links apocalypse to the routines of everyday life, reminding us that we turn the keys and press the buttons that run (and ruin) the world by remote control.\n\nEarlier in the poem, Carruth tells us that Tolstoi said\n\n<em>the purpose of poetry is to provoke\nfeeling in the reader, to \"infect\" the reader,\nhe said,—and so to induce a change,\na change of conscience\nthat may lead to a change in the world, that will\nlead to a change in the world!\n</em>\n\nDoes poetry do that for you? How does this poem change your conscience or change your world? What other poems alter your conscience-ness?','The Poetics of Conscience','','inherit','open','open','','698-revision','','','2011-09-11 11:12:06','2011-09-11 11:12:06','',698,'http://natureofcollege.org/2011/09/698-revision/',0,'revision','',0),(700,5,'2011-09-11 11:13:35','2011-09-11 11:13:35','Sometimes poetry captures reality better than prose. Here’s an excerpt from Hayden Carruth’s poem “California,” written for Adrienne Rich:\n\n<em>We drove among hills, redwood and eucalyptus,\ndense growth, the richness and ramifying intricacy\nof the world\'s loveliness, and asked\nwhat would be left\nfor our grandchildren, already born, when they are\nas old as we? No longer do we\nneed an insane president to end us\nby pushing a button. People\nneed only go on living as they are, without change,\nthe complacent and hard-eyed\neverywhere.</em>\n\nFor me, the poem works by juxtaposition. I love the way it reminds us of the lushness and loveliness of the world, which we so often overlook (except, of course, at scenic overlooks). I love the way it juxtaposes the present and the future, and makes the future familial by reminding us of our grandchildren, already alive. And I like the way it links apocalypse to the routines of everyday life, reminding us that we turn the keys and press the buttons that run (and ruin) the world by remote control.\n\nEarlier in the poem, Carruth tells us that Tolstoi said\n\n<em>the purpose of poetry is to provoke\nfeeling in the reader, to \"infect\" the reader,\nhe said,—and so to induce a change,\na change of conscience\nthat may lead to a change in the world, that will\nlead to a change in the world!\n</em>\n\nDoes poetry do that for you? How does this poem change your conscience or change your world? What other poems alter your conscience-ness?','The Poetics of Conscience','','inherit','open','open','','698-autosave','','','2011-09-11 11:13:35','2011-09-11 11:13:35','',698,'http://natureofcollege.org/2011/09/698-autosave/',0,'revision','',0),(771,5,'2011-10-14 22:37:17','2011-10-14 22:37:17','<em>This talk at the AASHE conference in 2011 is a condensed version of an essay on \"The Moral Ecology of Everyday Life\" that will appear in a volume called <strong>Higher Education for Sustainability: Cases, Challenges and Opportunities from Across the Curriculum. </strong>Edited by Lucas Johnston, it will be published by Routledge in August 2012.</em>\r\n\r\n* * * * * * * * * * * * * * * * * * * * * * * * *\r\n\r\n<strong><em>Campus Ecology and The Nature of College</em></strong>\r\n\r\nIn a beautiful essay called “Doing Good Work Together,” William Kittredge writes that “We live in stories. What we are is stories. We do things because of what is called character, and our character is formed by the stories we learn to live in. Late in the night we listen to our own breathing in the dark and rework our stories. We do it again the next morning, and all day long, before the looking glass of ourselves, reinventing reasons for our lives. Other than such storytelling there is no reason to things.”\r\n\r\nRight now, Americans—and American college students—live in a set of stories that are increasingly unworkable.  We structure our lives around stories, explicit and implicit, that threaten the lives of more-than-human others who share the planet with us, and increasingly, the lives of people who are more susceptible to global weirding, climate change, rising oceans, freshwater shortages, soil depletion, deforestation, toxic pollution, and biodiversity loss.  In Environmental Studies, we often teach classes about these topics, but we don’t generally root them in the cultural patterns of college culture. St. Olaf’s Campus Ecology class does just that.\r\n\r\nThis story began in the Spring of 2001 when I taught a course called “The Culture of Nature.” In an attempt to show students a few local examples of the culture of nature, I invited Gene Bakko, our curator of natural lands, and Pete Sandberg, our facilities director, to talk about their environmental work on campus. That week, on our course website, an enthusiastic first-year student named Elise Braaten wrote about how amazing those stories were, and how you could teach a whole course on that.\r\n\r\nTwo years later, Elise declared an independent major called “Wild and Precious Life: Educating for an Ethic of Sustainability.” The title came from Mary Oliver’s poem “The Summer Day,” which asks us all, “Tell me, what is it you plan to do with your one wild and precious life?” In the fall of her senior year, as part of her senior project, she designed a course called Campus Ecology, and in the Spring she team-taught the course with me as an American Studies seminar.  The following year, I team-taught the course with another student, and the year after that, it moved into the Environmental Studies department <em>and</em> into the college catalogue. I love the idea that a course designed by a student is in the college catalogue\r\n\r\nBecause it’s a combination of American Studies and Environmental Studies, Campus Ecology is a strange amalgam of academic and personal approaches to ecology, education and sustainability. At St. Olaf, our American Studies program focuses on what I call “the moral ecology of everyday life,” the ideas and institutions that shape the common sense of our culture.  In <em>Habits of the Heart</em>, Robert Bellah defines moral ecology as \"the web of moral understandings and commitments that tie people together in community.\" In its Campus Ecology variation, moral ecology also includes the web of social values that tie people and nature together. It’s the stories we live in.\r\n\r\nThe main question of the class, as far as I can figure it out, is this: What are the cultural patterns on this college campus that reflect and affect the natural patterns of this place and the planet?  We answer these questions by contemplating a day in the life of a college student—waking up and using the bathroom, surveying the stuff in a dorm room, getting dressed, eating in the cafeteria, driving a car, going to a “wild party,” hooking up sexually, and framing life in religious and political terms. Such topics allow us to consider larger issues like comfort and convenience, materialism and time poverty, work and alienation, automobility and  tele-visions, Facebook and placebooks, play and <em>fun</em>damentalism, sex and love and biophilia, religion and spirituality, sitizenship and public policy. They let us see the ordinary consumption and assumptions of American college students, and the extraordinary problems that flow from our everyday lives. Environmentally speaking, a college campus is an organic machine for converting natural energy to human thoughtfulness. And Campus Ecology helps us see that firsthand.\r\n\r\nWhen we designed the course, Elise and I had several things in mind.  We wanted students to confront what Robert Bellah calls “the problem of invisible complexity,” the ways in which our visible lives depend so much on things we can’t see, on people and cultural patterns we don’t understand, and on natural processes that we take for granted.    Even fun, for example, is invisibly complex. We wanted students to think the unthinkable—or at least the unthought—and to confront their complicity in their culture, including its consuming culture of nature.  We wanted them to notice the tensions between the Romantic conceptions of nature that we routinely express, and the resourcist conceptions that configure so much of our lives.\r\n\r\nFrom the beginning, we planned the course to create “a space where imagination can happen,” so we invited students to combine the personal and the academic.  We required journals, where students could take ideas personally and look for cultural patterns in their own idiosyncratic experiences.    We asked students to “go deep,” thinking not just analytically but introspectively about their lives and their culture.  We wanted students to ask “What are people for?”  What is education for?”  “What are my deepest values?”  “What are my operative values?”  “What’s my real relationship with nature?”  And “How can I change my life (and my institutions) so that they reflect my deepest values?”\r\n\r\nIn doing this, we hoped to break down the mental barriers between college and the so-called “real world.”  We wanted to teach students that a college campus is as real as any other place, and that environmental experiments enacted on college campuses can be models for the so-called “real world.\r\n\r\nWe also wanted to provide a space where students could act on their thinking, a place for what we came to call “practical idealism.”  We wanted to help students apply their ideas and ideals to the “real world” of college, to learn how to research problems, organize ideas, propose solutions, work collaboratively, and accomplish some good work <em>before</em> they graduate.\r\n\r\nWe created some unconventional assignments in this class, because we believe that education is more about what students <em>do</em> than about what they read or hear in class.     For example, we assigned students to audit their dorm rooms, making an inventory of all the stuff they found there, and trying to assess what it all means.  Here are a few excerpts that suggest the kind of deep learning that can happen in such an open-ended assignment:\r\n\r\n<em>All of the stuff in my dorm room tells a story. The story is about a group of people who call themselves Americans. By carefully reading the story that my dorm room tells, it is possible to learn who Americans are, how they live their lives, and how they feel about the world around them. So although a dorm room may be a very small space, it can and does say very big things about Americans and their values. </em>\r\n<p style=\"text-align: center;\">* * *<em>\r\n</em></p>\r\n<em>Now, as I’ve listed off my possessions, I’m feeling a bit guilty, like I do indeed have lots of useless crap. In all honesty, I think more of my things collect dust than get used. </em>\r\n<p style=\"text-align: center;\">* * *</p>\r\n<em>Whenever I pay for a piece of clothing, it sends a message to the entire commodity chain from the advertisers to the retailers to the transporters to the dyers to the factory owners to the farmers of the material (or chemists if it’s synthetic).  This message is “Keep doing exactly what you’re doing.  It works.”  </em>\r\n\r\nAnother time, we assigned students to read a J. Crew catalogue.  We asked them to think about the catalogue as an artifact advertising not just clothes but American values, including American environmental values.  We asked them to consider the <em>nature </em>of consumer culture revealed in the catalogue—Romantic representations of nature in the background of photographs, the natural resources woven into the clothes, and the catalogue itself—made at that time of 100 percent virgin paper, with no recycled content.  Students generally think of themselves as savvy consumers, but I think every one of them got wiser in the course of this exercise.\r\n\r\nFor class another day, students used Mapquest to calculate the mileage of one round trip for each member of the faculty and staff listed in the college directory.  We were able to calculate mileage for 763 people.  While our calculations aren’t exact, our mileage figure offers a (very) rough estimate of our automotive environmental impact.   Each day, we discovered, the St. Olaf community is responsible for 19,788 miles of driving, almost enough to circumnavigate the earth.  It’s a small college, but that’s no small environmental impact.\r\n\r\nOur class takes “field trips” on campus to learn how our small city works. We tour the college cafeteria with the food service director, and learn how carefully he thinks about the environmental impacts of our meals.   We tour the power plant with the Director of Facilities, who has installed a wind turbine that generates almost a third of our electricity on campus land.   We tour our LEED Platinum science building to see how architects do ecological design. We tour prairie and forest restoration projects with our curator of natural lands, who helps us understand how the college is trying to make its land more sustainable, with wetlands and prairies and forests. Off campus, we’ve toured a home remodeled by a local nonprofit to provide green living for low-income families. These trips make our readings real, and they introduce students to people who teach them about the possibilities of social change. “I love the field trips,” said one student, “because we are using and appreciating our human resources to a greater extent.”\r\n\r\nIn Campus Ecology, we try to imagine our place in the world, so we always ask students to study the place that is St. Olaf. In the first year, we asked students to write an essay about campus from the perspective of a non-human organism, which was amazing. In the last few years, we’ve done what we call plot projects instead, asking students to pay attention to a particular place over the course of the semester, and to express the place in words and images that make it come alive as a connected part of an ecological community. Students <em>describe </em>their plot, of course, but they also <em>analyze </em>it ecologically, researching inhabitants and their habits, plotting resource flows, and exploring the aesthetics of functionality. Sometimes they invite other authors into the project, with poems or quotations or songs. Sometimes they take photographs, but other times they produce sketches or paintings or color maps or collages. Usually, the projects look like scrapbooks, but sometimes they’re mobiles or sculptures or webpages. Almost always, they’re inventive and imaginative—and emotional, as students develop affection for the places they’ve come to know so well.\r\n\r\nThe main assignment for the class, though, usually involves research on resource flows at the college and explanations of the environmental impacts of our everyday lives.  Students have produced reports for the college’s Sustainability Task Force, while they learn about the environmental implications of cars, the curriculum, architecture, energy, food, purchasing (including paper), water, waste and the landscape, both on the campus proper and on our prairie and forest restorations.\r\n\r\nDuring Earth Week, we share information with the college community.   The class composes and presents a chapel service, exploring the theme of caring for creation in its campus context.     On Earth Day itself, we annotate the campus, posting hundreds of small signs on walls and in halls to reveal the invisible complexity of the campus environment.   Here are a few samples of the annotations:\r\n\r\n<em>Going Up?  While this elevator gets you from floor to floor, it is designed to move slowly and thus encourage people to use their own energy to walk up stairs.  </em>\r\n<p style=\"text-align: center;\">* * *</p>\r\n<em>The Peace Coffee brewed in the Cage and the cafeteria makes good things happen because it’s fair-trade, shade-grown coffee, supporting workers and the environment in countries like Guatemala and Costa Rica.</em>\r\n\r\nThe annotations have been so successful that we’ve been asked to prepare permanent plaques so that this kind of on-site and ongoing environmental education will be a regular part of our campus life.\r\n\r\nWe can’t say with absolute certainty what the outcomes of this class will finally be for students.  But we already have a pretty good idea of some of its intellectual and environmental impacts.  We know, for example, that students are enthused if not exuberant about applying ideas to their own lives and circumstances.  “In this class,” said one of our students, “I am able to study and observe what goes on around me daily and question and wonder why everything happens the way it does and for once it isn\'t considered daydreaming in class.  And the ideas from this class have affected me a lot.”\r\n\r\nWe know that students enjoy the opportunity to integrate the personal and the academic. We know that students like the idea of seeing how ideas work out in real life. One of the students said, “I am learning that a class where you DO a lot is the most effective kind, and is really the only kind of sustainable education.  It seems ironic that we are sitting here, paying $40,000 to be passive, as if it will be a sustainable experience.  I am learning to demand more from life and my education, which is almost unheard of in American education.”  Another student added, “DOING something about our conversations is a great way to run this class.  In my water report, I feel like I am making changes.  I love it that this is demanded of me.”\r\n\r\nWe know that this isn’t just a classroom course.  We know that students talk about it all the time, and we’re delighted that the course isn’t merely an academic question—which is to say, a question that only a dork could care about.  “To be honest,” said one student, “I think that my friends and family are getting tired of me mentioning everything that I am learning and thinking about from this class.  Instead of saying \"This one time, at band camp...\", I say, \"Today, in Campus Ecology...\"  Another student says that “Campus Ecology is a class that I look forward to everyday and talk about all the time outside of class. I never dread doing homework and reading for it, because it is so interesting.” Another student adds, “For me the most important part of the class is that it teaches about where we are and what we can do as a part of our environment, but it also incorporates a philosophy that requires mindfulness anywhere. You don’t have to be living on a hill on the outskirts of a small town to understand [David] Orr, but rather it calls you whoever you are, wherever you are.”\r\n\r\nWe’ve discovered how valuable a student professor can be.  Students like the <em>idea </em>of a student-professor, and they loved Elise’s embodiment of that role. They loved her enthusiasm and engagement, and her sense of identification with them.  And she was a wonderful role model of practical idealism, especially for the younger students.  “When she gets excited,” said one student, “I do too because I respect her hopes and dreams for the class and the school.”  The only difficulty with Elise was that she set such a high standard.  But six other students have, in successive years, also brought their own personal and academic skills to professing, showing that academic thoughtfulness isn’t restricted to older people with degrees.\r\n\r\nWe know that some of the success of Campus Ecology comes not from us, or from the syllabus, but from the students who constitute this learning community.  One of the essential things that students get from the course is the knowledge that there are other students who care—and who care deeply—about things that really matter.  As one student said, “This course has the most genuinely passionate people in it out of any class I\'ve taken at St. Olaf.  The class (and my classmates) inspires me every day, and I rarely get that from my other classes.”\r\n\r\nWe also think that students are developing what I would call “carryover skills,” skills that they can take with them into the so-called “real world,” where they can be environmentally active in their own homes and businesses and communities.  By the end of the semester, we think they’ll know how to do effective research, and how to shape that research into proposals for institutional change.  We talk a lot about rhetoric, and the art of persuasion, so we think they’ll be able to advocate ideas without alienating an audience.  We think they’ll know how to look at an organization to determine who has the capacity to change things, and to find ways to work with those people to make it easier for them to move in environmental directions.  And we think they’ll have some examples of constructive failure.\r\n\r\nIn Campus Ecology, I think, students transmute knowledge into wisdom, individually and collectively. Because Campus Ecology students engage so fully in making sense of their lives, they also engage fully in making sense of the relationships in their lives, including relationships to nature.  They learn a lot about the cultural stories they live in, and how the moral ecology of their own lives affects the ecology of the planet. It’s a model that could be replicated in American Studies, Environmental Studies, sociology, anthropology, and a number of other disciplines. At St. Olaf, it fulfills a credit in the Arts and Humanities track of the Environmental Studies major, but it could be adapted to other general education requirements as well.\r\n\r\nBy combining learning and doing like this, we think we’re involved in a tradition of American education that dates back to one of its founders, Thomas Jefferson.  As he thought about the necessity of public education in the United States, Jefferson said that he wanted people educated \"so much as may enable them to read and understand what is going on in the world, and to keep their part of it going on right: for nothing can keep it right but their own vigilant and distrustful superintendence.\"    We’re also in the tradition of Emerson, who said in “The American Scholar” that action was the completion and fulfillment of scholarship.\r\n\r\nLast—but definitely not least—we’re teaching students the practice of hope.  By design, this course is an exploration of hope.These days, American college culture is not generally hopeful.    These students have watched too much news and too much late-night TV to be naïve about their world.  They’ve grown up with the Simpsons and South Park and MTV and acquired the skepticism that Michael Moffat calls “Undergraduate Cynical.”  They’ve watched enough reality TV to wonder about the intelligence of the average human being.  And they’ve grown up with each other, teaching each other that bitching and cynicism are signs of maturity.\r\n\r\nThe truth is that things are in bad shape, and we need to be clear about the state of the world.  But if that’s the only truth we tell our students, things will get even worse.  We also need to tell the truth about people who have changed the world, about traditions of care and collaboration, about institutions with resources to conserve our resources, about real people engaged in the work of creating a culture of permanence on this planet.\r\n\r\nIn Campus Ecology, our reading helps us with what we might call histories of hope. The central reading of the class is David Orr’s <em>Earth in Mind</em>, which offers hope of re-thinking higher education for the ecological revolution of the 21<sup>st</sup> century. We read Paul Gruchow’s <em>Grass Roots  </em>for its Midwestern landscapes, including the landscapes of mindfulness. We read Scott Russell Sanders’ <em>Hunting for Hope</em>, in which he finds hope in simple, everyday virtues like wildness, embodiment, family, fidelity, skill, simplicity, beauty, and the spirit. We connect our campus hopes to the outside world by reading a book called <em>Stuff: The Secret Lives of Everyday Things, </em>which offers hope that we can become responsible for our consuming lives if we understand the full cost of it.  And we read a lot of poetry about nature and everyday life. In all of this reading, we’re examining how our words construct our worlds—including the world of the self.\r\n\r\nWe’ve also <em>written</em> a book in this class. As it turns out, even though college faculty interact with college students all the time, we don’t write much about them—or more precisely, we don’t write much that college students would want to read. Over the years, I started writing essays on the moral ecology of college culture, and <em>The Nature of College: How a New Understanding of Campus Life Can Change the World </em>is the result.  Exploring college culture, consumer culture and the environment by analyzing the everyday lives of college students, the book probes why college students act the way they do, and why it matters ecologically.  Even though they think they’re charting their own way in the independence of college culture, students are still subject to American culture’s powerful stories, including its consumerism and its consumer forgetfulness.   The book examines the everyday activity of Joe College and his sister Jo, focusing first on the common sense of college culture, and then on the culture of nature on campus. After considering the environmental impacts of Joe and Jo College, each chapter concludes with suggestions for students interested in exploring more sustainable college cultures.\r\n\r\nThe book itself has been a collaborative effort with my students, as they teach me about the real life of college culture. Students in the class have been teaching me about college culture and commenting on the essays for years—how else would I know anything about wild parties? They love correcting my essays as I do theirs, marking “CBS” (clever but stupid) in the margins and pointing out where the prose is obscure. One student wrote the first draft of the Facebook section, and another helped significantly with the religion chapter. A 2003 St. Olaf graduate is my editor at Milkweed Editions (At one point, I told him that the manuscript was perfect, and he said he was hoping to make it “perfecter”); a 2010 grad drew most of the illustrations; and a 2008 grad has designed the website. Together, we’ve explored the common sense of college culture and some uncommon alternatives that might lead to a new “commons sense”—a set of beliefs and practices that might accustom us to our creative and conserving role in the global commons. We think we got it right—David Orr says that “This should be the first book that any college student reads.” And Peggy Barlett says, “This lively and insightful guide raises profound issues with a light touch—and speaks to the college student in all of us. I highly recommend it.”\r\n\r\nI have a few copies of the book you can look at here, and it’s available in the AASHE bookstore too. There’s also a website with additional materials at <strong>natureofcollege.org.</strong>\r\n\r\nIn American culture, most of us learn a number of coping mechanisms to deal with the stress and the strain of daily life.  In Campus Ecology and on the St. Olaf campus, we’re trying to develop hoping mechanisms (including our class) that allow us to transform the system instead of simply conforming to it.\r\n\r\nIn Daniel Quinn\'s novel <em>Ishmael</em>, a character contends that \"you can\'t just stop being in a story, you have to have another story to be in.\"  Having learned the dominant stories of American culture by finding them in their own lives, Campus Ecology students know that they need to imagine another story to be in. They know that we need to start imagining it now. And because of the structure of the class, they have some experience of living in that new story. It’s ecology; it’s ethics; it’s education; it’s hope.  It’s not yet sustainable, but it’s a way to imagine new stories in a culture that desperately needs them.\r\n\r\n&nbsp;','Campus Ecology and the Nature of College','','publish','closed','open','','campus-ecology-and-the-nature-of-college','','','2018-07-09 14:32:21','2018-07-09 19:32:21','',720,'http://natureofcollege.org/?page_id=771',0,'page','',1),(705,5,'2011-10-03 15:31:19','2011-10-03 15:31:19','From time to time, I\'m asked to talk about sustainability in religious settings, which I love to do, because it seems to me that sustainability is in many ways the first commandment, implicit in God\'s sense that the creation is very good (even before She created people). In any case, here\'s one of those talks:\r\n<p align=\"center\"><strong><em>The Prodigal Son and the Pigs</em></strong></p>\r\nMy text today is the story of the prodigal son, told in the gospel of Luke:\r\n\r\n<em>There was a man who had two sons. The younger one told his father that he couldn’t wait for him to die, and that he wanted his share of the estate now.  So Dad divided his property between the two sons.  The younger son took his share and blew it all in wild living in a foreign country.  After he had squandered his whole fortune, there was a severe famine in that country, and he began to be in need.  So he went and hired himself out to a farmer, who put him to work caring for pigs.  The young man was so hungry that he wanted to eat the slop that the pigs were eating, but no one gave him anything.  So he headed home.  </em>\r\n\r\n<em>While he was still a long way off, his father spotted him and was filled with compassion.  So he ran to his son, threw his arms around him and kissed him.  The son said to him, “Father, I have sinned against heaven and against you. I am no longer worthy to be called your son.”</em>\r\n\r\n<em>But the father said to his servants, “Bring the best robe and put it on him. Put a ring on his finger and sandals on his feet. Bring the fatted calf and kill it. Let\'s have a feast and celebrate. For this son of mine was dead and is alive again; he was lost and is found.”  So they began to celebrate.           </em>\r\n\r\n<em>As you might imagine, the older brother was not too thrilled and refused to join them at the party.  So his father went out and pleaded, but the older brother was not convinced “You must be out of your mind,” he said.  “All these years I\'ve been slaving for you and never disobeyed your orders.  But you never gave me even a young goat so I could celebrate with my friends.  And then when this son of yours who has squandered your fortune with prostitutes comes home, you kill the fatted calf for him!”</em>\r\n\r\n<em>“My son,” the father said, “you are always with me, and everything I have is yours. But we had to celebrate and be glad, because this brother of yours was dead and now he is alive again; he was lost and is found.\" </em>\r\n\r\nI’m the oldest brother in my family, so I have a peculiar relationship to this story.  I know it’s about repentance and forgiveness, about justice and mercy, about law and love.  But, frankly, it’s still not fair.  It’s also not fair, when you think about it, to the fatted calf.  But, lucky for you, I don’t really want to talk about that today.  Instead I want to talk about the younger brother and the pigs.\r\n\r\nThe younger brother is us, the prodigal sons and daughters of a Creator who gave us first a planet and then a savior as a gift.  The word prodigal means “recklessly wasteful and extravagant,” and as the recent reports of the Intergovernmental Panel on Climate Change suggest, the people of the so-called developed world have practiced prodigality from the beginning of the industrial revolution until now.  One reason for the wastefulness of the over-developed world is that we have an under-developed sense of stewardship, which gets us to the pigs.\r\n\r\nThe root of the word “stewardship” is the Middle English word “sty,” which is an enclosure for pigs.  At first, a steward was simply the keeper of swine.  Eventually, the word involved broader responsibilities, and the steward became the keeper of the hall.  As we now understand it, a steward is a person who takes good care of something that belongs to someone else.  And in a religious sense, a steward is a person who takes care of God’s creation, since all of it is God’s, including us.\r\n\r\nSo the first lesson of stewardship—and a hard one in a culture of capitalism, consumerism and private property—is that we don’t own anything.  It’s all God’s, and when we bend nature or human nature from God’s purposes to our own, we’re not stewards but thieves.  Genesis 2:15 suggests that we’re called “to till and keep” the earth.  But as Larry Rasmussen points out in <em>Earth Community, Earth Ethics</em>, a better translation requires us to “serve and preserve” the creation—and not just the “natural resources” that serve and preserve us.  As stewards, we can consume nature, but we can’t pig it all.  As stewards, we can take from nature, but only if we always <em>take care</em>.\r\n\r\nA second lesson of stewardship is that, etymologically at least, we’re called—like the younger brother—to take care of pigs.  For most of us, this is not an attractive career choice—or even a practical one, since pigs are now manufactured, more or less, on factory farms.  But if we go looking for the biggest pigs on the planet, we actually don’t need to look any further than the mirror.  Currently, human beings use more than 40 percent of the biologically productive capacity of the earth for themselves.  And Americans consume collectively more than anybody else in the world. Just five percent of the world’s population, we consume about 25 percent of the world’s resources.  Like the younger brother, we take too much, in part because we take so much for granted.\r\n\r\nSo maybe we should consider stewardship in its original sense, and think of our responsibilities to be keepers of pigs—pigs who, in this case, happen to be ourselves.\r\n\r\nIn this definition, a steward would be someone who watches over the piggishness of human beings, and who tries to manage it for the good of God’s creation.  Such stewardship involves the management of natural resources, but also the management of cultural resources, especially the cultural resources that conserve natural resources.  Colleges and universities have traditionally served as stewards of cultural traditions, and they’re desperately needed again today, when the cult of novelty and a culture of consumption relentlessly replace the tried and true with the “new and improved.”\r\n\r\nAs cultural stewards, we need to take care of our piggishness by cultivating cultural values that cultivate restraint.  In <em>Earth Community, Earth Ethics</em>, Larry Rasmussen suggests that stewardship is intimately connected to Sabbath.  He suggests that Creation culminates not on the sixth day, when Adam and Eve are created, but on the seventh day, when Adam and Eve learn how to leave creation alone.  The Sabbath, then, is not just a day of rest for people; it’s a day of rest for the rest of creation.  It’s a day of restraint, a day of re-creation, a day in which we watch the world grow without our interference, a day in which we humbly acquiesce to God’s creative complexity.  As stewards of the creation, therefore, our first duty is to learn how nature works, and then to figure out how to work with it.\r\n\r\nAs cultural stewards, we need to take care of our piggishness by telling stories about taking less, stories that counter the acquisitive nature of our culture.  For more than a century, we’ve lived in a society of conspicuous consumption.  Now it’s time for a culture of conspicuous frugality.  Instead of praising each other for our new purchases, it’s time to exert peer pressure in favor of restraint, repair, and renewal.  For more than a century, we’ve marveled at what people <em>can</em> do—and we’ve done it, with disastrous results.  Now, it’s time to marvel at what people choose <em>not</em> to do.\r\n\r\nAs cultural stewards, we need to take care of our piggishness by cultivating <em>institutions</em> that can shape communities for the common good, including the common good of all God’s creatures.  In the 20<sup>th</sup> century, we cultivated supermarkets and shopping centers and Wal-Mart.  In the 21<sup>st</sup> century, we need to cultivate co-ops and repair shops and local businesses.  In the 20<sup>th</sup> century, we cultivated an institutional infrastructure for cars and carbon consumption.  In the 21<sup>st</sup> century, we need to cultivate institutions that replace fossil fuels with other energies, including our own.  In the 20<sup>th</sup> century, we cultivated a politics of distrust, division and denial.  In the 21<sup>st</sup> century, we’ll need to cultivate a politics of permanence based on common work for the common good.  In the 20<sup>th</sup> century, we cultivated an economics of unlimited growth.  In the stewardship century, we’ll need to cultivate what Bill McKibben calls a “deep economy”—one that looks not to the bottom line, but to the bottom half, where the endangered species—both human and natural—cry out for economic development based on harmonizing human development with the natural rhythms of the beautiful blue-green planet.  In the 20<sup>th</sup> century, we cultivated our hubris, with disastrous results.  In the 21<sup>st</sup> century, it’s time for humility, and the attentiveness to natural cycles that it allows.  In short, the 20<sup>th</sup> century was the age of the so-called “economic miracle.”  But the 21<sup>st</sup> century will be the age of the ecological revolution, nesting the human economy gently within nature’s economy.\r\n\r\nTo put it another way, in the 21<sup>st</sup> century, stewardship becomes vocation and vice versa.  All of our work—including the work of consumption, where most Americans change the world most dramatically—must, in the words of Genesis, serve and conserve the gardens of creation.  Our vocation isn’t just what we get paid for—it’s what we do in our lives to serve the common good, and the <em>commons good</em>, the good of the global commons that we share with all of God’s glorious creatures.  And that might mean that an essential part of our vocation today is to create the vocations of tomorrow by transforming public policy and the economy so that people <em>do get paid</em> to serve and conserve God’s creation.  Instead of providing perverse subsidies to corporations that undermine the health of natural communities, including our own, we might direct public money—the money of “we the people”—to projects of restoration and regeneration.\r\n\r\nAt the beginning of the ecological revolution of the 21<sup>st</sup> century, we all have work to do.  We have pigs—and piggishness—to take care of.\r\n\r\nAmen.','The Prodigal Son and the Pigs','','publish','closed','closed','','the-prodigal-son-and-the-pigs','','','2018-07-09 14:31:58','2018-07-09 19:31:58','',0,'http://natureofcollege.org/?p=705',0,'post','',0),(706,5,'2011-10-03 15:30:50','2011-10-03 15:30:50','From time to time, I\'m asked to talk about sustainability in religious settings, which I love to do, because it seems to me that sustainability is in many ways the first commandment, implicit in God\'s sense that the creation is very good (even before She created people). In any case, here\'s one of those talks:\n<p align=\"center\"><strong><em>The Prodigal Son and the Pigs</em></strong></p>\nMy text today is the story of the prodigal son, told in the gospel of Luke:\n\n<em>There was a man who had two sons. The younger one told his father that he couldn’t wait for him to die, and that he wanted his share of the estate now.  So Dad divided his property between the two sons.  The younger son took his share and blew it all in wild living in a foreign country.  After he had squandered his whole fortune, there was a severe famine in that country, and he began to be in need.  So he went and hired himself out to a farmer, who put him to work caring for pigs.  The young man was so hungry that he wanted to eat the slop that the pigs were eating, but no one gave him anything.  So he headed home.  </em>\n\n<em>While he was still a long way off, his father spotted him and was filled with compassion.  So he ran to his son, threw his arms around him and kissed him.  The son said to him, “Father, I have sinned against heaven and against you. I am no longer worthy to be called your son.”</em>\n\n<em>But the father said to his servants, “Bring the best robe and put it on him. Put a ring on his finger and sandals on his feet. Bring the fatted calf and kill it. Let\'s have a feast and celebrate. For this son of mine was dead and is alive again; he was lost and is found.”  So they began to celebrate.           </em>\n\n<em>As you might imagine, the older brother was not too thrilled and refused to join them at the party.  So his father went out and pleaded, but the older brother was not convinced “You must be out of your mind,” he said.  “All these years I\'ve been slaving for you and never disobeyed your orders.  But you never gave me even a young goat so I could celebrate with my friends.  And then when this son of yours who has squandered your fortune with prostitutes comes home, you kill the fatted calf for him!”</em>\n\n<em>“My son,” the father said, “you are always with me, and everything I have is yours. But we had to celebrate and be glad, because this brother of yours was dead and now he is alive again; he was lost and is found.\" </em>\n\nI’m the oldest brother in my family, so I have a peculiar relationship to this story.  I know it’s about repentance and forgiveness, about justice and mercy, about law and love.  But, frankly, it’s still not fair.  It’s also not fair, when you think about it, to the fatted calf.  But, lucky for you, I don’t really want to talk about that today.  Instead I want to talk about the younger brother and the pigs.\n\nThe younger brother is us, the prodigal sons and daughters of a Creator who gave us first a planet and then a savior as a gift.  The word prodigal means “recklessly wasteful and extravagant,” and as the recent reports of the Intergovernmental Panel on Climate Change suggest, the people of the so-called developed world have practiced prodigality from the beginning of the industrial revolution until now.  One reason for the wastefulness of the over-developed world is that we have an under-developed sense of stewardship, which gets us to the pigs.\n\nThe root of the word “stewardship” is the Middle English word “sty,” which is an enclosure for pigs.  At first, a steward was simply the keeper of swine.  Eventually, the word involved broader responsibilities, and the steward became the keeper of the hall.  As we now understand it, a steward is a person who takes good care of something that belongs to someone else.  And in a religious sense, a steward is a person who takes care of God’s creation, since all of it is God’s, including us.\n\nSo the first lesson of stewardship—and a hard one in a culture of capitalism, consumerism and private property—is that we don’t own anything.  It’s all God’s, and when we bend nature or human nature from God’s purposes to our own, we’re not stewards but thieves.  Genesis 2:15 suggests that we’re called “to till and keep” the earth.  But as Larry Rasmussen points out in <em>Earth Community, Earth Ethics</em>, a better translation requires us to “serve and preserve” the creation—and not just the “natural resources” that serve and preserve us.  As stewards, we can consume nature, but we can’t pig it all.  As stewards, we can take from nature, but only if we always <em>take care</em>.\n\nA second lesson of stewardship is that, etymologically at least, we’re called—like the younger brother—to take care of pigs.  For most of us, this is not an attractive career choice—or even a practical one, since pigs are now manufactured, more or less, on factory farms.  But if we go looking for the biggest pigs on the planet, we actually don’t need to look any further than the mirror.  Currently, human beings use more than 40 percent of the biologically productive capacity of the earth for themselves.  And Americans consume collectively more than anybody else in the world. Just five percent of the world’s population, we consume about 25 percent of the world’s resources.  Like the younger brother, we take too much, in part because we take so much for granted.\n\nSo maybe we should consider stewardship in its original sense, and think of our responsibilities to be keepers of pigs—pigs who, in this case, happen to be ourselves.\n\nIn this definition, a steward would be someone who watches over the piggishness of human beings, and who tries to manage it for the good of God’s creation.  Such stewardship involves the management of natural resources, but also the management of cultural resources, especially the cultural resources that conserve natural resources.  Colleges and universities have traditionally served as stewards of cultural traditions, and they’re desperately needed again today, when the cult of novelty and a culture of consumption relentlessly replace the tried and true with the “new and improved.”\n\nAs cultural stewards, we need to take care of our piggishness by cultivating cultural values that cultivate restraint.  In <em>Earth Community, Earth Ethics</em>, Larry Rasmussen suggests that stewardship is intimately connected to Sabbath.  He suggests that Creation culminates not on the sixth day, when Adam and Eve are created, but on the seventh day, when Adam and Eve learn how to leave creation alone.  The Sabbath, then, is not just a day of rest for people; it’s a day of rest for the rest of creation.  It’s a day of restraint, a day of re-creation, a day in which we watch the world grow without our interference, a day in which we humbly acquiesce to God’s creative complexity.  As stewards of the creation, therefore, our first duty is to learn how nature works, and then to figure out how to work with it.\n\nAs cultural stewards, we need to take care of our piggishness by telling stories about taking less, stories that counter the acquisitive nature of our culture.  For more than a century, we’ve lived in a society of conspicuous consumption.  Now it’s time for a culture of conspicuous frugality.  Instead of praising each other for our new purchases, it’s time to exert peer pressure in favor of restraint, repair, and renewal.  For more than a century, we’ve marveled at what people <em>can</em> do—and we’ve done it, with disastrous results.  Now, it’s time to marvel at what people choose <em>not</em> to do.\n\nAs cultural stewards, we need to take care of our piggishness by cultivating <em>institutions</em> that can shape communities for the common good, including the common good of all God’s creatures.  In the 20<sup>th</sup> century, we cultivated supermarkets and shopping centers and Wal-Mart.  In the 21<sup>st</sup> century, we need to cultivate co-ops and repair shops and local businesses.  In the 20<sup>th</sup> century, we cultivated an institutional infrastructure for cars and carbon consumption.  In the 21<sup>st</sup> century, we need to cultivate institutions that replace fossil fuels with other energies, including our own.  In the 20<sup>th</sup> century, we cultivated a politics of distrust, division and denial.  In the 21<sup>st</sup> century, we’ll need to cultivate a politics of permanence based on common work for the common good.  In the 20<sup>th</sup> century, we cultivated an economics of unlimited growth.  In the stewardship century, we’ll need to cultivate what Bill McKibben calls a “deep economy”—one that looks not to the bottom line, but to the bottom half, where the endangered species—both human and natural—cry out for economic development based on harmonizing human development with the natural rhythms of the beautiful blue-green planet.  In the 20<sup>th</sup> century, we cultivated our hubris, with disastrous results.  In the 21<sup>st</sup> century, it’s time for humility, and the attentiveness to natural cycles that it allows.  In short, the 20<sup>th</sup> century was the age of the so-called “economic miracle.”  But the 21<sup>st</sup> century will be the age of the ecological revolution, nesting the human economy gently within nature’s economy.\n\nTo put it another way, in the 21<sup>st</sup> century, stewardship becomes vocation and vice versa.  All of our work—including the work of consumption, where most Americans change the world most dramatically—must, in the words of Genesis, serve and conserve the gardens of creation.  Our vocation isn’t just what we get paid for—it’s what we do in our lives to serve the common good, and the <em>commons good</em>, the good of the global commons that we share with all of God’s glorious creatures.  And that might mean that an essential part of our vocation today is to create the vocations of tomorrow by transforming public policy and the economy so that people <em>do get paid</em> to serve and conserve God’s creation.  Instead of providing perverse subsidies to corporations that undermine the health of natural communities, including our own, we might direct public money—the money of “we the people”—to projects of restoration and regeneration.\n\nAt the beginning of the ecological revolution of the 21<sup>st</sup> century, we all have work to do.  We have pigs—and piggishness—to take care of.\n\nAmen.','The Prodigal Son and the Pigs','','inherit','open','open','','705-revision','','','2011-10-03 15:30:50','2011-10-03 15:30:50','',705,'http://natureofcollege.org/2011/10/705-revision/',0,'revision','',0),(707,5,'2011-10-03 15:32:28','2011-10-03 15:32:28','From time to time, I\'m asked to give sermons and chapel talks at churches with an interest in stewardship and/or sustainability, focusing on spiritual dimensions of our ecological crisis, and ethical responses to it. As I suggest in the chapter on \"The Nature of Religion\" in the book, religious resources for environmentalism remain largely untapped. These talks, I think, suggest some of the possibilities for partnerships. Enjoy!<em></em>','Chapel Talks','','publish','closed','open','','chapel-talks','','','2018-07-09 14:32:20','2018-07-09 19:32:20','',75,'http://natureofcollege.org/?page_id=707',0,'page','',0),(708,5,'2011-10-03 15:32:24','2011-10-03 15:32:24','From time to time, I\'m asked to talk about sustainability in religious settings, which I love to do, because it seems to me that sustainability is in many ways the first commandment, implicit in God\'s sense that the creation is very good (even before She created people). In any case, here\'s one of those talks:\n<p align=\"center\"><strong><em>The Prodigal Son and the Pigs</em></strong></p>\nMy text today is the story of the prodigal son, told in the gospel of Luke:\n\n<em>There was a man who had two sons. The younger one told his father that he couldn’t wait for him to die, and that he wanted his share of the estate now.  So Dad divided his property between the two sons.  The younger son took his share and blew it all in wild living in a foreign country.  After he had squandered his whole fortune, there was a severe famine in that country, and he began to be in need.  So he went and hired himself out to a farmer, who put him to work caring for pigs.  The young man was so hungry that he wanted to eat the slop that the pigs were eating, but no one gave him anything.  So he headed home.  </em>\n\n<em>While he was still a long way off, his father spotted him and was filled with compassion.  So he ran to his son, threw his arms around him and kissed him.  The son said to him, “Father, I have sinned against heaven and against you. I am no longer worthy to be called your son.”</em>\n\n<em>But the father said to his servants, “Bring the best robe and put it on him. Put a ring on his finger and sandals on his feet. Bring the fatted calf and kill it. Let\'s have a feast and celebrate. For this son of mine was dead and is alive again; he was lost and is found.”  So they began to celebrate.           </em>\n\n<em>As you might imagine, the older brother was not too thrilled and refused to join them at the party.  So his father went out and pleaded, but the older brother was not convinced “You must be out of your mind,” he said.  “All these years I\'ve been slaving for you and never disobeyed your orders.  But you never gave me even a young goat so I could celebrate with my friends.  And then when this son of yours who has squandered your fortune with prostitutes comes home, you kill the fatted calf for him!”</em>\n\n<em>“My son,” the father said, “you are always with me, and everything I have is yours. But we had to celebrate and be glad, because this brother of yours was dead and now he is alive again; he was lost and is found.\" </em>\n\nI’m the oldest brother in my family, so I have a peculiar relationship to this story.  I know it’s about repentance and forgiveness, about justice and mercy, about law and love.  But, frankly, it’s still not fair.  It’s also not fair, when you think about it, to the fatted calf.  But, lucky for you, I don’t really want to talk about that today.  Instead I want to talk about the younger brother and the pigs.\n\nThe younger brother is us, the prodigal sons and daughters of a Creator who gave us first a planet and then a savior as a gift.  The word prodigal means “recklessly wasteful and extravagant,” and as the recent reports of the Intergovernmental Panel on Climate Change suggest, the people of the so-called developed world have practiced prodigality from the beginning of the industrial revolution until now.  One reason for the wastefulness of the over-developed world is that we have an under-developed sense of stewardship, which gets us to the pigs.\n\nThe root of the word “stewardship” is the Middle English word “sty,” which is an enclosure for pigs.  At first, a steward was simply the keeper of swine.  Eventually, the word involved broader responsibilities, and the steward became the keeper of the hall.  As we now understand it, a steward is a person who takes good care of something that belongs to someone else.  And in a religious sense, a steward is a person who takes care of God’s creation, since all of it is God’s, including us.\n\nSo the first lesson of stewardship—and a hard one in a culture of capitalism, consumerism and private property—is that we don’t own anything.  It’s all God’s, and when we bend nature or human nature from God’s purposes to our own, we’re not stewards but thieves.  Genesis 2:15 suggests that we’re called “to till and keep” the earth.  But as Larry Rasmussen points out in <em>Earth Community, Earth Ethics</em>, a better translation requires us to “serve and preserve” the creation—and not just the “natural resources” that serve and preserve us.  As stewards, we can consume nature, but we can’t pig it all.  As stewards, we can take from nature, but only if we always <em>take care</em>.\n\nA second lesson of stewardship is that, etymologically at least, we’re called—like the younger brother—to take care of pigs.  For most of us, this is not an attractive career choice—or even a practical one, since pigs are now manufactured, more or less, on factory farms.  But if we go looking for the biggest pigs on the planet, we actually don’t need to look any further than the mirror.  Currently, human beings use more than 40 percent of the biologically productive capacity of the earth for themselves.  And Americans consume collectively more than anybody else in the world. Just five percent of the world’s population, we consume about 25 percent of the world’s resources.  Like the younger brother, we take too much, in part because we take so much for granted.\n\nSo maybe we should consider stewardship in its original sense, and think of our responsibilities to be keepers of pigs—pigs who, in this case, happen to be ourselves.\n\nIn this definition, a steward would be someone who watches over the piggishness of human beings, and who tries to manage it for the good of God’s creation.  Such stewardship involves the management of natural resources, but also the management of cultural resources, especially the cultural resources that conserve natural resources.  Colleges and universities have traditionally served as stewards of cultural traditions, and they’re desperately needed again today, when the cult of novelty and a culture of consumption relentlessly replace the tried and true with the “new and improved.”\n\nAs cultural stewards, we need to take care of our piggishness by cultivating cultural values that cultivate restraint.  In <em>Earth Community, Earth Ethics</em>, Larry Rasmussen suggests that stewardship is intimately connected to Sabbath.  He suggests that Creation culminates not on the sixth day, when Adam and Eve are created, but on the seventh day, when Adam and Eve learn how to leave creation alone.  The Sabbath, then, is not just a day of rest for people; it’s a day of rest for the rest of creation.  It’s a day of restraint, a day of re-creation, a day in which we watch the world grow without our interference, a day in which we humbly acquiesce to God’s creative complexity.  As stewards of the creation, therefore, our first duty is to learn how nature works, and then to figure out how to work with it.\n\nAs cultural stewards, we need to take care of our piggishness by telling stories about taking less, stories that counter the acquisitive nature of our culture.  For more than a century, we’ve lived in a society of conspicuous consumption.  Now it’s time for a culture of conspicuous frugality.  Instead of praising each other for our new purchases, it’s time to exert peer pressure in favor of restraint, repair, and renewal.  For more than a century, we’ve marveled at what people <em>can</em> do—and we’ve done it, with disastrous results.  Now, it’s time to marvel at what people choose <em>not</em> to do.\n\nAs cultural stewards, we need to take care of our piggishness by cultivating <em>institutions</em> that can shape communities for the common good, including the common good of all God’s creatures.  In the 20<sup>th</sup> century, we cultivated supermarkets and shopping centers and Wal-Mart.  In the 21<sup>st</sup> century, we need to cultivate co-ops and repair shops and local businesses.  In the 20<sup>th</sup> century, we cultivated an institutional infrastructure for cars and carbon consumption.  In the 21<sup>st</sup> century, we need to cultivate institutions that replace fossil fuels with other energies, including our own.  In the 20<sup>th</sup> century, we cultivated a politics of distrust, division and denial.  In the 21<sup>st</sup> century, we’ll need to cultivate a politics of permanence based on common work for the common good.  In the 20<sup>th</sup> century, we cultivated an economics of unlimited growth.  In the stewardship century, we’ll need to cultivate what Bill McKibben calls a “deep economy”—one that looks not to the bottom line, but to the bottom half, where the endangered species—both human and natural—cry out for economic development based on harmonizing human development with the natural rhythms of the beautiful blue-green planet.  In the 20<sup>th</sup> century, we cultivated our hubris, with disastrous results.  In the 21<sup>st</sup> century, it’s time for humility, and the attentiveness to natural cycles that it allows.  In short, the 20<sup>th</sup> century was the age of the so-called “economic miracle.”  But the 21<sup>st</sup> century will be the age of the ecological revolution, nesting the human economy gently within nature’s economy.\n\nTo put it another way, in the 21<sup>st</sup> century, stewardship becomes vocation and vice versa.  All of our work—including the work of consumption, where most Americans change the world most dramatically—must, in the words of Genesis, serve and conserve the gardens of creation.  Our vocation isn’t just what we get paid for—it’s what we do in our lives to serve the common good, and the <em>commons good</em>, the good of the global commons that we share with all of God’s glorious creatures.  And that might mean that an essential part of our vocation today is to create the vocations of tomorrow by transforming public policy and the economy so that people <em>do get paid</em> to serve and conserve God’s creation.  Instead of providing perverse subsidies to corporations that undermine the health of natural communities, including our own, we might direct public money—the money of “we the people”—to projects of restoration and regeneration.\n\nAt the beginning of the ecological revolution of the 21<sup>st</sup> century, we all have work to do.  We have pigs—and piggishness—to take care of.\n\nAmen.','The Prodigal Son and the Pigs','','inherit','open','open','','705-autosave','','','2011-10-03 15:32:24','2011-10-03 15:32:24','',705,'http://natureofcollege.org/2011/10/705-autosave/',0,'revision','',0),(709,5,'2011-10-03 15:32:17','2011-10-03 15:32:17','','Chapel Talks','','inherit','open','open','','707-revision','','','2011-10-03 15:32:17','2011-10-03 15:32:17','',707,'http://natureofcollege.org/2011/10/707-revision/',0,'revision','',0),(710,5,'2011-10-03 15:34:03','2011-10-03 15:34:03','<p style=\"text-align: left;\" align=\"center\"><strong><em>The Prodigal Son and the Pigs</em></strong></p>\r\nMy text today is the story of the prodigal son, told in the gospel of Luke:\r\n\r\n<em>There was a man who had two sons. The younger one told his father that he couldn’t wait for him to die, and that he wanted his share of the estate now.  So Dad divided his property between the two sons.  The younger son took his share and blew it all in wild living in a foreign country.  After he had squandered his whole fortune, there was a severe famine in that country, and he began to be in need.  So he went and hired himself out to a farmer, who put him to work caring for pigs.  The young man was so hungry that he wanted to eat the slop that the pigs were eating, but no one gave him anything.  So he headed home.  </em>\r\n\r\n<em>While he was still a long way off, his father spotted him and was filled with compassion.  So he ran to his son, threw his arms around him and kissed him.  The son said to him, “Father, I have sinned against heaven and against you. I am no longer worthy to be called your son.”</em>\r\n\r\n<em>But the father said to his servants, “Bring the best robe and put it on him. Put a ring on his finger and sandals on his feet. Bring the fatted calf and kill it. Let\'s have a feast and celebrate. For this son of mine was dead and is alive again; he was lost and is found.”  So they began to celebrate.           </em>\r\n\r\n<em>As you might imagine, the older brother was not too thrilled and refused to join them at the party.  So his father went out and pleaded, but the older brother was not convinced “You must be out of your mind,” he said.  “All these years I\'ve been slaving for you and never disobeyed your orders.  But you never gave me even a young goat so I could celebrate with my friends.  And then when this son of yours who has squandered your fortune with prostitutes comes home, you kill the fatted calf for him!”</em>\r\n\r\n<em>“My son,” the father said, “you are always with me, and everything I have is yours. But we had to celebrate and be glad, because this brother of yours was dead and now he is alive again; he was lost and is found.\" </em>\r\n\r\nI’m the oldest brother in my family, so I have a peculiar relationship to this story.  I know it’s about repentance and forgiveness, about justice and mercy, about law and love.  But, frankly, it’s still not fair.  It’s also not fair, when you think about it, to the fatted calf.  But, lucky for you, I don’t really want to talk about that today.  Instead I want to talk about the younger brother and the pigs.\r\n\r\nThe younger brother is us, the prodigal sons and daughters of a Creator who gave us first a planet and then a savior as a gift.  The word prodigal means “recklessly wasteful and extravagant,” and as the recent reports of the Intergovernmental Panel on Climate Change suggest, the people of the so-called developed world have practiced prodigality from the beginning of the industrial revolution until now.  One reason for the wastefulness of the over-developed world is that we have an under-developed sense of stewardship, which gets us to the pigs.\r\n\r\nThe root of the word “stewardship” is the Middle English word “sty,” which is an enclosure for pigs.  At first, a steward was simply the keeper of swine.  Eventually, the word involved broader responsibilities, and the steward became the keeper of the hall.  As we now understand it, a steward is a person who takes good care of something that belongs to someone else.  And in a religious sense, a steward is a person who takes care of God’s creation, since all of it is God’s, including us.\r\n\r\nSo the first lesson of stewardship—and a hard one in a culture of capitalism, consumerism and private property—is that we don’t own anything.  It’s all God’s, and when we bend nature or human nature from God’s purposes to our own, we’re not stewards but thieves.  Genesis 2:15 suggests that we’re called “to till and keep” the earth.  But as Larry Rasmussen points out in <em>Earth Community, Earth Ethics</em>, a better translation requires us to “serve and preserve” the creation—and not just the “natural resources” that serve and preserve us.  As stewards, we can consume nature, but we can’t pig it all.  As stewards, we can take from nature, but only if we always <em>take care</em>.\r\n\r\nA second lesson of stewardship is that, etymologically at least, we’re called—like the younger brother—to take care of pigs.  For most of us, this is not an attractive career choice—or even a practical one, since pigs are now manufactured, more or less, on factory farms.  But if we go looking for the biggest pigs on the planet, we actually don’t need to look any further than the mirror.  Currently, human beings use more than 40 percent of the biologically productive capacity of the earth for themselves.  And Americans consume collectively more than anybody else in the world. Just five percent of the world’s population, we consume about 25 percent of the world’s resources.  Like the younger brother, we take too much, in part because we take so much for granted.\r\n\r\nSo maybe we should consider stewardship in its original sense, and think of our responsibilities to be keepers of pigs—pigs who, in this case, happen to be ourselves.\r\n\r\nIn this definition, a steward would be someone who watches over the piggishness of human beings, and who tries to manage it for the good of God’s creation.  Such stewardship involves the management of natural resources, but also the management of cultural resources, especially the cultural resources that conserve natural resources.  Colleges and universities have traditionally served as stewards of cultural traditions, and they’re desperately needed again today, when the cult of novelty and a culture of consumption relentlessly replace the tried and true with the “new and improved.”\r\n\r\nAs cultural stewards, we need to take care of our piggishness by cultivating cultural values that cultivate restraint.  In <em>Earth Community, Earth Ethics</em>, Larry Rasmussen suggests that stewardship is intimately connected to Sabbath.  He suggests that Creation culminates not on the sixth day, when Adam and Eve are created, but on the seventh day, when Adam and Eve learn how to leave creation alone.  The Sabbath, then, is not just a day of rest for people; it’s a day of rest for the rest of creation.  It’s a day of restraint, a day of re-creation, a day in which we watch the world grow without our interference, a day in which we humbly acquiesce to God’s creative complexity.  As stewards of the creation, therefore, our first duty is to learn how nature works, and then to figure out how to work with it.\r\n\r\nAs cultural stewards, we need to take care of our piggishness by telling stories about taking less, stories that counter the acquisitive nature of our culture.  For more than a century, we’ve lived in a society of conspicuous consumption.  Now it’s time for a culture of conspicuous frugality.  Instead of praising each other for our new purchases, it’s time to exert peer pressure in favor of restraint, repair, and renewal.  For more than a century, we’ve marveled at what people <em>can</em> do—and we’ve done it, with disastrous results.  Now, it’s time to marvel at what people choose <em>not</em> to do.\r\n\r\nAs cultural stewards, we need to take care of our piggishness by cultivating <em>institutions</em> that can shape communities for the common good, including the common good of all God’s creatures.  In the 20<sup>th</sup> century, we cultivated supermarkets and shopping centers and Wal-Mart.  In the 21<sup>st</sup> century, we need to cultivate co-ops and repair shops and local businesses.  In the 20<sup>th</sup> century, we cultivated an institutional infrastructure for cars and carbon consumption.  In the 21<sup>st</sup> century, we need to cultivate institutions that replace fossil fuels with other energies, including our own.  In the 20<sup>th</sup> century, we cultivated a politics of distrust, division and denial.  In the 21<sup>st</sup> century, we’ll need to cultivate a politics of permanence based on common work for the common good.  In the 20<sup>th</sup> century, we cultivated an economics of unlimited growth.  In the stewardship century, we’ll need to cultivate what Bill McKibben calls a “deep economy”—one that looks not to the bottom line, but to the bottom half, where the endangered species—both human and natural—cry out for economic development based on harmonizing human development with the natural rhythms of the beautiful blue-green planet.  In the 20<sup>th</sup> century, we cultivated our hubris, with disastrous results.  In the 21<sup>st</sup> century, it’s time for humility, and the attentiveness to natural cycles that it allows.  In short, the 20<sup>th</sup> century was the age of the so-called “economic miracle.”  But the 21<sup>st</sup> century will be the age of the ecological revolution, nesting the human economy gently within nature’s economy.\r\n\r\nTo put it another way, in the 21<sup>st</sup> century, stewardship becomes vocation and vice versa.  All of our work—including the work of consumption, where most Americans change the world most dramatically—must, in the words of Genesis, serve and conserve the gardens of creation.  Our vocation isn’t just what we get paid for—it’s what we do in our lives to serve the common good, and the <em>commons good</em>, the good of the global commons that we share with all of God’s glorious creatures.  And that might mean that an essential part of our vocation today is to create the vocations of tomorrow by transforming public policy and the economy so that people <em>do get paid</em> to serve and conserve God’s creation.  Instead of providing perverse subsidies to corporations that undermine the health of natural communities, including our own, we might direct public money—the money of “we the people”—to projects of restoration and regeneration.\r\n\r\nAt the beginning of the ecological revolution of the 21<sup>st</sup> century, we all have work to do.  We have pigs—and piggishness—to take care of.\r\n\r\nAmen.','The Prodigal Son and the Pigs','','publish','closed','open','','the-prodigal-son-and-the-pigs','','','2018-07-09 14:32:20','2018-07-09 19:32:20','',707,'http://natureofcollege.org/?page_id=710',0,'page','',1),(711,5,'2011-10-03 15:33:41','2011-10-03 15:33:41','<p align=\"center\"><strong><em>The Prodigal Son and the Pigs</em></strong></p>\nMy text today is the story of the prodigal son, told in the gospel of Luke:\n\n<em>There was a man who had two sons. The younger one told his father that he couldn’t wait for him to die, and that he wanted his share of the estate now.  So Dad divided his property between the two sons.  The younger son took his share and blew it all in wild living in a foreign country.  After he had squandered his whole fortune, there was a severe famine in that country, and he began to be in need.  So he went and hired himself out to a farmer, who put him to work caring for pigs.  The young man was so hungry that he wanted to eat the slop that the pigs were eating, but no one gave him anything.  So he headed home.  </em>\n\n<em>While he was still a long way off, his father spotted him and was filled with compassion.  So he ran to his son, threw his arms around him and kissed him.  The son said to him, “Father, I have sinned against heaven and against you. I am no longer worthy to be called your son.”</em>\n\n<em>But the father said to his servants, “Bring the best robe and put it on him. Put a ring on his finger and sandals on his feet. Bring the fatted calf and kill it. Let\'s have a feast and celebrate. For this son of mine was dead and is alive again; he was lost and is found.”  So they began to celebrate.           </em>\n\n<em>As you might imagine, the older brother was not too thrilled and refused to join them at the party.  So his father went out and pleaded, but the older brother was not convinced “You must be out of your mind,” he said.  “All these years I\'ve been slaving for you and never disobeyed your orders.  But you never gave me even a young goat so I could celebrate with my friends.  And then when this son of yours who has squandered your fortune with prostitutes comes home, you kill the fatted calf for him!”</em>\n\n<em>“My son,” the father said, “you are always with me, and everything I have is yours. But we had to celebrate and be glad, because this brother of yours was dead and now he is alive again; he was lost and is found.\" </em>\n\nI’m the oldest brother in my family, so I have a peculiar relationship to this story.  I know it’s about repentance and forgiveness, about justice and mercy, about law and love.  But, frankly, it’s still not fair.  It’s also not fair, when you think about it, to the fatted calf.  But, lucky for you, I don’t really want to talk about that today.  Instead I want to talk about the younger brother and the pigs.\n\nThe younger brother is us, the prodigal sons and daughters of a Creator who gave us first a planet and then a savior as a gift.  The word prodigal means “recklessly wasteful and extravagant,” and as the recent reports of the Intergovernmental Panel on Climate Change suggest, the people of the so-called developed world have practiced prodigality from the beginning of the industrial revolution until now.  One reason for the wastefulness of the over-developed world is that we have an under-developed sense of stewardship, which gets us to the pigs.\n\nThe root of the word “stewardship” is the Middle English word “sty,” which is an enclosure for pigs.  At first, a steward was simply the keeper of swine.  Eventually, the word involved broader responsibilities, and the steward became the keeper of the hall.  As we now understand it, a steward is a person who takes good care of something that belongs to someone else.  And in a religious sense, a steward is a person who takes care of God’s creation, since all of it is God’s, including us.\n\nSo the first lesson of stewardship—and a hard one in a culture of capitalism, consumerism and private property—is that we don’t own anything.  It’s all God’s, and when we bend nature or human nature from God’s purposes to our own, we’re not stewards but thieves.  Genesis 2:15 suggests that we’re called “to till and keep” the earth.  But as Larry Rasmussen points out in <em>Earth Community, Earth Ethics</em>, a better translation requires us to “serve and preserve” the creation—and not just the “natural resources” that serve and preserve us.  As stewards, we can consume nature, but we can’t pig it all.  As stewards, we can take from nature, but only if we always <em>take care</em>.\n\nA second lesson of stewardship is that, etymologically at least, we’re called—like the younger brother—to take care of pigs.  For most of us, this is not an attractive career choice—or even a practical one, since pigs are now manufactured, more or less, on factory farms.  But if we go looking for the biggest pigs on the planet, we actually don’t need to look any further than the mirror.  Currently, human beings use more than 40 percent of the biologically productive capacity of the earth for themselves.  And Americans consume collectively more than anybody else in the world. Just five percent of the world’s population, we consume about 25 percent of the world’s resources.  Like the younger brother, we take too much, in part because we take so much for granted.\n\nSo maybe we should consider stewardship in its original sense, and think of our responsibilities to be keepers of pigs—pigs who, in this case, happen to be ourselves.\n\nIn this definition, a steward would be someone who watches over the piggishness of human beings, and who tries to manage it for the good of God’s creation.  Such stewardship involves the management of natural resources, but also the management of cultural resources, especially the cultural resources that conserve natural resources.  Colleges and universities have traditionally served as stewards of cultural traditions, and they’re desperately needed again today, when the cult of novelty and a culture of consumption relentlessly replace the tried and true with the “new and improved.”\n\nAs cultural stewards, we need to take care of our piggishness by cultivating cultural values that cultivate restraint.  In <em>Earth Community, Earth Ethics</em>, Larry Rasmussen suggests that stewardship is intimately connected to Sabbath.  He suggests that Creation culminates not on the sixth day, when Adam and Eve are created, but on the seventh day, when Adam and Eve learn how to leave creation alone.  The Sabbath, then, is not just a day of rest for people; it’s a day of rest for the rest of creation.  It’s a day of restraint, a day of re-creation, a day in which we watch the world grow without our interference, a day in which we humbly acquiesce to God’s creative complexity.  As stewards of the creation, therefore, our first duty is to learn how nature works, and then to figure out how to work with it.\n\nAs cultural stewards, we need to take care of our piggishness by telling stories about taking less, stories that counter the acquisitive nature of our culture.  For more than a century, we’ve lived in a society of conspicuous consumption.  Now it’s time for a culture of conspicuous frugality.  Instead of praising each other for our new purchases, it’s time to exert peer pressure in favor of restraint, repair, and renewal.  For more than a century, we’ve marveled at what people <em>can</em> do—and we’ve done it, with disastrous results.  Now, it’s time to marvel at what people choose <em>not</em> to do.\n\nAs cultural stewards, we need to take care of our piggishness by cultivating <em>institutions</em> that can shape communities for the common good, including the common good of all God’s creatures.  In the 20<sup>th</sup> century, we cultivated supermarkets and shopping centers and Wal-Mart.  In the 21<sup>st</sup> century, we need to cultivate co-ops and repair shops and local businesses.  In the 20<sup>th</sup> century, we cultivated an institutional infrastructure for cars and carbon consumption.  In the 21<sup>st</sup> century, we need to cultivate institutions that replace fossil fuels with other energies, including our own.  In the 20<sup>th</sup> century, we cultivated a politics of distrust, division and denial.  In the 21<sup>st</sup> century, we’ll need to cultivate a politics of permanence based on common work for the common good.  In the 20<sup>th</sup> century, we cultivated an economics of unlimited growth.  In the stewardship century, we’ll need to cultivate what Bill McKibben calls a “deep economy”—one that looks not to the bottom line, but to the bottom half, where the endangered species—both human and natural—cry out for economic development based on harmonizing human development with the natural rhythms of the beautiful blue-green planet.  In the 20<sup>th</sup> century, we cultivated our hubris, with disastrous results.  In the 21<sup>st</sup> century, it’s time for humility, and the attentiveness to natural cycles that it allows.  In short, the 20<sup>th</sup> century was the age of the so-called “economic miracle.”  But the 21<sup>st</sup> century will be the age of the ecological revolution, nesting the human economy gently within nature’s economy.\n\nTo put it another way, in the 21<sup>st</sup> century, stewardship becomes vocation and vice versa.  All of our work—including the work of consumption, where most Americans change the world most dramatically—must, in the words of Genesis, serve and conserve the gardens of creation.  Our vocation isn’t just what we get paid for—it’s what we do in our lives to serve the common good, and the <em>commons good</em>, the good of the global commons that we share with all of God’s glorious creatures.  And that might mean that an essential part of our vocation today is to create the vocations of tomorrow by transforming public policy and the economy so that people <em>do get paid</em> to serve and conserve God’s creation.  Instead of providing perverse subsidies to corporations that undermine the health of natural communities, including our own, we might direct public money—the money of “we the people”—to projects of restoration and regeneration.\n\nAt the beginning of the ecological revolution of the 21<sup>st</sup> century, we all have work to do.  We have pigs—and piggishness—to take care of.\n\nAmen.','The Prodigal Son and the Pigs','','inherit','open','open','','710-revision','','','2011-10-03 15:33:41','2011-10-03 15:33:41','',710,'http://natureofcollege.org/2011/10/710-revision/',0,'revision','',0),(712,5,'2011-10-03 15:35:06','2011-10-03 15:35:06','<p style=\"text-align: left;\" align=\"center\"><strong><em>The Prodigal Son and the Pigs</em></strong></p>\nMy text today is the story of the prodigal son, told in the gospel of Luke:\n\n<em>There was a man who had two sons. The younger one told his father that he couldn’t wait for him to die, and that he wanted his share of the estate now.  So Dad divided his property between the two sons.  The younger son took his share and blew it all in wild living in a foreign country.  After he had squandered his whole fortune, there was a severe famine in that country, and he began to be in need.  So he went and hired himself out to a farmer, who put him to work caring for pigs.  The young man was so hungry that he wanted to eat the slop that the pigs were eating, but no one gave him anything.  So he headed home.  </em>\n\n<em>While he was still a long way off, his father spotted him and was filled with compassion.  So he ran to his son, threw his arms around him and kissed him.  The son said to him, “Father, I have sinned against heaven and against you. I am no longer worthy to be called your son.”</em>\n\n<em>But the father said to his servants, “Bring the best robe and put it on him. Put a ring on his finger and sandals on his feet. Bring the fatted calf and kill it. Let\'s have a feast and celebrate. For this son of mine was dead and is alive again; he was lost and is found.”  So they began to celebrate.           </em>\n\n<em>As you might imagine, the older brother was not too thrilled and refused to join them at the party.  So his father went out and pleaded, but the older brother was not convinced “You must be out of your mind,” he said.  “All these years I\'ve been slaving for you and never disobeyed your orders.  But you never gave me even a young goat so I could celebrate with my friends.  And then when this son of yours who has squandered your fortune with prostitutes comes home, you kill the fatted calf for him!”</em>\n\n<em>“My son,” the father said, “you are always with me, and everything I have is yours. But we had to celebrate and be glad, because this brother of yours was dead and now he is alive again; he was lost and is found.\" </em>\n\nI’m the oldest brother in my family, so I have a peculiar relationship to this story.  I know it’s about repentance and forgiveness, about justice and mercy, about law and love.  But, frankly, it’s still not fair.  It’s also not fair, when you think about it, to the fatted calf.  But, lucky for you, I don’t really want to talk about that today.  Instead I want to talk about the younger brother and the pigs.\n\nThe younger brother is us, the prodigal sons and daughters of a Creator who gave us first a planet and then a savior as a gift.  The word prodigal means “recklessly wasteful and extravagant,” and as the recent reports of the Intergovernmental Panel on Climate Change suggest, the people of the so-called developed world have practiced prodigality from the beginning of the industrial revolution until now.  One reason for the wastefulness of the over-developed world is that we have an under-developed sense of stewardship, which gets us to the pigs.\n\nThe root of the word “stewardship” is the Middle English word “sty,” which is an enclosure for pigs.  At first, a steward was simply the keeper of swine.  Eventually, the word involved broader responsibilities, and the steward became the keeper of the hall.  As we now understand it, a steward is a person who takes good care of something that belongs to someone else.  And in a religious sense, a steward is a person who takes care of God’s creation, since all of it is God’s, including us.\n\nSo the first lesson of stewardship—and a hard one in a culture of capitalism, consumerism and private property—is that we don’t own anything.  It’s all God’s, and when we bend nature or human nature from God’s purposes to our own, we’re not stewards but thieves.  Genesis 2:15 suggests that we’re called “to till and keep” the earth.  But as Larry Rasmussen points out in <em>Earth Community, Earth Ethics</em>, a better translation requires us to “serve and preserve” the creation—and not just the “natural resources” that serve and preserve us.  As stewards, we can consume nature, but we can’t pig it all.  As stewards, we can take from nature, but only if we always <em>take care</em>.\n\nA second lesson of stewardship is that, etymologically at least, we’re called—like the younger brother—to take care of pigs.  For most of us, this is not an attractive career choice—or even a practical one, since pigs are now manufactured, more or less, on factory farms.  But if we go looking for the biggest pigs on the planet, we actually don’t need to look any further than the mirror.  Currently, human beings use more than 40 percent of the biologically productive capacity of the earth for themselves.  And Americans consume collectively more than anybody else in the world. Just five percent of the world’s population, we consume about 25 percent of the world’s resources.  Like the younger brother, we take too much, in part because we take so much for granted.\n\nSo maybe we should consider stewardship in its original sense, and think of our responsibilities to be keepers of pigs—pigs who, in this case, happen to be ourselves.\n\nIn this definition, a steward would be someone who watches over the piggishness of human beings, and who tries to manage it for the good of God’s creation.  Such stewardship involves the management of natural resources, but also the management of cultural resources, especially the cultural resources that conserve natural resources.  Colleges and universities have traditionally served as stewards of cultural traditions, and they’re desperately needed again today, when the cult of novelty and a culture of consumption relentlessly replace the tried and true with the “new and improved.”\n\nAs cultural stewards, we need to take care of our piggishness by cultivating cultural values that cultivate restraint.  In <em>Earth Community, Earth Ethics</em>, Larry Rasmussen suggests that stewardship is intimately connected to Sabbath.  He suggests that Creation culminates not on the sixth day, when Adam and Eve are created, but on the seventh day, when Adam and Eve learn how to leave creation alone.  The Sabbath, then, is not just a day of rest for people; it’s a day of rest for the rest of creation.  It’s a day of restraint, a day of re-creation, a day in which we watch the world grow without our interference, a day in which we humbly acquiesce to God’s creative complexity.  As stewards of the creation, therefore, our first duty is to learn how nature works, and then to figure out how to work with it.\n\nAs cultural stewards, we need to take care of our piggishness by telling stories about taking less, stories that counter the acquisitive nature of our culture.  For more than a century, we’ve lived in a society of conspicuous consumption.  Now it’s time for a culture of conspicuous frugality.  Instead of praising each other for our new purchases, it’s time to exert peer pressure in favor of restraint, repair, and renewal.  For more than a century, we’ve marveled at what people <em>can</em> do—and we’ve done it, with disastrous results.  Now, it’s time to marvel at what people choose <em>not</em> to do.\n\nAs cultural stewards, we need to take care of our piggishness by cultivating <em>institutions</em> that can shape communities for the common good, including the common good of all God’s creatures.  In the 20<sup>th</sup> century, we cultivated supermarkets and shopping centers and Wal-Mart.  In the 21<sup>st</sup> century, we need to cultivate co-ops and repair shops and local businesses.  In the 20<sup>th</sup> century, we cultivated an institutional infrastructure for cars and carbon consumption.  In the 21<sup>st</sup> century, we need to cultivate institutions that replace fossil fuels with other energies, including our own.  In the 20<sup>th</sup> century, we cultivated a politics of distrust, division and denial.  In the 21<sup>st</sup> century, we’ll need to cultivate a politics of permanence based on common work for the common good.  In the 20<sup>th</sup> century, we cultivated an economics of unlimited growth.  In the stewardship century, we’ll need to cultivate what Bill McKibben calls a “deep economy”—one that looks not to the bottom line, but to the bottom half, where the endangered species—both human and natural—cry out for economic development based on harmonizing human development with the natural rhythms of the beautiful blue-green planet.  In the 20<sup>th</sup> century, we cultivated our hubris, with disastrous results.  In the 21<sup>st</sup> century, it’s time for humility, and the attentiveness to natural cycles that it allows.  In short, the 20<sup>th</sup> century was the age of the so-called “economic miracle.”  But the 21<sup>st</sup> century will be the age of the ecological revolution, nesting the human economy gently within nature’s economy.\n\nTo put it another way, in the 21<sup>st</sup> century, stewardship becomes vocation and vice versa.  All of our work—including the work of consumption, where most Americans change the world most dramatically—must, in the words of Genesis, serve and conserve the gardens of creation.  Our vocation isn’t just what we get paid for—it’s what we do in our lives to serve the common good, and the <em>commons good</em>, the good of the global commons that we share with all of God’s glorious creatures.  And that might mean that an essential part of our vocation today is to create the vocations of tomorrow by transforming public policy and the economy so that people <em>do get paid</em> to serve and conserve God’s creation.  Instead of providing perverse subsidies to corporations that undermine the health of natural communities, including our own, we might direct public money—the money of “we the people”—to projects of restoration and regeneration.\n\nAt the beginning of the ecological revolution of the 21<sup>st</sup> century, we all have work to do.  We have pigs—and piggishness—to take care of.\n\nAmen.','The Prodigal Son and the Pigs','','inherit','open','open','','710-autosave','','','2011-10-03 15:35:06','2011-10-03 15:35:06','',710,'http://natureofcollege.org/2011/10/710-autosave/',0,'revision','',0),(713,5,'2011-10-04 13:33:23','2011-10-04 13:33:23','From time to time, I\'m asked to give sermons and chapel talks at churches with an interest in stewardship and/or sustainability, focusing on spiritual dimensions of our ecological crisis, and ethical responses to it. As I suggest in the chapter on \"The Nature of Religion\" in the book, religious resources for environmentalism remain largely untapped. These talks, I think, suggest some of the possibilities for partnerships. Enjoy!<em></em>','Chapel Talks','','inherit','open','open','','707-autosave','','','2011-10-04 13:33:23','2011-10-04 13:33:23','',707,'http://natureofcollege.org/2011/10/707-autosave/',0,'revision','',0),(714,5,'2011-10-03 15:32:28','2011-10-03 15:32:28','','Chapel Talks','','inherit','open','open','','707-revision-2','','','2011-10-03 15:32:28','2011-10-03 15:32:28','',707,'http://natureofcollege.org/2011/10/707-revision-2/',0,'revision','',0),(803,5,'2012-05-09 21:26:07','2012-05-09 21:26:07','<strong>Valparaiso University, Valparaiso, Indiana, January 26, 2006</strong>\n\n<em>“Consuming U: How We Consume (at) College—and Why”</em>\n\n<strong>Spring Hill College, Mobile, Alabama, October 20, 2009</strong>\n\n<em>The Nature of Our Lives: Environmental Histories of College Culture”</em>\n\n2009 selection for the college’s Portier Lecture in History\n\n<strong>St. John’s University and College of St. Benedict, August 18-19, 2010</strong>\n\n<em>“The Nature of Our Lives: Sustainability and College Culture”</em>\n\nOpening Faculty and Staff Meeting, workshop on sustainability across the curriculum\n\n<strong>St. John’s University, September 9-10, 2010</strong>\n\n<em>“College Fun and the Moral Ecology of Everyday Life”</em>\n\n<strong>St. John’s University and College of St. Benedict, November 18, 2010</strong>\n\nReading groups on <em>The Nature of College</em>\n\n<strong>University of Wisconsin, River Falls, March 23-24, 2011</strong>\n\nSpeaker and co-facilitator for “`Big Idea:’ a workshop promoting faculty leadership in sustainability, co-sponsored by AASHE\n\n<strong>Luther College, April 3-4, 2011</strong>\n\nKeynote Speaker and co-facilitator for conference sponsored by the Associated Colleges of the Midwest on “Integrating Sustainability into the Undergraduate Curriculum\n\n<strong>University of Minnesota, Morris, April 20-21, 2011</strong>\n\nLecture on <em>The Nature of Our Lives” </em>and faculty workshop in Environmental Studies\n\n<strong>Macalester College, St. Paul, May 17, 2011</strong>\n\n<em>“The Nature of Our Lives” and faculty workshop on sustainability across the curriculum</em>\n\n<strong>University of Minnesota, Twin Cities, September 22, 2011</strong>\n\n<em>“College Culture and the Imagination of America”</em>\n\nKeynote for undergraduate participants at the Imagining America Conference\n\n<strong>University of Minnesota, Morris, September 23-24, 2011</strong>\n\n<em>“Social Networks and Ecological Communities”</em>\n\nUpper Midwest Association for Campus Sustainability Conference\n\n<strong>Association for the Advancement of Sustainability in Higher Education, Pittsburgh, 2011</strong>\n\n<em>“Campus Ecology and the Nature of College”</em>\n\n<strong>St. Olaf College, Northfield, MN, November 16, 2011</strong>\n\n<em>“The Nature of Our Lives: St. Olaf’s Environmental Values”</em>\n\n<strong>Macalester College, St. Paul, November 17, 2011</strong>\n\nClass visit and EnviroThursday speaker\n\n<strong>Northland College, Ashland Wisconsin, January 18-19, 2012</strong>\n\nHulings Lecture, “The Nature of Our Lives: Sustainability and College Culture”\n\n<strong>University of Minnesota, Crookston, April 18-19, 2012</strong>\n\nEarth Week keynote speaker, faculty workshop on integrating sustainability into the curriculum\n\n<strong>Iowa State University, Ames, May 15-16</strong>\n\nFacilitator for Tall Grass Prairie faculty development workshop\n\n<strong>Concordia College, Moorhead, October 3-5, 2012</strong>\n\nVisiting Writers Festival (nonfiction)\n\n<strong>Central College, Pella, Iowa, November 15, 2012</strong>\n\nLecture for first-year Intersections program','Speaking Engagements and Workshops','','inherit','open','open','','775-autosave','','','2012-05-09 21:26:07','2012-05-09 21:26:07','',775,'http://natureofcollege.org/2012/04/775-autosave/',0,'revision','',0),(804,5,'2011-10-15 00:19:08','2011-10-15 00:19:08','<strong>Valparaiso University, Valparaiso, Indiana, January 26, 2006</strong><em></em>\r\n\r\n<em>“Consuming U: How We Consume (at) College—and Why”</em>\r\n\r\n<strong>Spring Hill College, Mobile, Alabama, October 20, 2009</strong><em></em>\r\n\r\n<em>The Nature of Our Lives: Environmental Histories of College Culture”</em>\r\n\r\n2009 selection for the college’s Portier Lecture in History\r\n\r\n<strong>St. John’s University and College of St. Benedict, August 18-19, 2010</strong>\r\n\r\n<em>“The Nature of Our Lives: Sustainability and College Culture”</em>\r\n\r\nOpening Faculty and Staff Meeting, workshop on sustainability across the curriculum\r\n\r\n<strong>St. John’s University, September 9-10, 2010</strong>\r\n\r\n<em>“College Fun and the Pursuit of Happiness”</em>\r\n\r\n<strong>St. John’s University and College of St. Benedict, November 18, 2010</strong>\r\n\r\nReading groups on <em>The Nature of College</em>\r\n\r\n<strong>University of Wisconsin, River Falls, March 23-24, 2011</strong>\r\n\r\nSpeaker and co-facilitator for “`Big Idea:’ a workshop promoting faculty leadership in sustainability, co-sponsored by AASHE\r\n\r\n<strong>Luther College, April 3-4, 2011</strong>\r\n\r\nKeynote Speaker and co-facilitator for conference sponsored by the Associated Colleges of the Midwest on “Integrating Sustainability into the Undergraduate Curriculum”\r\n\r\n<strong>University of Minnesota, Morris, April 20-21, 2011</strong>\r\n\r\nLecture on <em>The Nature of Our Lives” </em>and faculty workshop in Environmental Studies\r\n\r\n<strong>Macalester College, St. Paul, May 17, 2011</strong>\r\n\r\n<em>“The Nature of Our Lives” and faculty workshop on sustainability across the curriculum</em>\r\n\r\n<strong>University of Minnesota, Twin Cities, September 22, 2011</strong>\r\n\r\n<em>“College Culture and the Imagination of America”</em>\r\n\r\nKeynote for undergraduate participants at the Imagining America Conference\r\n\r\n<strong>University of Minnesota, Morris, September 23-24, 2011</strong>\r\n\r\n<em>“Social Networks and Ecological Communities”</em>\r\n\r\nUpper Midwest Association for Campus Sustainability Conference\r\n\r\n<strong>Association for the Advancement of Sustainability in Higher Education, Pittsburgh, 2011</strong>\r\n\r\n<em>“Campus Ecology and the Nature of College”</em>\r\n\r\n<strong>St. Olaf College, Northfield, MN, November 16, 2011</strong>\r\n\r\n<em>“The Nature of Our Lives: St. Olaf’s Environmental Values”</em>\r\n\r\n<strong>Macalester College, St. Paul, November 17, 2011</strong>\r\n\r\nClass visit and EnviroThursday speaker\r\n\r\n<strong>Northland College, Ashland Wisconsin, January 18-19, 2012</strong>\r\n\r\nLecture and class visits\r\n\r\n<strong>Illinois State University and Illinois Wesleyan University, February 4, 2012</strong>\r\n\r\nKeynote address for faculty pedagogy workshop','Speaking Engagements and Workshops','','inherit','open','open','','775-revision-4','','','2011-10-15 00:19:08','2011-10-15 00:19:08','',775,'http://natureofcollege.org/2011/10/775-revision-4/',0,'revision','',0);
INSERT INTO `wp_posts` VALUES (716,5,'2011-03-13 02:07:43','2011-03-13 02:07:43','<strong><em>Action/information ratio: </em>The amount of action that comes from each unit of information; the practices that come from knowledge; thus, the practical consequences of learning.  TV news, in general, has a ratio of zero.</strong>\r\n\r\n<strong><em> </em></strong>\r\n\r\n<strong><em>Activist</em></strong>: <strong>A person who does something about environmental (and other) problems, instead of just bitching about them.  Synonym: citizen.</strong>\r\n\r\n<strong><em> </em></strong>\r\n\r\n<strong><em>Air conditioning:</em></strong> <strong>A way of warming the planet by cooling the air.</strong>\r\n\r\n<strong><em> </em></strong>\r\n\r\n<strong><em>Appeerances:</em> The way that peer pressure looks in our lives.</strong>\r\n\r\n<strong><em> </em></strong>\r\n\r\n<strong><em>Apposite sex: </em></strong><strong>The appropriate sex for sexuality.  For heterosexuals, the apposite sex is the opposite sex, but for homosexuals it’s not.  “Apposite” means “fitting, suitable, appropriate,”so the term “apposite sex” helps us to remember that we’re not all heterosexual.</strong>\r\n\r\n<strong><em>Asceticism: </em>The art of getting more life with less stuff, a practice of restraint which is increasingly rare in a consumer society that promotes self-indulgence more than self-discipline. </strong>\r\n\r\n<strong><em> </em></strong>\r\n\r\n<strong><em>Automobility: </em>The combination of ideas, assumptions, institutions and technologies that have driven Americans (in cars) since the early 20<sup>th</sup> century.  See <em>Car culture.</em></strong>\r\n\r\n<strong><em> </em></strong>\r\n\r\n<strong><em>Bearthday: </em>1) The day on which a person is born; 2) The day on which the elements of the earth combine to produce a human being, whose being is, in fact, inextricable connected to the nurturing of people and the planet’s ecosystem services; 3) A day that might be ritualized not just as a celebration of one life, but as a celebration of the many lives involved in one life.</strong>\r\n\r\n<strong><em>Beer: </em>The elixir of college life, the fermented beverage that foments fellowship and fun and fantasy and audacity and hook-ups and unconsciousness and hangovers, among other things. </strong>\r\n\r\n<strong><em>Bitching</em>: A characteristic conversational mode in the college culture of complaint, an expression of cynicism, learned helplessness, and quiet desperation.  Antonym: <em>hope.</em></strong>\r\n\r\n<strong><em> </em></strong>\r\n\r\n<strong><em>Boredom: </em>1) Mindless, listless tedium, brought on by a lack of stimulation or a lack of imagination; 2) The primary social disease of college life, often cured by TV or video games or pharmaceuticals or fun.</strong>\r\n\r\n<strong><em>Boycott:</em> A way of putting our money where our values are, a protest withdrawing business from merchants who have withdrawn from the moral economy of the culture.  \"We boycott,\" said Martin Luther King, \"not to put people out of business, but to put justice into business.\"</strong>\r\n\r\n<strong><em>Buycott: </em>A way of putting our money where our values are by buying goods that are good for people and the planet.  If you believe that sustainability is a good thing, you can buycott manufacturers by purchasing organic foods or textiles, by looking for energy-efficient appliances and cars, and by preferring recycled products.  In this way, consumers get to make the market work for the good life instead of just for profits.</strong>\r\n\r\n<strong><em>Carcass: The body of a person who drives a car.</em></strong>\r\n\r\n<strong><em>Comfearth:</em> The amount of comfort that’s consistent with sustainability.</strong>\r\n\r\n<strong><em>Comfort:</em> One of the most important American environmental values.  See <em>comfearth.</em></strong>\r\n\r\n<strong><em>Commodity: </em>A thing, specifically a thing that can be bought and sold; thus, everything in a capitalist economy, including the labor (and sometimes the bodies) of human beings.</strong>\r\n\r\n<strong><em> </em></strong>\r\n\r\n<strong><em>Commodity fetishism:</em> A fetish is, in primitive societies like ours, an object believed to have magical qualities—like toothpaste, which effectively cleans teeth and magically attracts the opposite sex.  Fetishism is the belief in such fetishes.  For Marx, one of the magical things about such fetishes is the way they work in disappearing acts.  When people focus on money and stuff, the social and environmental consequences of money and stuff magically disappear. </strong>\r\n\r\n<strong><em> </em></strong>\r\n\r\n<strong><em>Commodity self:</em> The identity of a person expressed by the things a person owns.  If you are what you own, what are you?  A commodity self.</strong>\r\n\r\n<strong><em>Common sense: </em>The ordinary and everyday interpretation of reality, a social construction of a community for the convenience of its members.  The sense that we don’t need to think more deeply about the reasons for our lives. Antonym: <em>Uncommon sense.</em></strong>\r\n\r\n<strong><em>Commons sense: The common sense of the 21<sup>st</sup> century, in which “everybody knows” that human life depends on other lives in the biosphere—and the health of the biosphere itself.</em></strong>\r\n\r\n<strong><em> </em></strong>\r\n\r\n<strong><em>Compartmentalization</em>: The cultural sport of boxing, sorting ourselves into the boxes we call specialization—or, in academia, departments.  See <em>myopia.</em></strong>\r\n\r\n<strong><em> </em></strong>\r\n\r\n<strong><em>Consumer forgetfulness: </em>Ignorance of, or intentional ignoring, the implications of our consumption and materialism.  In writing about 19<sup>th</sup> century transformations in the making of meat, historian William Cronon reminds us that “The packing plants distanced their customers most of all from the act of killing. . . . The more people became accustomed to the attractively cut, carefully wrapped, cunningly displayed packages that Swift had introduced to the trade, the more they could fail to remember that their purchase had once pulsed and breathed with a life much like their own. . . . In the packers’ world, it was easy not to remember that eating was a moral act inextricably bound to killing.  Such was the second nature that a corporate order had imposed on the American landscape.  Forgetfulness was among the least noticed and most important of its by-products.” </strong>\r\n\r\n<strong><em> </em></strong>\r\n\r\n<strong><em>Convenience: </em>One of the core values of American consumer culture, the idea that saving time is a saving grace, even when it reduces the amount of care and cooperation and sustainability in the society.</strong>\r\n\r\n<strong><em>Cultural work: </em> The work performed by actions and artifacts that reinforces (or challenges) cultural values, assumptions and expectations.  Grades, for example, tell us how we did on papers and exams, but they also do cultural work, reinforcing patterns of authority, hierarchy, quantification, and the reification of values. Bananas are good food, but they also do cultural work, reinforcing patterns of globalization, free trade, resourcism, and underdevelopment (they weren’t called “banana republics” for nothing.)</strong>\r\n\r\n<strong><em>Cynicism: </em>Despairing doubtfulness, a defense against the challenges of hopefulness and idealism.  A common reflex of college students; as Mark Edmundson says, “Cynicism became their habitual mode.  They are the progeny of Bart Simpson and David Letterman, and the hyper-cool ethos of the box.”  See <em>realism.</em></strong>\r\n\r\n<strong><em> </em></strong>\r\n\r\n<strong><em>Dense fact: </em>A cultural act or artifact, as seen by a person with a connecting mind. </strong>\r\n\r\n<strong><em>Designing minds:</em> Minds designed to see the designs of nature and culture, <em>and </em>to design a society that harmonizes them happily ever after.</strong>\r\n\r\n<strong> </strong>\r\n\r\n<strong><em>Distraction: </em>The act of paying attention to the wrong thing.  In the early 21<sup>st</sup> century, Americans live in a culture of distraction, designed to keep us thinking about white teeth and white  laundry, about beer and big breasts, about junk food and giant cars, about fun and fashion, instead of liberty and justice for all. </strong>\r\n\r\n<strong> </strong>\r\n\r\n<strong><em>Ecologician:</em> 1) A student of ecology, including the moral ecology of everyday life; 2) a magician who practices the arts of regenerative design; 3) us, if we choose to be.</strong>\r\n\r\n<strong><em>Ecosystem services: </em>what nature does to nurture us, producing such things as the air we breathe, the water we drink, the food we eat, the fibers we wear, the bacteria that help to digest our food, and the instincts that drive us when we’re not driving ourselves.  In addition, nature supplies habitat, produces soil, supplies lumber, manufactures medicines, prevents floods, controls pests, regulates climate, develops genes, maintains biodiversity, and absorbs wastes—all without cost to people.</strong>\r\n\r\n<strong><em> </em></strong>\r\n\r\n<strong><em>Enchantment of goods:</em> Making magic with materialism. <em> </em>In a scientific, semi-secular society, most of us don’t believe that there’s magic in the world—except in our products, which routinely cause magical transformations in people and their places.</strong>\r\n\r\n<strong><em>Enough: </em> An obsolete word that used to connote a sufficiency.  In modern America, enough is not enough, because there\'s still more, and it\'s new and improved.</strong>\r\n\r\n<strong><em> </em></strong>\r\n\r\n<strong><em>Ethicurean: </em>A person who seeks out tasty things that are also <em>s</em>ustainable, organic, local, and/or ethical — SOLE food, for short.  See <a href=\"http://www.ethicurean.com/\">www.ethicurean.com</a>. </strong>\r\n\r\n<strong><em> </em></strong>\r\n\r\n<strong><em>Expressed values: </em>The values we say we love and live, as opposed to the ones we actually practice.  Many Americans express environmental values, but they live as if environmental impacts occurred only in other places—which, often, they do. See <em>operative values.</em></strong>\r\n\r\n<strong><em> </em></strong>\r\n\r\n<strong><em>Extensive pleasure: </em>The pleasure derived from living in right relation to the world.  Eating is a good example. According to Wendell Berry, good food tastes good, but when you know that food has been carefully and conscientiously prepared (from farm to fork), it tastes better.  See <em>intensive pleasure.</em></strong>\r\n\r\n<strong><em>Extinction:</em> The death of dying for a species, the transformation from life to obliteration</strong>\r\n\r\n<strong><em>Extrospection: </em>The practice of looking outside the self to understand the self.  When we see the consequences of our lives, we get a better idea of who we are.  Ant.: <em>introspection</em></strong>\r\n\r\n<em> </em>\r\n\r\n<strong><em>Facebook:</em> An online social network that substitutes profiles, poking and writing on walls for face-to-face conversation, which is so old-fashioned.</strong>\r\n\r\n<strong><em> </em></strong>\r\n\r\n<strong><em>Familyism: </em>The focus on the family of American culture, in which we sometimes sacrifice the public good and environmental health for the good of our families.</strong>\r\n\r\n<strong><em> </em></strong>\r\n\r\n<strong><em>Flow: </em>A state of satisfaction more fulfilling than fun, an active engagement in work or play in which a person loses themselves in the intrinsic interest of the activity.  The deep pleasure that comes from intense engagement in play, in the play of work, in a problem, in a quest or a question, or in another person. The goal of a good society.</strong>\r\n\r\n<strong><em>Food: </em>Nature converted to culture converted, by cooking and preparation and dining, to human nature.</strong>\r\n\r\n<strong><em> </em></strong>\r\n\r\n<strong><em>Fun morality: </em>The idea that people ought to have fun in the socially accepted ways that people in beer commercials do.  The idea that leisure is our duty allows merchants to sell us our own leisure time.  See <em>free time.</em></strong>\r\n\r\n<strong><em> </em></strong>\r\n\r\n<strong><em>Fundamentalism: </em>The primary religion of American life, the idea that people are created to have fun. Fundamentalism explains why the great American interdenominational prayer is “Thank God it’s Friday.” </strong>\r\n\r\n<strong><em>Freakological era</em>: The freakish time period between 1800 and 2000 in which human beings seemingly expected that they could live well by compromising other lives on the planet.</strong>\r\n\r\n<strong> </strong>\r\n\r\n<strong><em>Global warming:</em></strong> A euphemism for the climate changes that are occurring as people heat up the planet.  See <strong><em>global weirding</em>.</strong>\r\n\r\n<strong><em> </em></strong>\r\n\r\n<strong><em>Global weirding:</em> A phrase coined by Amory Lovins to emphasize the catastrophic climate changes that accompany global warming, including drought, heat waves, thunderstorms, hurricanes, blizzards, dust storms, plant and animal extinctions and population explosions, spreading pests and diseases, human starvation and social upheaval.</strong>\r\n\r\n<strong><em>Habitat: </em>1. In nature, the environment in which an organism or biological population normally lives; 2. In culture, the sum total of our habits, the way we inhabit our habitat. One of the most important questions of ecology is how well human habits are adapted to the habitats that <em>homo sapiens</em> occupies, all of which are on a planet with a beleaguered biosphere.</strong>\r\n\r\n<strong><em> </em></strong>\r\n\r\n<strong><em>Hope:</em> 1) The practice of possibility; 2) the art of making the good life a better life—and not just for people.</strong>\r\n\r\n<strong><em> </em></strong>\r\n\r\n<strong><em>Hoping mechanism:</em> A person, community, institution, text, image, performance or artwork that sustains our hope for sustainability. Ant: <em> coping mechanism</em></strong>\r\n\r\n<strong><em>Ignorance:</em> 1. Lack of knowledge. 2. Avoidance of knowledge, as when we actively ignore the signs of global weirding in order to preserve a culture of comfort and materialism.</strong>\r\n\r\n<strong><em> </em></strong>\r\n\r\n<strong><em>Ignorant knowledge:</em> (from David Orr)  Decontextualized knowledge, knowledge that ignores the bigger pictures of human fulfillment and environmental health.</strong>\r\n\r\n<strong><em>In<span style=\"text-decoration: underline;\">car</span>ceration:</em> The voluntary process of imprisonment in cars, a process carried out over the course of the 20<sup>th</sup> century. </strong>\r\n\r\n<strong><em> </em></strong>\r\n\r\n<strong><em>Industrial lawn:</em> A form of industrial agriculture, the application of industrial processes (chemical fertilizers, herbicides, pesticides, fossil-fueled mowers) to the growth of a crop which is harvested weekly and thrown out.  See also <em>freedom lawn</em>.</strong>\r\n\r\n<strong><em>Inhabitant:</em> A person whose habits are in synch with their environment, a human being who fits within nature’s regenerative cycles, a person who makes a habit of harmony. </strong>\r\n\r\n<strong><em> </em></strong>\r\n\r\n<strong><em>Insight:</em> The sight you get when you think about what you see, and about the cultural norms that frame perception. </strong>\r\n\r\n<strong><em>Interbeing: </em></strong>\r\n\r\n<strong><em> </em></strong>\r\n\r\n<strong><em>Interdependence: </em></strong>The only kind of independence there is, xxxxxx.  See interbeing.\r\n\r\n<strong><em> </em></strong>\r\n\r\n<strong><em>Invisible technology: </em>A tool so familiar that we forget that we’re using it and it’s using us. Grades are an invisible technology, a tool designed to communicate quality to students, but a tool which also naturalizes such ideas as the standardization of excellence, the importance of hierarchy, and the identity of the self (“a B student.”)</strong>\r\n\r\n<strong><em>The Joneses:</em> The mythical other, responsible for motivating the real us to consume.  The family next door (figuratively) who put pressure on us to keep up with their appearance of wealth by buying things.  Synonym: us. See <em>peer socialization</em>.</strong>\r\n\r\n<strong><em> </em></strong>\r\n\r\n<strong><em>Know-how: </em>Instrumental knowledge, often technological.</strong>\r\n\r\n<strong><em> </em></strong>\r\n\r\n<strong><em>Know-why: </em>Instrumental wisdom, often philosophical.</strong>\r\n\r\n<strong><em> </em></strong>\r\n\r\n<strong><em>Latent function: </em>The unintended function of an action or artifact.  Sometimes, ironically, a function at odds with the manifest function.</strong>\r\n\r\n<strong><em> </em></strong>\r\n\r\n<strong><em>Lifestyle: </em>1) The complexity of life, reduced to the simplicity of consumption and commercial style; 2) A life, conceived as a collection of commodities.  See <em>commodity self</em>.</strong>\r\n\r\n<strong><em>Manifest function:</em> The expressed or intended function of an action or artifact.  The manifest function of this class is to help students learn American Studies.  The latent functions are something else.</strong>\r\n\r\n<strong><em>Mindfulness:</em> The quality of attention and care that keeps earth in mind, so that we can mind our own social and environmental behavior. Antonym: mindlessness.</strong>\r\n\r\n<strong><em> </em></strong>\r\n\r\n<strong><em>Mining: </em>1) Extraction of minerals from the earth’s crust for human benefit; 2) Making things mine by buying them; 3) Making people, plants and animals mine by appreciating them and taking responsibility for them.</strong>\r\n\r\n<strong><em> </em></strong>\r\n\r\n<strong><em>Moral amnesia: </em></strong>\r\n\r\n<strong><em> </em></strong>\r\n\r\n<strong><em>Moral drift:</em></strong> In “Bad Politics and Silly Literature,” Carol Bly\r\n\r\n<strong><em> </em></strong>\r\n\r\n<strong><em>Moral ecology: </em>According to <em>Habits of the Heart</em>, moral ecology is \"the web of moral understandings and commitments that tie people together in community.\"  In this book, moral ecology is the web of moral understandings and commitments that tie people together with each other and with nature.</strong>\r\n\r\n<strong><em> </em></strong>\r\n\r\n<strong>Moral economy: The underlying sense of fairness that makes markets work not just for the benefit of capitalists and consumers, but for all people and the planet.  In the past, when manufacturers violated the moral economy of a culture, they paid for it with strikes, boycotts, riots, etc.</strong>\r\n\r\n<strong><em> </em></strong>\r\n\r\n<strong><em>Murketing:</em> 1) Promoting consumption by converting human hopes into commercial fantasies, half-truths, and lies; 2) the process of making complexity invisible. </strong>\r\n\r\n<strong><em> </em></strong>\r\n\r\n<strong><em>Necessity: </em>Something we need, or something that everybody else has.  Necessities are always cultural and (in this culture) usually commercial.  In his trenchant essay “A Sad Heart at the Supermarket,” poet Randall Jarrell noted that in American “the frontier of necessity” always moves forward.  And in <em>The Overspent American</em>, Juliet Schor shows how many things are now “necessities” in American life.</strong>\r\n\r\n<strong><em>Need: </em>A verb with expansive meanings.  When Americans say they \"need\" something, most often it means that they \"want\" it.  And in a capitalist society, invention is often the mother of necessity as advertisers try to create a demand for what they can supply.</strong>\r\n\r\n<strong><em>Noah principle:</em> 1. According to David Ehrenfield, the idea that all species have a right to exist (and by extension, to be protected); 2. The <em>precautionary principle</em>: in the face of the deluge, it’s prudent to build an ark.</strong>\r\n\r\n<strong><em> </em></strong>\r\n\r\n<strong><em>Operative values: </em> The values we really live by.  Few people—even politicians—espouse the value of convenience, but almost all of us live by it.</strong>\r\n\r\n<strong><em> </em></strong>\r\n\r\n<strong><em>Ordinary consumption: </em></strong>\r\n\r\n<strong><em> </em></strong>\r\n\r\n<strong><em>Opportunity costs:</em> The cost of missed opportunities; what you might have purchased instead of the things you did.  On the personal level, I might have purchased a co-op membership instead of an iPhone.  On a national level, Americans might have purchased renewable energy or increased energy efficiency instead of a war in Iraq.   Opportunity costs do not include the costs of missed opportunities, like the global climate change that’s coming from the missed opportunities for reducing our use of fossil fuels.</strong>\r\n\r\n<strong><em>Overshoot:</em></strong>\r\n\r\n<strong><em> </em></strong>\r\n\r\n<strong><em>Peer pressure: </em>One form of peer socialization, in which your friends and fellow students exert their influence to get you to conform to social expectations of a culture or subculture, even when those expectations are environmentally disastrous.</strong>\r\n\r\n<strong><em> </em></strong>\r\n\r\n<strong><em>Peer socialization: </em>The way we teach each other how to think and act in a consumer culture.  Usually peer socialization works to help us live up to the low expectations of a consumer society.  But it can also be a force for creating a life that’s better than “a good life.”</strong>\r\n\r\n<strong><em>Perfect standard: </em></strong>(Paul Loeb)\r\n\r\n<strong><em>Permaculture: </em>1) The agriculture of forever, cultivating plants and animals in perennial, closed-loop systems; 2) The culture of permanence, cultivating human beings in cultures rooted in the land and in an ethic of ever after, practicing regenerative design in all aspects of living. </strong>\r\n\r\n<strong><em>Photosynthesis:</em></strong>\r\n\r\n<strong><em> </em></strong>\r\n\r\n<strong><em>Planned obsolescence: </em>The art of designing products that don’t last, either functionally or fashionably, so that manufacturers can increase sales. Disposable products are good examples of functional obsolescence, while fashion trends and the annual model change in cars are good examples of stylish obsolescence. On college campuses, new textbook editions speed obsolescence as well.</strong>\r\n\r\n<strong><em>Politics:</em></strong>\r\n\r\n<strong><em>Practical idealism:</em></strong>\r\n\r\n<strong><em> </em></strong>\r\n\r\n<strong><em>Precautionary principle: </em>A canon of carefulness, the idea that people proposing risky behavior must prove the benefit of the risks before proceeding.  Environmentally, it means that people shouldn’t conduct experiments with the planet; instead we should conduct experiments in the lab <em>before</em> we pollute the planet or alter the atmosphere.  Although the term is relatively new, the idea is old, an essential part of folk wisdom.  “Better safe than sorry” and “look before you leap” are the common sense of the precautionary principle.  The precautionary principle is also a way of reminding ourselves that the bottom line of business doesn’t go deep enough—a better bottom line considers the health of people and the planet.</strong>\r\n\r\n<strong><em> </em></strong>\r\n\r\n<strong><em>Product chain: </em>The sequence of events by which nature becomes culture, as a natural resource is produced, processed, packaged, shipped, distributed, sold, consumed and discarded. </strong>\r\n\r\n<strong><em> </em></strong>\r\n\r\n<strong><em>Professor: </em>1) The chairman of the bored; 2) Any person who professes values, either academically or actually; 3) Us.</strong>\r\n\r\n<strong><em> </em></strong>\r\n\r\n<strong><em>Progress: </em></strong>1) xxxxxxxxxxxxx; 2) Regress.\r\n\r\n<strong><em> </em></strong>\r\n\r\n<strong><em>Ratcheting: </em>A process of rising expectations whereby today’s luxuries become tomorrow’s necessities.</strong>\r\n\r\n<strong><em>Real world:</em></strong>\r\n\r\n<strong><em> </em></strong>\r\n\r\n<strong><em>Remote control: </em>1) The device we use to control our TVs and other electronics; 2) the designs we use to control the world, socially and environmentally. Eating, for example, is a form of remote control.</strong>\r\n\r\n<strong><em> </em></strong>\r\n\r\n<strong><em>Republicanism</em>: From the Latin “res publica” (the public things), the quaint idea that private virtue is necessary for the public good. </strong>\r\n\r\n<strong> </strong>\r\n\r\n<strong><em>Republican Party: </em>The quaint idea that private enterprise is the same thing as private virtue and the public good, even though corporations are legally bound to serve the interests of shareholders before any public purposes.</strong>\r\n\r\n<strong><em> </em></strong>\r\n\r\n<strong><em>Responsibility: </em>(also spelled response-ability) The human ability to respond carefully and comprehensively to one’s environment</strong>\r\n\r\n<strong><em> </em></strong>\r\n\r\n<strong><em>Reverse adaptation: </em>The process by which people become tools of their tools.  When Americans began to adapt their culture to cars—or other technologies—they practiced reverse adaptation.  When college students worry more about their grades—an invisible technology—than their learning, they practice reverse adaptation.  When people do things for the sake of the economy—instead of the other way around—it’s reverse adaptation.</strong>\r\n\r\n<strong><em> </em></strong>\r\n\r\n<strong><em>Road kill: </em>A popular form of animal sacrifice, in which we take life (including human life) to drive wherever we please. </strong>\r\n\r\n<strong><em>Sabbath:</em></strong>\r\n\r\n<strong><em> </em></strong>\r\n\r\n<strong><em>Sacramentality: </em>The radical idea that we all live in the Holy Land.</strong>\r\n\r\n<strong><em> </em></strong>\r\n\r\n<strong><em>Sacrifice:</em> (obs.) The idea that a person who can have it all might prefer to give some of it to somebody else.  In a culture of individualism, this is a crazy idea.  In a culture of the common good, it’s common sense.  Abraham Lincoln and Martin Luther King believed in redemptive sacrifice.  George W. Bush was afraid to use the word, except for soldiers who are sacrificing their lives for oil and other national interests..  See <em>virtue.</em></strong>\r\n\r\n<strong><em> </em></strong>\r\n\r\n<strong><em>Scenery:</em> The predominant way that nature is seen (and scene) in American culture, the way that land becomes landscape.</strong>\r\n\r\n<strong><em> </em></strong>\r\n\r\n<strong><em>Seeing:</em> 1. The act of perception. 2. The art of perception, honed by practices of attentive mindfulness.  See Annie Dillard on “Seeing” in <em>Pilgrim at Tinker Creek</em></strong>\r\n\r\n<strong><em> </em></strong>\r\n\r\n<strong><em>Silence: </em>One way we make environmental history, the sound that most of us make in response to the degradation of natural systems.  “<em>All </em>of us are collaborators in this silence,” says Sallie McFague.  “We enjoy the consumer lifestyle; in fact, most of us are addicted to it, and, like addicts, we cheerfully live in a state of denial.”</strong>\r\n\r\n<strong><em> </em></strong>\r\n\r\n<strong><em>Sitizen:</em> A person whose civic engagement consists of sitting around and bitching about the state of the world, the gridlock in Washington, the environmental crisis, and the bias of the media, without ever doing a damn thing about it. Antonym: <em>Citizen </em></strong>\r\n\r\n<strong><em>Social capital:</em></strong>\r\n\r\n<strong><em> </em></strong>\r\n\r\n<strong><em>Spirituality:</em></strong>\r\n\r\n<strong><em> </em></strong>\r\n\r\n<strong><em>Sustainability:</em></strong>\r\n\r\n<strong><em> </em></strong>\r\n\r\n<strong><em>Television:</em> 1) a technology for transmitting sound and images, and for transforming culture by distracting people from big questions; 2) a way of seeing the world, a vision of the world that focuses on the bottom line and the lowest common denominator.</strong>\r\n\r\n<strong><em> </em></strong>\r\n\r\n<strong><em>Time poverty: </em>Part of the price we pay for affluence, because we generally have to spend too much time working to make the money we spend.  In <em>Walden</em>, Thoreau calculated that the price of a thing was the time it took to acquire it.  But even though most college students read Thoreau, most of us still ignore him.</strong>\r\n\r\n<strong><em> </em></strong>\r\n\r\n<strong><em>Totem: </em>1) An animal, plant or object that serves as the emblem of a clan or tribe or family because of common ancestry.  Many Indian tribes identified with animals which looked over or helped them.  2) An animal, plant or object that serves as the emblem of an object like a car: the Ford Mustang, the Chevy Volt, Dodge Ram, etc.  Such totems capture the “spirit” of the car, and transfer those spiritual powers to the driver.   3) The natural symbol of a college or university, especially its sports teams.  Such symbols, originally called totems but now called mascots, most often represent predators, perhaps because college teaches students practices of predation. </strong>\r\n\r\n<strong> </strong>\r\n\r\n<strong><em>Virtue: </em></strong>\r\n\r\n<strong><em> </em></strong>\r\n\r\n<strong><em>Waste:</em></strong>\r\n\r\n<strong><em> </em></strong>\r\n\r\n<strong><em>Water cycle:</em></strong>\r\n\r\n<strong><em> </em></strong>\r\n\r\n<strong><em>Wisdom:</em> The goal of education, almost never discussed, because people become wise by asking whys. </strong>\r\n\r\n<strong><em>Wonder: </em></strong>\r\n\r\n<strong><em> </em></strong>\r\n\r\n<strong><em>Wor(l)dplay:</em> The art of using words to challenge worldviews, and change the world.</strong>\r\n\r\n<strong><em> </em></strong>\r\n\r\n<strong><em>Zen affluence: </em>The art of having much by wanting little, the art of having your heart’s desire by restraining your desire.  For people who live in what William Leach calls “the land of desire,” this is not an easy trick.  See <em>desire.</em> </strong>','The Ecologician\'s Dictionary','','inherit','open','open','','247-revision-3','','','2011-03-13 02:07:43','2011-03-13 02:07:43','',247,'http://natureofcollege.org/2011/03/247-revision-3/',0,'revision','',0),(717,5,'2011-10-05 02:12:15','2011-10-05 02:12:15','I love teaching! When you\'re in a room of curious and committed young people, trying to make sense of the world, it\'s exhilarating. I\'m one of those people who says \"Thank God it\'s Monday,\" because I get to converse with students who want to know how the world works so that they can do good work in the world.\r\n\r\nI tend to be an unconventional teacher because I\'ve been blessed with students who love intellectual play, and surrounded by colleagues who believe in active learning, especially in settings like St. Olaf\'s Paracollege, which encouraged faculty to make learning make sense for students, not just for professional practitioners of academic disciplines.\r\n\r\nThe class that inspired <em>The Nature of College </em>is Campus Ecology, and you can find out more about it here.','The Ecologician\'s Teaching','','publish','closed','open','','the-ecologicians-teaching','','','2018-07-09 14:32:20','2018-07-09 19:32:20','',75,'http://natureofcollege.org/?page_id=717',0,'page','',0),(722,5,'2011-10-05 02:12:04','2011-10-05 02:12:04','I love teaching! When you\'re in a room of curious and committed young people, trying to make sense of the world, it\'s exhilarating. I\'m one of those people who says \"Thank God it\'s Monday,\" because I get to converse with students who want to know how the world works so that they can do good work in the world.\n\nI tend to be an unconventional teacher because I\'ve been blessed with students who love intellectual play, and surrounded by colleagues who believe in active learning, especially in settings like St. Olaf\'s Paracollege, which encouraged faculty to make learning make sense for students, not just for professional practitioners of academic disciplines.\n\nThe class that inspired <em>The Nature of College </em>is Campus Ecology, and you can find out more about it here.','The Ecologician\'s Teaching','','inherit','open','open','','717-revision-3','','','2011-10-05 02:12:04','2011-10-05 02:12:04','',717,'http://natureofcollege.org/2011/10/717-revision-3/',0,'revision','',0),(723,5,'2011-10-05 02:08:13','2011-10-05 02:08:13','','Environmental Studies 222: Campus Ecology','','inherit','open','open','','720-revision-2','','','2011-10-05 02:08:13','2011-10-05 02:08:13','',720,'http://natureofcollege.org/2011/10/720-revision-2/',0,'revision','',0),(724,5,'2011-10-05 02:15:21','2011-10-05 02:15:21','','Assignments: What Students Do in This Class','','publish','closed','open','','assignments-what-students-do-in-this-class','','','2018-07-09 14:32:21','2018-07-09 19:32:21','',720,'http://natureofcollege.org/?page_id=724',0,'page','',0),(725,5,'2011-10-05 02:15:12','2011-10-05 02:15:12','','Assignments: What Students Do in This Class','','inherit','open','open','','724-revision','','','2011-10-05 02:15:12','2011-10-05 02:15:12','',724,'http://natureofcollege.org/2011/10/724-revision/',0,'revision','',0),(726,5,'2011-10-05 02:17:10','2011-10-05 02:17:10','<em>In a way, nobody sees a flower really, it is so small, we haven’t time—and to see takes time, like to have a friend takes time.</em>\r\n\r\nGeorgia O’Keeffe\r\n\r\n<em>You only need sit still long enough in some attractive spot in the woods that all its inhabitants may exhibit themselves to you by turns.</em>\r\n\r\nHenry David Thoreau\r\n\r\n<em>I have no clear goal in mind for the notes I take, other than to help myself remember the intensities of the day, the mix of sensation and thought as it rises and falls with the swells.  It’s possible that in the notes some form will announce itself, and they will lead to a poem or an essay.  It’s possible they will not.  But taking them forces a kind of attention that makes the experience richer, and attention is central to both artistic and spiritual practice.</em>\r\n\r\nAlison Hawthorne Deming, <em>Writing the Sacred into the Real</em>\r\n\r\n<em>The way I would begin a poem like that would be the way I would begin any poem.  I would start with the senses and I would start with my sensual pleasure in what I was experiencing; or I would describe a physical object very carefully and then see if anything else rose out of that.  That to me is the salvation.  Salvation is in the physical object, whether it’s my body, a locust, an egret, an iris, or a man-made object in space.  In the particular object lies all that I discover.</em>\r\n\r\nPattiann Rogers, <em>The Dream of the Marsh Wren</em>\r\n\r\n<em>A mouse is miracle enough to stagger sextillions of infidels.</em>\r\n\r\nWalt Whitman\r\n\r\n<em>During each second in each square foot of forest, trillions of microscopic movements and transformations are taking place, all of which are part of the forest’s nutrient cycles.</em>\r\n\r\nChristopher Uhl\r\n\r\n<em>The world you perceive is not just there, it is a relationship between you and what is there.</em>\r\n\r\nJeremy Hayward,\r\n\r\n* * * * *\r\n\r\nA plot is a place, and we\'d like you to learn and express one plot on St. Olaf\'s campus in the course of this semester.  Choose one natural place on St. Olaf\'s campus and visit it several times in the course of the semester (at least once a month).  And figure out how to tell that place to other people, so that they can understand and feel it too.\r\n\r\nA plot can be a chart or a diagram, so we\'d like you to map this place on earth in relation to other places at St. Olaf and in the bioregion.  These plots may be conventional (like a map) or unconventional (like a diagram or flow chart). They may include GIS images or Google Earth images (or not).  But they should give us a contextual sense of this place on earth.\r\n\r\nA plot is also a story, and we\'d like you to place the story of this place in time, describing changes and continuities from February to May, and from the 1850s (the time of first white settlement in the area) to now.  We\'d also like you to describe the communities—both human and natural—of this place.  What\'s the ecological niche of this place?  How is it a part of larger flows of nutrients and energy, including flows of human energy?  What’s the story of nature and culture (including the cultured being that’s you) in this place?  Is global warming, or suburban development, a part of this place’s story?\r\n\r\nHow, too, is the story of this place part of larger flows of ideas and images?  Who else has written about places like this?  Is there prose or poetry about the nature you see?\r\n\r\nBesides this verbal expression, we\'d like you to give visual expression to your plot—in two ways.  First, we\'d like you to sketch it, seeing if you can say what you see using the conventions of visual communication.  Second, we\'d like you to photograph it in different lights and moods, and as it develops in the course of the semester.  We\'d like you to try close-ups and panoramas, to give a viewer a comprehensive sense of your place in campus ecology.\r\n\r\nFinally a plot is a scheme, a plan to accomplish something, so we\'d like you to plan(t) the future of your plot, imagining its development over the years.  What\'s the future of this place? And what’s your future?  And how are they related (or not)?\r\n\r\nFeel free to make this a sensual experience, using all your senses to get to know this place.  Americans tend to be visually acute, but less perceptive in touch, taste, smell and sound.\r\n\r\nFeel free, too, to use your plot to question assumptions.  When you’re first there in winter, for example, you’re likely to think that nothing’s happening unless it’s snowing.  But many things are happening, and we overlook them because we come to nature with cultural frames that privilege some things (the extraordinary) and obscure other things (often the ordinary).  So try to remember the mundane things that are going on all the time, and think about nature’s normal systems, and how they work.\r\n\r\nSome longer plot projects you might like to consult:\r\n\r\nHenry David Thoreau, <em>Walden</em>\r\n\r\nChet Raymo, <em>The Path</em>','Plot Projects','','publish','closed','open','','plot-projects','','','2018-07-09 14:32:21','2018-07-09 19:32:21','',724,'http://natureofcollege.org/?page_id=726',0,'page','',0),(727,5,'2011-10-05 02:17:01','2011-10-05 02:17:01','<em>In a way, nobody sees a flower really, it is so small, we haven’t time—and to see takes time, like to have a friend takes time.</em>\n\nGeorgia O’Keeffe\n\n&nbsp;\n\n<em>You only need sit still long enough in some attractive spot in the woods that all its inhabitants may exhibit themselves to you by turns.</em>\n\nHenry David Thoreau\n\n&nbsp;\n\n<em>I have no clear goal in mind for the notes I take, other than to help myself remember the intensities of the day, the mix of sensation and thought as it rises and falls with the swells.  It’s possible that in the notes some form will announce itself, and they will lead to a poem or an essay.  It’s possible they will not.  But taking them forces a kind of attention that makes the experience richer, and attention is central to both artistic and spiritual practice.</em>\n\nAlison Hawthorne Deming, <em>Writing the Sacred into the Real</em>\n\n&nbsp;\n\n<em>The way I would begin a poem like that would be the way I would begin any poem.  I would start with the senses and I would start with my sensual pleasure in what I was experiencing; or I would describe a physical object very carefully and then see if anything else rose out of that.  That to me is the salvation.  Salvation is in the physical object, whether it’s my body, a locust, an egret, an iris, or a man-made object in space.  In the particular object lies all that I discover.</em>\n\nPattiann Rogers, <em>The Dream of the Marsh Wren</em>\n\n&nbsp;\n\n<em>A mouse is miracle enough to stagger sextillions of infidels.</em>\n\nWalt Whitman\n\n&nbsp;\n\n<em>During each second in each square foot of forest, trillions of microscopic movements and transformations are taking place, all of which are part of the forest’s nutrient cycles.</em>\n\nChristopher Uhl\n\n&nbsp;\n\n<em>The world you perceive is not just there, it is a relationship between you and what is there.</em>\n\nJeremy Hayward,\n\n&nbsp;\n\n* * * * *\n\nA plot is a place, and we\'d like you to learn and express one plot on St. Olaf\'s campus in the course of this semester.  Choose one natural place on St. Olaf\'s campus and visit it several times in the course of the semester (at least once a month).  And figure out how to tell that place to other people, so that they can understand and feel it too.\n\nA plot can be a chart or a diagram, so we\'d like you to map this place on earth in relation to other places at St. Olaf and in the bioregion.  These plots may be conventional (like a map) or unconventional (like a diagram or flow chart). They may include GIS images or Google Earth images (or not).  But they should give us a contextual sense of this place on earth.\n\nA plot is also a story, and we\'d like you to place the story of this place in time, describing changes and continuities from February to May, and from the 1850s (the time of first white settlement in the area) to now.  We\'d also like you to describe the communities—both human and natural—of this place.  What\'s the ecological niche of this place?  How is it a part of larger flows of nutrients and energy, including flows of human energy?  What’s the story of nature and culture (including the cultured being that’s you) in this place?  Is global warming, or suburban development, a part of this place’s story?\n\nHow, too, is the story of this place part of larger flows of ideas and images?  Who else has written about places like this?  Is there prose or poetry about the nature you see?\n\nBesides this verbal expression, we\'d like you to give visual expression to your plot—in two ways.  First, we\'d like you to sketch it, seeing if you can say what you see using the conventions of visual communication.  Second, we\'d like you to photograph it in different lights and moods, and as it develops in the course of the semester.  We\'d like you to try close-ups and panoramas, to give a viewer a comprehensive sense of your place in campus ecology.\n\nFinally a plot is a scheme, a plan to accomplish something, so we\'d like you to plan(t) the future of your plot, imagining its development over the years.  What\'s the future of this place? And what’s your future?  And how are they related (or not)?\n\n&nbsp;\n\nFeel free to make this a sensual experience, using all your senses to get to know this place.  Americans tend to be visually acute, but less perceptive in touch, taste, smell and sound.\n\n&nbsp;\n\nFeel free, too, to use your plot to question assumptions.  When you’re first there in winter, for example, you’re likely to think that nothing’s happening unless it’s snowing.  But many things are happening, and we overlook them because we come to nature with cultural frames that privilege some things (the extraordinary) and obscure other things (often the ordinary).  So try to remember the mundane things that are going on all the time, and think about nature’s normal systems, and how they work.\n\nSome longer plot projects you might like to consult:\n\nHenry David Thoreau, <em>Walden</em>\n\nChet Raymo, <em>The Path</em>','Plot Projects','','inherit','open','open','','726-revision','','','2011-10-05 02:17:01','2011-10-05 02:17:01','',726,'http://natureofcollege.org/2011/10/726-revision/',0,'revision','',0),(730,5,'2011-10-05 02:18:34','2011-10-05 02:18:34','<em>In a way, nobody sees a flower really, it is so small, we haven’t time—and to see takes time, like to have a friend takes time.</em>\r\n\r\nGeorgia O’Keeffe\r\n\r\n<em>You only need sit still long enough in some attractive spot in the woods that all its inhabitants may exhibit themselves to you by turns.</em>\r\n\r\nHenry David Thoreau\r\n\r\n<em>I have no clear goal in mind for the notes I take, other than to help myself remember the intensities of the day, the mix of sensation and thought as it rises and falls with the swells.  It’s possible that in the notes some form will announce itself, and they will lead to a poem or an essay.  It’s possible they will not.  But taking them forces a kind of attention that makes the experience richer, and attention is central to both artistic and spiritual practice.</em>\r\n\r\nAlison Hawthorne Deming, <em>Writing the Sacred into the Real</em>\r\n\r\n<em>The way I would begin a poem like that would be the way I would begin any poem.  I would start with the senses and I would start with my sensual pleasure in what I was experiencing; or I would describe a physical object very carefully and then see if anything else rose out of that.  That to me is the salvation.  Salvation is in the physical object, whether it’s my body, a locust, an egret, an iris, or a man-made object in space.  In the particular object lies all that I discover.</em>\r\n\r\nPattiann Rogers, <em>The Dream of the Marsh Wren</em>\r\n\r\n<em>A mouse is miracle enough to stagger sextillions of infidels.</em>\r\n\r\nWalt Whitman\r\n\r\n<em>During each second in each square foot of forest, trillions of microscopic movements and transformations are taking place, all of which are part of the forest’s nutrient cycles.</em>\r\n\r\nChristopher Uhl\r\n\r\n<em>The world you perceive is not just there, it is a relationship between you and what is there.</em>\r\n\r\nJeremy Hayward,\r\n\r\n* * * * *\r\n\r\nA plot is a place, and we\'d like you to learn and express one plot on St. Olaf\'s campus in the course of this semester.  Choose one natural place on St. Olaf\'s campus and visit it several times in the course of the semester (at least once a month).  And figure out how to tell that place to other people, so that they can understand and feel it too.\r\n\r\nA plot can be a chart or a diagram, so we\'d like you to map this place on earth in relation to other places at St. Olaf and in the bioregion.  These plots may be conventional (like a map) or unconventional (like a diagram or flow chart). They may include GIS images or Google Earth images (or not).  But they should give us a contextual sense of this place on earth.\r\n\r\nA plot is also a story, and we\'d like you to place the story of this place in time, describing changes and continuities from February to May, and from the 1850s (the time of first white settlement in the area) to now.  We\'d also like you to describe the communities—both human and natural—of this place.  What\'s the ecological niche of this place?  How is it a part of larger flows of nutrients and energy, including flows of human energy?  What’s the story of nature and culture (including the cultured being that’s you) in this place?  Is global warming, or suburban development, a part of this place’s story?\r\n\r\nHow, too, is the story of this place part of larger flows of ideas and images?  Who else has written about places like this?  Is there prose or poetry about the nature you see?\r\n\r\nBesides this verbal expression, we\'d like you to give visual expression to your plot—in two ways.  First, we\'d like you to sketch it, seeing if you can say what you see using the conventions of visual communication.  Second, we\'d like you to photograph it in different lights and moods, and as it develops in the course of the semester.  We\'d like you to try close-ups and panoramas, to give a viewer a comprehensive sense of your place in campus ecology.\r\n\r\nFinally a plot is a scheme, a plan to accomplish something, so we\'d like you to plan(t) the future of your plot, imagining its development over the years.  What\'s the future of this place? And what’s your future?  And how are they related (or not)?\r\n\r\n&nbsp;\r\n\r\nFeel free to make this a sensual experience, using all your senses to get to know this place.  Americans tend to be visually acute, but less perceptive in touch, taste, smell and sound.\r\n\r\n&nbsp;\r\n\r\nFeel free, too, to use your plot to question assumptions.  When you’re first there in winter, for example, you’re likely to think that nothing’s happening unless it’s snowing.  But many things are happening, and we overlook them because we come to nature with cultural frames that privilege some things (the extraordinary) and obscure other things (often the ordinary).  So try to remember the mundane things that are going on all the time, and think about nature’s normal systems, and how they work.\r\n\r\nSome longer plot projects you might like to consult:\r\n\r\nHenry David Thoreau, <em>Walden</em>\r\n\r\nChet Raymo, <em>The Path</em>','Plot Projects','','inherit','open','open','','726-revision-3','','','2011-10-05 02:18:34','2011-10-05 02:18:34','',726,'http://natureofcollege.org/2011/10/726-revision-3/',0,'revision','',0),(728,5,'2011-10-05 02:20:42','2011-10-05 02:20:42','<em>In a way, nobody sees a flower really, it is so small, we haven’t time—and to see takes time, like to have a friend takes time.</em>\n\nGeorgia O’Keeffe\n\n<em>You only need sit still long enough in some attractive spot in the woods that all its inhabitants may exhibit themselves to you by turns.</em>\n\nHenry David Thoreau\n\n<em>I have no clear goal in mind for the notes I take, other than to help myself remember the intensities of the day, the mix of sensation and thought as it rises and falls with the swells.  It’s possible that in the notes some form will announce itself, and they will lead to a poem or an essay.  It’s possible they will not.  But taking them forces a kind of attention that makes the experience richer, and attention is central to both artistic and spiritual practice.</em>\n\nAlison Hawthorne Deming, <em>Writing the Sacred into the Real</em>\n\n<em>The way I would begin a poem like that would be the way I would begin any poem.  I would start with the senses and I would start with my sensual pleasure in what I was experiencing; or I would describe a physical object very carefully and then see if anything else rose out of that.  That to me is the salvation.  Salvation is in the physical object, whether it’s my body, a locust, an egret, an iris, or a man-made object in space.  In the particular object lies all that I discover.</em>\n\nPattiann Rogers, <em>The Dream of the Marsh Wren</em>\n\n<em>A mouse is miracle enough to stagger sextillions of infidels.</em>\n\nWalt Whitman\n\n<em>During each second in each square foot of forest, trillions of microscopic movements and transformations are taking place, all of which are part of the forest’s nutrient cycles.</em>\n\nChristopher Uhl\n\n<em>The world you perceive is not just there, it is a relationship between you and what is there.</em>\n\nJeremy Hayward,\n\n* * * * *\n\nA plot is a place, and we\'d like you to learn and express one plot on St. Olaf\'s campus in the course of this semester.  Choose one natural place on St. Olaf\'s campus and visit it several times in the course of the semester (at least once a month).  And figure out how to tell that place to other people, so that they can understand and feel it too.\n\nA plot can be a chart or a diagram, so we\'d like you to map this place on earth in relation to other places at St. Olaf and in the bioregion.  These plots may be conventional (like a map) or unconventional (like a diagram or flow chart). They may include GIS images or Google Earth images (or not).  But they should give us a contextual sense of this place on earth.\n\nA plot is also a story, and we\'d like you to place the story of this place in time, describing changes and continuities from February to May, and from the 1850s (the time of first white settlement in the area) to now.  We\'d also like you to describe the communities—both human and natural—of this place.  What\'s the ecological niche of this place?  How is it a part of larger flows of nutrients and energy, including flows of human energy?  What’s the story of nature and culture (including the cultured being that’s you) in this place?  Is global warming, or suburban development, a part of this place’s story?\n\nHow, too, is the story of this place part of larger flows of ideas and images?  Who else has written about places like this?  Is there prose or poetry about the nature you see?\n\nBesides this verbal expression, we\'d like you to give visual expression to your plot—in two ways.  First, we\'d like you to sketch it, seeing if you can say what you see using the conventions of visual communication.  Second, we\'d like you to photograph it in different lights and moods, and as it develops in the course of the semester.  We\'d like you to try close-ups and panoramas, to give a viewer a comprehensive sense of your place in campus ecology.\n\nFinally a plot is a scheme, a plan to accomplish something, so we\'d like you to plan(t) the future of your plot, imagining its development over the years.  What\'s the future of this place? And what’s your future?  And how are they related (or not)?\n\nFeel free to make this a sensual experience, using all your senses to get to know this place.  Americans tend to be visually acute, but less perceptive in touch, taste, smell and sound.\n\nFeel free, too, to use your plot to question assumptions.  When you’re first there in winter, for example, you’re likely to think that nothing’s happening unless it’s snowing.  But many things are happening, and we overlook them because we come to nature with cultural frames that privilege some things (the extraordinary) and obscure other things (often the ordinary).  So try to remember the mundane things that are going on all the time, and think about nature’s normal systems, and how they work.\n\nSome longer plot projects you might like to consult:\n\nHenry David Thoreau, <em>Walden</em>\n\nChet Raymo, <em>The Path</em>','Plot Projects','','inherit','open','open','','726-autosave','','','2011-10-05 02:20:42','2011-10-05 02:20:42','',726,'http://natureofcollege.org/2011/10/726-autosave/',0,'revision','',0),(731,5,'2011-10-05 02:19:20','2011-10-05 02:19:20','<em>In a way, nobody sees a flower really, it is so small, we haven’t time—and to see takes time, like to have a friend takes time.</em>\r\n\r\nGeorgia O’Keeffe\r\n\r\n<em>You only need sit still long enough in some attractive spot in the woods that all its inhabitants may exhibit themselves to you by turns.</em>\r\n\r\nHenry David Thoreau\r\n\r\n<em>I have no clear goal in mind for the notes I take, other than to help myself remember the intensities of the day, the mix of sensation and thought as it rises and falls with the swells.  It’s possible that in the notes some form will announce itself, and they will lead to a poem or an essay.  It’s possible they will not.  But taking them forces a kind of attention that makes the experience richer, and attention is central to both artistic and spiritual practice.</em>\r\n\r\nAlison Hawthorne Deming, <em>Writing the Sacred into the Real</em>\r\n\r\n<em>The way I would begin a poem like that would be the way I would begin any poem.  I would start with the senses and I would start with my sensual pleasure in what I was experiencing; or I would describe a physical object very carefully and then see if anything else rose out of that.  That to me is the salvation.  Salvation is in the physical object, whether it’s my body, a locust, an egret, an iris, or a man-made object in space.  In the particular object lies all that I discover.</em>\r\n\r\nPattiann Rogers, <em>The Dream of the Marsh Wren</em>\r\n\r\n<em>A mouse is miracle enough to stagger sextillions of infidels.</em>\r\n\r\nWalt Whitman\r\n\r\n<em>During each second in each square foot of forest, trillions of microscopic movements and transformations are taking place, all of which are part of the forest’s nutrient cycles.</em>\r\n\r\nChristopher Uhl\r\n\r\n<em>The world you perceive is not just there, it is a relationship between you and what is there.</em>\r\n\r\nJeremy Hayward,\r\n\r\n* * * * *\r\n\r\nA plot is a place, and we\'d like you to learn and express one plot on St. Olaf\'s campus in the course of this semester.  Choose one natural place on St. Olaf\'s campus and visit it several times in the course of the semester (at least once a month).  And figure out how to tell that place to other people, so that they can understand and feel it too.\r\n\r\nA plot can be a chart or a diagram, so we\'d like you to map this place on earth in relation to other places at St. Olaf and in the bioregion.  These plots may be conventional (like a map) or unconventional (like a diagram or flow chart). They may include GIS images or Google Earth images (or not).  But they should give us a contextual sense of this place on earth.\r\n\r\nA plot is also a story, and we\'d like you to place the story of this place in time, describing changes and continuities from February to May, and from the 1850s (the time of first white settlement in the area) to now.  We\'d also like you to describe the communities—both human and natural—of this place.  What\'s the ecological niche of this place?  How is it a part of larger flows of nutrients and energy, including flows of human energy?  What’s the story of nature and culture (including the cultured being that’s you) in this place?  Is global warming, or suburban development, a part of this place’s story?\r\n\r\nHow, too, is the story of this place part of larger flows of ideas and images?  Who else has written about places like this?  Is there prose or poetry about the nature you see?\r\n\r\nBesides this verbal expression, we\'d like you to give visual expression to your plot—in two ways.  First, we\'d like you to sketch it, seeing if you can say what you see using the conventions of visual communication.  Second, we\'d like you to photograph it in different lights and moods, and as it develops in the course of the semester.  We\'d like you to try close-ups and panoramas, to give a viewer a comprehensive sense of your place in campus ecology.\r\n\r\nFinally a plot is a scheme, a plan to accomplish something, so we\'d like you to plan(t) the future of your plot, imagining its development over the years.  What\'s the future of this place? And what’s your future?  And how are they related (or not)?\r\n\r\nFeel free to make this a sensual experience, using all your senses to get to know this place.  Americans tend to be visually acute, but less perceptive in touch, taste, smell and sound.\r\n\r\nFeel free, too, to use your plot to question assumptions.  When you’re first there in winter, for example, you’re likely to think that nothing’s happening unless it’s snowing.  But many things are happening, and we overlook them because we come to nature with cultural frames that privilege some things (the extraordinary) and obscure other things (often the ordinary).  So try to remember the mundane things that are going on all the time, and think about nature’s normal systems, and how they work.\r\n\r\nSome longer plot projects you might like to consult:\r\n\r\nHenry David Thoreau, <em>Walden</em>\r\n\r\nChet Raymo, <em>The Path</em>','Plot Projects','','inherit','open','open','','726-revision-4','','','2011-10-05 02:19:20','2011-10-05 02:19:20','',726,'http://natureofcollege.org/2011/10/726-revision-4/',0,'revision','',0),(729,5,'2011-10-05 02:17:10','2011-10-05 02:17:10','<em>In a way, nobody sees a flower really, it is so small, we haven’t time—and to see takes time, like to have a friend takes time.</em>\r\n\r\nGeorgia O’Keeffe\r\n\r\n&nbsp;\r\n\r\n<em>You only need sit still long enough in some attractive spot in the woods that all its inhabitants may exhibit themselves to you by turns.</em>\r\n\r\nHenry David Thoreau\r\n\r\n&nbsp;\r\n\r\n<em>I have no clear goal in mind for the notes I take, other than to help myself remember the intensities of the day, the mix of sensation and thought as it rises and falls with the swells.  It’s possible that in the notes some form will announce itself, and they will lead to a poem or an essay.  It’s possible they will not.  But taking them forces a kind of attention that makes the experience richer, and attention is central to both artistic and spiritual practice.</em>\r\n\r\nAlison Hawthorne Deming, <em>Writing the Sacred into the Real</em>\r\n\r\n&nbsp;\r\n\r\n<em>The way I would begin a poem like that would be the way I would begin any poem.  I would start with the senses and I would start with my sensual pleasure in what I was experiencing; or I would describe a physical object very carefully and then see if anything else rose out of that.  That to me is the salvation.  Salvation is in the physical object, whether it’s my body, a locust, an egret, an iris, or a man-made object in space.  In the particular object lies all that I discover.</em>\r\n\r\nPattiann Rogers, <em>The Dream of the Marsh Wren</em>\r\n\r\n&nbsp;\r\n\r\n<em>A mouse is miracle enough to stagger sextillions of infidels.</em>\r\n\r\nWalt Whitman\r\n\r\n&nbsp;\r\n\r\n<em>During each second in each square foot of forest, trillions of microscopic movements and transformations are taking place, all of which are part of the forest’s nutrient cycles.</em>\r\n\r\nChristopher Uhl\r\n\r\n&nbsp;\r\n\r\n<em>The world you perceive is not just there, it is a relationship between you and what is there.</em>\r\n\r\nJeremy Hayward,\r\n\r\n&nbsp;\r\n\r\n* * * * *\r\n\r\nA plot is a place, and we\'d like you to learn and express one plot on St. Olaf\'s campus in the course of this semester.  Choose one natural place on St. Olaf\'s campus and visit it several times in the course of the semester (at least once a month).  And figure out how to tell that place to other people, so that they can understand and feel it too.\r\n\r\nA plot can be a chart or a diagram, so we\'d like you to map this place on earth in relation to other places at St. Olaf and in the bioregion.  These plots may be conventional (like a map) or unconventional (like a diagram or flow chart). They may include GIS images or Google Earth images (or not).  But they should give us a contextual sense of this place on earth.\r\n\r\nA plot is also a story, and we\'d like you to place the story of this place in time, describing changes and continuities from February to May, and from the 1850s (the time of first white settlement in the area) to now.  We\'d also like you to describe the communities—both human and natural—of this place.  What\'s the ecological niche of this place?  How is it a part of larger flows of nutrients and energy, including flows of human energy?  What’s the story of nature and culture (including the cultured being that’s you) in this place?  Is global warming, or suburban development, a part of this place’s story?\r\n\r\nHow, too, is the story of this place part of larger flows of ideas and images?  Who else has written about places like this?  Is there prose or poetry about the nature you see?\r\n\r\nBesides this verbal expression, we\'d like you to give visual expression to your plot—in two ways.  First, we\'d like you to sketch it, seeing if you can say what you see using the conventions of visual communication.  Second, we\'d like you to photograph it in different lights and moods, and as it develops in the course of the semester.  We\'d like you to try close-ups and panoramas, to give a viewer a comprehensive sense of your place in campus ecology.\r\n\r\nFinally a plot is a scheme, a plan to accomplish something, so we\'d like you to plan(t) the future of your plot, imagining its development over the years.  What\'s the future of this place? And what’s your future?  And how are they related (or not)?\r\n\r\n&nbsp;\r\n\r\nFeel free to make this a sensual experience, using all your senses to get to know this place.  Americans tend to be visually acute, but less perceptive in touch, taste, smell and sound.\r\n\r\n&nbsp;\r\n\r\nFeel free, too, to use your plot to question assumptions.  When you’re first there in winter, for example, you’re likely to think that nothing’s happening unless it’s snowing.  But many things are happening, and we overlook them because we come to nature with cultural frames that privilege some things (the extraordinary) and obscure other things (often the ordinary).  So try to remember the mundane things that are going on all the time, and think about nature’s normal systems, and how they work.\r\n\r\nSome longer plot projects you might like to consult:\r\n\r\nHenry David Thoreau, <em>Walden</em>\r\n\r\nChet Raymo, <em>The Path</em>','Plot Projects','','inherit','open','open','','726-revision-2','','','2011-10-05 02:17:10','2011-10-05 02:17:10','',726,'http://natureofcollege.org/2011/10/726-revision-2/',0,'revision','',0),(732,5,'2011-10-05 02:22:15','2011-10-05 02:22:15','Most of the time when we’re walking across campus, we’re not thinking about environmental issues.  We’re engaged in a conversation with friends.  We’re worried about that Chemistry test, or anxious about the big date tonight.  We’re talking about last night’s episode of our favorite TV show, or the new CD we got last week.  We’re talking about last week’s party, and wondering if Kate and Mick hooked up or not.\r\n\r\nDuring Earth Week, though, we can help people think more comprehensively about where they are, and what it means.  By annotating the campus, we can help people to see this place and earth, and to think twice about the college as an ecological design.  Each research group should write 5-10 different annotations for the campus, designed to give readers either “blinding flashes of the obvious” or new insights into their campus environment.  We’ll print these annotations, mount them on a green background, and post them on campus for a day.\r\n\r\nHere are some samples to give you an idea of how it might work:\r\n\r\n<em>Look up: Isn’t natural lighting great?  Buntrock was intentionally designed to optimize natural daylighting with a skylight over the Crossroads that offers central light to all floors.  </em>\r\n\r\n<em>What’s covering your head?  Slate.  Many of buildings on campus have slate roofing – it may cost more initially, but the stone withstands acid rain and other features of Minnesota weather much better than other roofing materials resulting in fewer instances of repair or replacement.  Normal roofs last about 20 years; a slate roof will last 100 years or more. </em>\r\n\r\n<em>Shit happens.  When St. Olaf students are “doing what comes naturally,” there are about 3000 bowel movements a day on the Hill.  And all of it is rinsed with tap water, and piped to the Northfield sewage treatment plant north of town.</em>\r\n\r\n<em>Need a summer job?  Each summer students are employed painting in dorm rooms.  They use water-based paint and try to make our rooms presentable to us when we move in each fall.  The Green Team at Olaf is also looking into recycled-content latex paints for interior use.  </em>\r\n\r\n<em>The current  Science Center was built in the late Sixties, when energy efficiency wasn’t an issue.  So a  poster doubles the insulation value of exterior walls.  When the building is remodeled, the insulation will be bolstered to cut down on heating costs in the frigid Minnesota winters.  </em>\r\n\r\n<em>The Peace Coffee brewed in the Cage and the cafeteria makes good things happen because it’s fair-trade, shade-grown coffee, supporting workers and the environment in countries like Guatemala and Costa Rica.</em>\r\n\r\n<em>If you’re breathing now, you’re inhaling air that’s been transformed in the last 100 years.  It’s not the same as the air that the first students at St. Olaf College breathed.  In the 19<sup>th</sup> century, Oles inhaled air that contained carbon dioxide in concentrations of 280 parts per million.  These days, we still suck in carbon dioxide, but we breathe 360 parts per million. Eighty parts per million sounds like no big deal, but it’s enough to affect the global climate.  </em>\r\n\r\n<em>St.</em><em> Olaf College</em><em> created seven new wetlands this year.  Do you know where your wetlands are?</em>\r\n\r\n<em>This is the prairie. Despite popular opinion, prairies are the most endangered ecosystem, not the rainforests. A natural prairie has over 150 types of grasses and wildflowers. Our restored prairie has between 30 and 50 species of wildflowers and grasses. Many animals make it their home including birds, small rodents, and insects. </em>','Annotating the Campus','','publish','closed','open','','annotating-the-campus','','','2018-07-09 14:32:21','2018-07-09 19:32:21','',724,'http://natureofcollege.org/?page_id=732',0,'page','',0),(733,5,'2011-10-05 02:21:59','2011-10-05 02:21:59','Most of the time when we’re walking across campus, we’re not thinking about environmental issues.  We’re engaged in a conversation with friends.  We’re worried about that Chemistry test, or anxious about the big date tonight.  We’re talking about last night’s episode of our favorite TV show, or the new CD we got last week.  We’re talking about last week’s party, and wondering if Kate and Mick hooked up or not.\n\nDuring Earth Week, though, we can help people think more comprehensively about where they are, and what it means.  By annotating the campus, we can help people to see this place and earth, and to think twice about the college as an ecological design.  Each research group should write 5-10 different annotations for the campus, designed to give readers either “blinding flashes of the obvious” or new insights into their campus environment.  We’ll print these annotations, mount them on a green background, and post them on campus for a day.\n\nHere are some samples to give you an idea of how it might work:\n\n<em>Look up: Isn’t natural lighting great?  Buntrock was intentionally designed to optimize natural daylighting with a skylight over the Crossroads that offers central light to all floors.  </em>\n\n<em>What’s covering your head?  Slate.  Many of buildings on campus have slate roofing – it may cost more initially, but the stone withstands acid rain and other features of Minnesota weather much better than other roofing materials resulting in fewer instances of repair or replacement.  Normal roofs last about 20 years; a slate roof will last 100 years or more. </em>\n\n<em>Shit happens.  When St. Olaf students are “doing what comes naturally,” there are about 3000 bowel movements a day on the Hill.  And all of it is rinsed with tap water, and piped to the Northfield sewage treatment plant north of town.</em>\n\n<em>Need a summer job?  Each summer students are employed painting in dorm rooms.  They use water-based paint and try to make our rooms presentable to us when we move in each fall.  The Green Team at Olaf is also looking into recycled-content latex paints for interior use.  </em>\n\n<em>The current  Science Center was built in the late Sixties, when energy efficiency wasn’t an issue.  So a  poster doubles the insulation value of exterior walls.  When the building is remodeled, the insulation will be bolstered to cut down on heating costs in the frigid Minnesota winters.  </em>\n\n<em>The Peace Coffee brewed in the Cage and the cafeteria makes good things happen because it’s fair-trade, shade-grown coffee, supporting workers and the environment in countries like Guatemala and Costa Rica.</em>\n\n<em>If you’re breathing now, you’re inhaling air that’s been transformed in the last 100 years.  It’s not the same as the air that the first students at St. Olaf College breathed.  In the 19<sup>th</sup> century, Oles inhaled air that contained carbon dioxide in concentrations of 280 parts per million.  These days, we still suck in carbon dioxide, but we breathe 360 parts per million. Eighty parts per million sounds like no big deal, but it’s enough to affect the global climate.  </em>\n\n<em>St.</em><em> Olaf College</em><em> created seven new wetlands this year.  Do you know where your wetlands are?</em>\n\n<em>This is the prairie. Despite popular opinion, prairies are the most endangered ecosystem, not the rainforests. A natural prairie has over 150 types of grasses and wildflowers. Our restored prairie has between 30 and 50 species of wildflowers and grasses. Many animals make it their home including birds, small rodents, and insects. </em>','Annotating the Campus','','inherit','open','open','','732-revision','','','2011-10-05 02:21:59','2011-10-05 02:21:59','',732,'http://natureofcollege.org/2011/10/732-revision/',0,'revision','',0),(734,5,'2011-10-05 02:23:18','2011-10-05 02:23:18','Most of the time when we’re walking across campus, we’re not thinking about environmental issues.  We’re engaged in a conversation with friends.  We’re worried about that Chemistry test, or anxious about the big date tonight.  We’re talking about last night’s episode of our favorite TV show, or the new CD we got last week.  We’re talking about last week’s party, and wondering if Kate and Mick hooked up or not.\n\nDuring Earth Week, though, we can help people think more comprehensively about where they are, and what it means.  By annotating the campus, we can help people to see this place and earth, and to think twice about the college as an ecological design.  Each research group should write 5-10 different annotations for the campus, designed to give readers either “blinding flashes of the obvious” or new insights into their campus environment.  We’ll print these annotations, mount them on a green background, and post them on campus for a day.\n\nHere are some samples to give you an idea of how it might work:\n\n<em>Look up: Isn’t natural lighting great?  Buntrock was intentionally designed to optimize natural daylighting with a skylight over the Crossroads that offers central light to all floors.  </em>\n\n<em>What’s covering your head?  Slate.  Many of buildings on campus have slate roofing – it may cost more initially, but the stone withstands acid rain and other features of Minnesota weather much better than other roofing materials resulting in fewer instances of repair or replacement.  Normal roofs last about 20 years; a slate roof will last 100 years or more. </em>\n\n<em>Shit happens.  When St. Olaf students are “doing what comes naturally,” there are about 3000 bowel movements a day on the Hill.  And all of it is rinsed with tap water, and piped to the Northfield sewage treatment plant north of town.</em>\n\n<em>Need a summer job?  Each summer students are employed painting in dorm rooms.  They use water-based paint and try to make our rooms presentable to us when we move in each fall.  The Green Team at Olaf is also looking into recycled-content latex paints for interior use.  </em>\n\n<em>The current  Science Center was built in the late Sixties, when energy efficiency wasn’t an issue.  So a  poster doubles the insulation value of exterior walls.  When the building is remodeled, the insulation will be bolstered to cut down on heating costs in the frigid Minnesota winters.  </em>\n\n<em>The Peace Coffee brewed in the Cage and the cafeteria makes good things happen because it’s fair-trade, shade-grown coffee, supporting workers and the environment in countries like Guatemala and Costa Rica.</em>\n\n<em>If you’re breathing now, you’re inhaling air that’s been transformed in the last 100 years.  It’s not the same as the air that the first students at St. Olaf College breathed.  In the 19<sup>th</sup> century, Oles inhaled air that contained carbon dioxide in concentrations of 280 parts per million.  These days, we still suck in carbon dioxide, but we breathe 360 parts per million. Eighty parts per million sounds like no big deal, but it’s enough to affect the global climate.  </em>\n\n<em>St.</em><em> Olaf College</em><em> created seven new wetlands this year.  Do you know where your wetlands are?</em>\n\n<em>This is the prairie. Despite popular opinion, prairies are the most endangered ecosystem, not the rainforests. A natural prairie has over 150 types of grasses and wildflowers. Our restored prairie has between 30 and 50 species of wildflowers and grasses. Many animals make it their home including birds, small rodents, and insects. </em>','Annotating the Campus','','inherit','open','open','','732-autosave','','','2011-10-05 02:23:18','2011-10-05 02:23:18','',732,'http://natureofcollege.org/2011/10/732-autosave/',0,'revision','',0),(735,5,'2011-10-05 02:25:15','2011-10-05 02:25:15','<em>I never know what I think until I see what I say.</em>\r\n\r\nSaul Bellow\r\n\r\n<em>Who we are is ultimately a moral question, bound up with the issue of who we wish to be.</em>\r\n\r\nWilliam Sullivan\r\n\r\n*************\r\n\r\nEducation is a process in which students learn to make their own meanings, to answer the question \"what does it mean <em>to me</em>?\"  A journal provides a regular opportunity to reflect on that question, to see how course readings and discussions relate to our individual life experiences, to our own aims and assumptions, to other things that are going on in our lives.  A journal allows us to integrate life and learning, to connect the texts and contexts of our lives.  It should also reflect and affect the quality of our class discussions.  In a class, professors necessarily <em>teach</em> the same thing to all students, but each student <em>learns</em> differently.  The journal is the place where different and diverse learnings can first take shape.\r\n\r\nTry to write in your journal daily (the word \"journal\" comes from the French word \"jour,\" or day)—or at least often.  The idea is to get in the habit of perception and analysis.  Although we will occasionally suggest topics that you may want to write about, you may, in fact, write about anything that interests you--class reading, other reading, events in the news, perceptions of your own day.  In looking at the connections between land (or landscape) and culture, you may want to take off from the reading, but you might also want to look around you, and see if you can apply ideas to your everyday life.  What do you notice now in the St. Olaf landscape?  The landscape of your hometown?  The place where your family vacations?  Why do people have potted plants in their dorm rooms, or Georgia O\'Keeffe paintings?  Is there such a thing as an interior landscape?  What does your favorite TV show tell you about land and the American imagination, and why?  Why are SUV ads always set in sublime landscapes?  What\'s your favorite landscape?  Why?  If you were designing a utopian landscape, what would it look like?  Why?\r\n\r\nSince you are examining your own thoughts and ideas, you should write in your own voice.  You might start entries with reactions to readings or events like \"I really don\'t understand ______\r\n\r\nbecause . . .\" or \"This makes me think about _____ because . . .\" or \"I think the relationship between _____ and _____ is interesting because . . .\" or \"These ideas remind me of the ideas in [another reading] because. . .\" or \"This event or reading reminds me of something in my own life, the time when . . .\"  Feel free to have the courage of your confusions (a word which, serendipitously, comes from the Latin \"confundere,\" \"to pour together\").\r\n\r\nThere are several types of journal entries, and we’d like you to try a variety of them in the course of the semester.  The first is a <strong>reading response</strong>, where you set yourself in conversation with one of our authors (or something else you’re reading).  You generally use this sort of response to clarify your relationship to an idea or set of ideas in a reading. You examine the logic of the argument, the imagery that s/he uses, the way it fits with something else we’re reading or something you thought you knew.   Another type of response is a <strong>close reading</strong> of a social or cultural situation (like Jim’s essay on “College Parties.”  You take an everyday occurrence (a party, checking your e-mail, driving a car, etc.) and “dense fact” it, looking for the American values and environmental values in it, and making sense of the common sense of our culture.\r\n\r\nA third type of response could be <strong>a table</strong>, which is just a way of mapping ideas.  There’s one that Jim is working on now at the bottom of this message.  A fourth type of response is just a personal (and often visceral) account of <strong>what you’re learning</strong>, and what it means to you.  Sometimes these entries begin with a quotation that seems to encapsulate an idea perfectly, or that leads you to make other sorts of connections in your life (or in American life or the life of the planet).  There are probably more types of journals too, and you will invent them in the course of the semester.  Use them as a way of “going deep” into class materials, and into your own soul, and you’ll be fine.\r\n\r\n<em>Bring your journal to class.</em>  There will occasionally be in-class writing, and it often works well to record your class notes in the same notebook as the journal.  That way you will have catalysts for further reflection.\r\n\r\nThe journal is not a research paper (although you can look stuff up if you’re curious); you should \"probe\" rather than \"prove\" your thoughts.  It is a place to play with ideas, a place for what Daniel Noel calls \"serendipping.\"  We\'ll read the journal and write back every once in a while (but if you have entries you\'d like us to look at earlier, please say so).  In evaluating the journal, we look for a focus on nature and culture on campus, and for connections, comprehensiveness, complexity and care.','Reflective Journals','','publish','closed','open','','reflective-journals','','','2018-07-09 14:32:21','2018-07-09 19:32:21','',724,'http://natureofcollege.org/?page_id=735',0,'page','',0),(736,5,'2011-10-05 02:24:28','2011-10-05 02:24:28','<em>I never know what I think until I see what I say.</em>\n\nSaul Bellow\n\n<em> </em>\n\n<em>Who we are is ultimately a moral question, bound up with the issue of who we wish to be.</em>\n\nWilliam Sullivan\n\n&nbsp;\n\nEducation is a process in which students learn to make their own meanings, to answer the question \"what does it mean <em>to me</em>?\"  A journal provides a regular opportunity to reflect on that\n\nquestion, to see how course readings and discussions relate to our individual life experiences, to our own aims and assumptions, to other things that are going on in our lives.  A journal allows us to integrate life and learning, to connect the texts and contexts of our lives.  It should also reflect and affect the quality of our class discussions.  In a class, professors necessarily <em>teach</em> the same thing to all students, but each student <em>learns</em> differently.  The journal is the place where different and diverse learnings can first take shape.\n\n&nbsp;\n\nTry to write in your journal daily (the word \"journal\" comes from the French word \"jour,\" or day)—or at least often.  The idea is to get in the habit of perception and analysis.  Although we will occasionally suggest topics that you may want to write about, you may, in fact, write about anything that interests you--class reading, other reading, events in the news, perceptions of your own day.  In looking at the connections between land (or landscape) and culture, you may want to take off from the reading, but you might also want to look around you, and see if you can apply ideas to your everyday life.  What do you notice now in the St. Olaf landscape?  The landscape of your hometown?  The place where your family vacations?  Why do people have potted plants in their dorm rooms, or Georgia O\'Keeffe paintings?  Is there such a thing as an interior landscape?  What does your favorite TV show tell you about land and the American imagination, and why?  Why are SUV ads always set in sublime landscapes?  What\'s your favorite landscape?  Why?  If you were designing a utopian landscape, what would it look like?  Why?\n\nSince you are examining your own thoughts and ideas, you should write in your own voice.  You might start entries with reactions to readings or events like \"I really don\'t understand ______\n\nbecause . . .\" or \"This makes me think about _____ because . . .\" or \"I think the relationship between _____ and _____ is interesting because . . .\" or \"These ideas remind me of the ideas in [another reading] because. . .\" or \"This event or reading reminds me of something in my own life, the time when . . .\"  Feel free to have the courage of your confusions (a word which, serendipitously, comes from the Latin \"confundere,\" \"to pour together\").\n\nThere are several types of journal entries, and we’d like you to try a variety of them in the course of the semester.  The first is a <strong>reading response</strong>, where you set yourself in conversation with one of our authors (or something else you’re reading).  You generally use this sort of response to clarify your relationship to an idea or set of ideas in a reading. You examine the logic of the argument, the imagery that s/he uses, the way it fits with something else we’re reading or something you thought you knew.   Another type of response is a <strong>close reading</strong> of a social or cultural situation (like Jim’s essay on “College Parties.”  You take an everyday occurrence (a party, checking your e-mail, driving a car, etc.) and “dense fact” it, looking for the American values and environmental values in it, and making sense of the common sense of our culture.\n\nA third type of response could be <strong>a table</strong>, which is just a way of mapping ideas.  There’s one that Jim is working on now at the bottom of this message.  A fourth type of response is just a personal (and often visceral) account of <strong>what you’re learning</strong>, and what it means to you.  Sometimes these entries begin with a quotation that seems to encapsulate an idea perfectly, or that leads you to make other sorts of connections in your life (or in American life or the life of the planet).  There are probably more types of journals too, and you will invent them in the course of the semester.  Use them as a way of “going deep” into class materials, and into your own soul, and you’ll be fine.\n\n<em>Bring your journal to class.</em>  There will occasionally be in-class writing, and it often works well to record your class notes in the same notebook as the journal.  That way you will have catalysts for further reflection.\n\nThe journal is not a research paper (although you can look stuff up if you’re curious); you should \"probe\" rather than \"prove\" your thoughts.  It is a place to play with ideas, a place for what Daniel Noel calls \"serendipping.\"  We\'ll read the journal and write back every once in a while (but if you have entries you\'d like us to look at earlier, please say so).  In evaluating the journal, we look for a focus on nature and culture on campus, and for connections, comprehensiveness, complexity and care.','Reflective Journals','','inherit','open','open','','735-revision','','','2011-10-05 02:24:28','2011-10-05 02:24:28','',735,'http://natureofcollege.org/2011/10/735-revision/',0,'revision','',0),(740,5,'2011-10-05 02:38:32','2011-10-05 02:38:32','I had a vocation once, but I lost it.  Growing up Catholic, a vocation meant only one thing: boys could become priests, and girls could become nuns.  When we prayed for vocations, this is what we had in mind.  And so did our parents and grandparents.  My Grandmother Farrell didn\'t like my parents calling me \"Jim,\" because she feared that a nickname would interfere with my career as a Cardinal of the Church.  Whoever heard of \"Jim Cardinal Farrell?\"\r\n\r\nFor a long while, I was, in fact, attracted to the priesthood.  But I was also attracted to politics.  For a young Catholic, the 1960 election was heavenly, and--even after the Kennedy assassination--politics seemed like a promising profession for a person of my faith.  When I applied for admission to Loyola University in 1967, therefore, I said that I wanted to study Political Science because I wanted to be President of the United States.  (I still thought that you had to know something to be President.)  Having lost my vocation, I was looking for another, and I guess I still am.\r\n\r\nIf vocation is a call from God, I must say that God didn\'t call me person-to-person.  I never heard a voice from heaven, or sizzled in a bolt of lightning.  I came to History and American Studies and St. Olaf by accident--or by serendipity, which is the term I prefer.  Because Loyola needed enough men to match the number of women at its Rome Center, I spent my sophomore year in a junior-year-abroad program.  I hitchhiked a lot, and people asked me questions about America that I couldn\'t answer.  Curious, I turned to American History for answers.  I also got shut out of all the Political Science classes when I came back to Chicago, because, even though I had been enrolled in a Loyola program, they made me register dead-last as a transfer student.  To kill time, and to find an occupation that might occupy me until I was old enough to become President, I enrolled in education courses.  And so I blundered into the bully pulpit of the classroom.\r\n\r\nI went to graduate school in History with the same purposeless passion.  My wife Barb was in graduate school in psychology, and I needed something to do to keep myself busy while she was studying.  History was a good choice, because every day there\'s more of it to study.  Eventually--very eventually--I received a degree in American Culture, a combination of History, literature, art and music.  By the time I graduated, I was already at St. Olaf, hired as an interdepartmental clone to replace faculty members on leave--in History, American Studies, Art History and Education.  I had never heard of St. Olaf when I applied here, but it\'s become an organic part of my life and vocation.  Maybe serendipity is just another name for providence.\r\n\r\nFor me, teaching at St. Olaf has been a chance to answer the questions that life has posed for me.  I want to be able to explain to myself why we act like Americans.  I want to explore the politics of American government and the politics of everyday life.  I want to contemplate the goodness of the so-called \"good life.\"  I want to see why I act the way I do, and how I might act better.  I want to practice and propagate traditions of thoughtfulness, which should be the primary product of colleges.  Fortunately for me, St. Olaf is an institution that also engages these issues, and my students are people curious about the same kinds of questions.\r\n\r\nTeaching is a peculiar form of work, because it makes a convocation out of our vocations.  At St. Olaf, my vocation intersects with those of my friends and colleagues, with administration and staff, and--most importantly--with students.  In the classroom, my vocation as a professor offers provocations to students following their own vocational paths.  The main elements of college classes are reading, writing, and speaking, each of which brings us into conversation with people, past and present, who help us see why we act the way we do.  Each of the disciplines of the college is designed to help us answer the main question of a college education: \"What does it mean to be human in a particular time and place in the universe?\"  History suggests that we act the way we do because dead people told us to.  Dead people established the ideas and institutions--even the language--that we use.  Reading history, then, is a way of having conversations with dead people, a way of asking them what they had in mind, and what we have in our minds.  Sometimes, especially in American history, we learn directly why we think the way we do; in other cases, History gives us \"perspective by incongruity\" on our own lives by showing us fully human beings who act on different assumptions altogether.\r\n\r\nI am a Professor of History, but I don\'t think that professing a discipline, by itself, constitutes a vocation.  When my friends introduce me to other people, they often say that I teach History.  This is true, but I prefer to think that I teach <span style=\"text-decoration: underline;\">students</span>, who are a peculiar form of human being.  When I\'m teaching, I try to be mindful of the personhood of these young people.  For me, that sense of personalism helps me keep my work in perspective.  History in the abstract may be a profession, but History in the persons of my students is a more profound and interesting matter.  When the stories of the past become intertwined with the stories that students bring to my classes, then History really happens.\r\n\r\nAt a place like St. Olaf, professors like me notice that their students learn more than we teach--and that much of that learning is unrelated to our classrooms.  First-year students, especially, report that they learn a tremendous amount about living on their own just by sharing a room with a person who, until September, was a total stranger.  They learn about different human purposes and work habits, and varying definitions of diet and cleanliness.  They experience the joys and sorrows of time management, money management, and stress management.  They feel the pangs of doubt and the consolations of religion.  They reap the hard-earned benefits of a residential college.\r\n\r\nFor the most part, it\'s my vocation to let students learn these lessons on their own.  But when, in their class journals or in office hours, students ask questions about these issues--and other issues of human belief and behavior--it\'s my job to tell them my partial truths.  In many ways, I think that we profess not just by teaching but by example.  In a wonderful essay called \"Some Thoughts I Have in Mind When I Teach,\" Wendell Berry contends that \"the best relationships of teacher and student are those that turn into friendships.  In friendship the education machine is entirely circumvented and removed from consideration, and the two minds can meet freely and fully.  The student comes to know the teacher, which in my opinion is a thousand times better than knowing what the teacher knows.  The teacher ceases to function merely as a preceptor and becomes an example--an example of something, good or bad, that his [or her] life has proved to be possible.\"\r\n\r\nFor me, this means that part of my vocation is to offer who I am as well as what I know to my students.  When students ask--and generally <span style=\"text-decoration: underline;\">only</span> when they ask--I can offer my story as one way of making sense and making meaning in the world.  White, male, heterosexual, married, middle-aged, middle-class, suburban, Catholic, confused, critical, contradictory--I am a possibility for my students, just as historical figures are also models for our own thinking and action.  When we are studying the politics of housework in American Studies, it\'s useful for students to know how Barb and I have worked this out.  When I\'m teaching Environmental History, it\'s OK for them to ask why I drive a distance to work.  Along with their parents and pastors, their friends and relations, I am exemplary--and not always positively.  Indeed, it\'s important (and both humbling and consoling) to know that, in some ways, it\'s a good thing for me to be a bad example for students.  I am an example, good <span style=\"text-decoration: underline;\">and</span> bad, of some possibilities in American life.\r\n<p align=\"center\">* * * * * * * * * * * * *</p>\r\n     Part of my professing happens in classrooms, but some of it happens in dorm rooms and living rooms and cars.  That\'s because, like most faculty, I\'m a writer.  In America, the culture of college usually includes an injunction to professors to \"publish or perish.\"  Professors pass on knowledge in the classroom, but they\'re also supposed to shape knowledge in books and articles presented to their academic peers.   The problem with this academic publishing is that, too often, it\'s \"merely academic,\" meaning that no one really cares about our abstruse theories and stories.  In my own life, I\'ve tried to present my scholarship in other ways to larger audiences: in Chautauqua presentations as a nineteenth-century Minnesota pioneer; in lecture series at places like Holden Village and Bjorklunden; at Elderhostels; and, more recently, in \"Dr. America\" commentaries on WCAL.\r\n\r\nMost of the time, writing is a way of discovering what I think.  At this point, for example, which is a few pages into a first draft of this essay, I\'m still not sure where I\'m going.  Writing is, for me, a form of play, a way of \"serendipping\" between words and my experience to see if I can make some sense of them.  Writing is where I don\'t come out to play; I go in to play.  In an essay, especially in an exploratory essay, play is what we pay to see.  The word \"essay\" means \"to try out,\" and an essay is where we try out different voices and ideas.  Sometimes, we try on other people\'s ideas, dressing in what we might call intellectual drag.\r\n\r\nSometimes, however, writing is just a drag.  Writing a book is a pain in the butt, and in the lower back, and the wrists and forearms.  It\'s carpal-tunnel syndrome, and it\'s tunneling to the brain.  It\'s the extra-strength headache, the one that sneers at Tylenol and Excedrin.  I sit in front of my computer monitor, and I\'m sure that it is monitoring me.  \"Vegetative state,\" it bleeps back to the mother ship.  The cursor blinks like a demented lighthouse, while another idea crashes into the writer\'s block.  My fingers touch the keyboard, but they are not in touch with my brain.  I am not writing; I am writhing.\r\n\r\nThen, when I least expect it, the writing amuses itself with my mind, taking possession of me.  I find that the writing wires my brain for double tasking.  I can be thinking about one thing, and, all of a sudden, a sentence slides sinuously into my synapses.  Often, when I\'m otherwise occupied in my morning shower, my neurons just keep on composing.  I even find that I write when I am asleep.  Dreams just before dawn often turn out to contain first drafts of phantom phrases.  I seldom need an alarm when I am writing.\r\n\r\nAt its best, writing is pure play.  Play, says my dictionary (playing with my expectations), comes from a root meaning \"to take up one\'s promise or responsibility.\"  But it means \"to move lightly, rapidly, or erratically; frisk; flutter.\"  It means \"to have fun, amuse oneself.\"  Or \"to make love playfully\" (foreplay and afterplay, I guess).  Or \"to perform on a musical instrument.\"  And \"to perform on a stage.\"  This means, I guess, that I take up my responsibilities as a writer not by taking myself too seriously, but by amusing myself.\r\n\r\nWriting is also, for me, a musical performance.  I love the rhythm of a good sentence, the harmonies of a well-constructed paragraph or page.  (The word \"page,\" for example, is pasted onto that last sentence as much for the pulse of the alliteration as for any addition of meaning; and this sentence, you\'ll notice, doesn\'t flow nearly as nicely as the last one.)  I like to play with metaphors and puns and allusions, because they are the bargain basement of writing; you get two meanings for the price of one.\r\n\r\nCulturally speaking, writing is a way of recording words, a way of making ideas available for reading and reflection.  Writing is a point of connection between one person and another person, the two of them engaged in a dance that neither of them entirely controls.  At its best, it is a conversation in which the worlds and words of the author come into contact with the worlds and words of people with the <span style=\"text-decoration: underline;\">author</span>-ity of their own experience, whether or not they ever write it down.  Like teaching, writing is a place where vocation becomes convocation.  At its best, our books and articles can be both profession of faith, and a calling to both writer and reader.\r\n<p align=\"center\">* * * * * * * * * * * * *</p>\r\n     When I first became a college professor, I didn\'t think of it as a vocation; I thought of it as a job. In America, most of us are happy to have a job, which is a position for which we get paid.  A job is a piece of work.  In fact, in the 19th century, the term \"job work\" meant \"piecework.\"  The word \"job\" comes from a Middle English word meaning lump, and is related to our word \"gob.\"  In the 18th century, Samuel Johnson defined a job as \"petty, piddling work,\" and for many Americans, the definition still fits.\r\n\r\nA lot of Americans do this petty, piddling work because companies pay us for it.  We are part of the \"Great Compromise,\" in which twentieth-century Americans have told employers that \"we will perform stupid, dehumanizing work as long as you give us enough compensation to purchase the private compensations of a \'good life.\'\"  We focus on the extrinsic rewards of work, because the intrinsic rewards are often so paltry.  College professing is different.  If you\'re smart enough to be a college professor (which, frankly, isn\'t all that smart) you know that there isn\'t much money in it.  But there are intrinsic satisfactions that compensate professors like me, and some of the most significant are spiritual and religious.\r\n\r\nAfter a few years of professing, I began to think of it as a career, which, in America, is the upward trajectory of jobs over time.  For most Americans, a career is primarily private; it is a person\'s advancement within social boundaries, and it often leads to social and geographical mobility and the uprooting of communities.  A \"career culture\" requires ambitious, calculating individualists who want to get ahead--leaving the rest of us, by definition, behind.  At a certain point in my careering, I would have left St. Olaf behind for a so-called better offer.\r\n\r\nIn my time at St. Olaf, I\'ve increasingly come to think of my career as a vocation.  When I have time to think deeply about my work--which is not as often as I\'d like--I think of it as a calling from God to help create the Kingdom of God on earth.  Vocation gives us a way of thinking about the cosmic and communitarian aspects of work, and it invites us to think about the gift of creation, the creation of our own gifts, and the ways in which our gifts might be applied to the purposes of the creation.  A vocation is a call from God, to use God\'s gifts for Her glory, and for the good of the community, including the poor.  A calling can never be purely private, nor can it be purely vocational in the narrow sense of the word.  A vocation is God\'s call to work in the world, not just at work, but in all of the settings of our lives.  If we believe in vocation, we are all at work now, because we are all engaged in thinking about our work in the world.  Perhaps, therefore, instead of saying that we are \"at work,\" we should say that we are \"on vocation.\"\r\n\r\nFor me, this idea of vocation is intimidating, because it means that a person must be dedicated to God\'s project and not just the projects of American capitalism.  The more I think about it, the more I think that God\'s main projects are justice and reconciliation.  If a job doesn\'t have justice in the job description, I sometimes think, then it\'s probably not a vocation.  If it isn\'t religious in the root sense of the word, it\'s probably not a vocation.  Religion comes from the Latin \"religare,\" which means \"to bind together.\"  At its root, therefore, religion is a science of connectedness, binding people to God, people to each other, and people to God\'s creation.  At its root, religion is radical, because it works against the disconnectedness of modern (or postmodern) culture.  Sometimes college professing lets us make these connections, helps us to see our responsibilities to God\'s creation.  But there are many days when I wonder if my work is really radical enough to be a vocation.\r\n\r\nWhile I\'ve been at St. Olaf, I\'ve also come to think of my work as a profession--and, to some extent, a profession of faith.  In America, a profession is a generally understood as a service occupation, usually prestigious and often enriching, in which professionals employ their expertise and their judgment to assist people who are considered clients.  The ethics of professionalism require professionals to act in the client\'s interest, even when other options might be easier.  Lawyers, doctors, and college professors are among America\'s professionals.\r\n\r\nBeyond this cultural definition of professionalism, I also think of teaching as a profession of faith.  At Loyola, I took a course on the Pauline Epistles from a priest who never used the word \"God\" without appending the parenthetical expression \"if there is a God.\"  At first, I thought it odd that a priest should be unsure about the existence of God.  But then it occurred to me that, even without rational certainties, he was leading his life <span style=\"text-decoration: underline;\">as if</span> there were a God, a remarkable act of faith in itself.  Since then, I\'ve been dubious about dichotomizing faith and works. The way we act <span style=\"text-decoration: underline;\">is</span> our act of faith.  Each of us is an example of how faith acts in the world.  Increasingly, it seems to me that work is not just how we experience faith but also how we express it.  \"For the Shaker craftsmen,\" Thomas Merton once observed, \"love of God and love of truth in one\'s own work came to the same thing, and that work itself was a prayer, a communion with the inmost spiritual reality of things and so with God.\"\r\n<p align=\"center\">* * * * * * * * * * * * *</p>\r\n     James Thurber once said that it\'s more important to know some of the questions than all of the answers.  In <span style=\"text-decoration: underline;\">The Reinvention of Work</span>, Matthew Fox provides some of the questions we should pose about the spirituality of work.  Here are my favorites:\r\n\r\nIs my work real work or just a job?\r\n\r\nDo I experience joy in my work? Do others experience joy as a result of my work?\r\n\r\nIs my work smaller than my soul?  How big is my soul?  How big is my work?  What can I do to bring the two together?\r\n\r\nHow does my work connect to the Great Work of the universe?  Is my work actively creating good for others?  Who profits [in both senses of the word] from my work?\r\n\r\nHow is my work a blessing to generations to come?\r\n\r\nHow does my work affect the environment?\r\n\r\nWhat do I learn at work?\r\n\r\nWhat is sacred about the work I do?  Which of the classical seven sacraments most characterizes the work that I do?\r\n\r\nIf I were to leave my work today, what difference would it make to my spiritual growth?  To the spiritual development of my colleagues at work?  To the spiritual development of my family and friends?\r\n\r\nWhat am I doing to reinvent the profession in which I work?\r\n\r\nThese are tough questions, the midterm self-examination in the course of life.  At this point in my life, I expect I would still flunk.  But having lost one vocation and gained another, having abandoned a life of Holy Orders for a life of disorder and thoughtfulness, I still have time to learn.\r\n\r\n&nbsp;','Some Thoughts I Have in Mind When I Am Professing','','publish','closed','open','','some-thoughts-i-have-in-mind-when-i-am-professing','','','2018-07-09 14:32:21','2018-07-09 19:32:21','',717,'http://natureofcollege.org/?page_id=740',0,'page','',0),(741,5,'2011-10-05 02:38:00','2011-10-05 02:38:00','I had a vocation once, but I lost it.  Growing up Catholic, a vocation meant only one thing: boys could become priests, and girls could become nuns.  When we prayed for vocations, this is what we had in mind.  And so did our parents and grandparents.  My Grandmother Farrell didn\'t like my parents calling me \"Jim,\" because she feared that a nickname would interfere with my career as a Cardinal of the Church.  Whoever heard of \"Jim Cardinal Farrell?\"\n\nFor a long while, I was, in fact, attracted to the priesthood.  But I was also attracted to politics.  For a young Catholic, the 1960 election was heavenly, and--even after the Kennedy assassination--politics seemed like a promising profession for a person of my faith.  When I applied for admission to Loyola University in 1967, therefore, I said that I wanted to study Political Science because I wanted to be President of the United States.  (I still thought that you had to know something to be President.)  Having lost my vocation, I was looking for another, and I guess I still am.\n\nIf vocation is a call from God, I must say that God didn\'t call me person-to-person.  I never heard a voice from heaven, or sizzled in a bolt of lightning.  I came to History and American Studies and St. Olaf by accident--or by serendipity, which is the term I prefer.  Because Loyola needed enough men to match the number of women at its Rome Center, I spent my sophomore year in a junior-year-abroad program.  I hitchhiked a lot, and people asked me questions about America that I couldn\'t answer.  Curious, I turned to American History for answers.  I also got shut out of all the Political Science classes when I came back to Chicago, because, even though I had been enrolled in a Loyola program, they made me register dead-last as a transfer student.  To kill time, and to find an occupation that might occupy me until I was old enough to become President, I enrolled in education courses.  And so I blundered into the bully pulpit of the classroom.\n\nI went to graduate school in History with the same purposeless passion.  My wife Barb was in graduate school in psychology, and I needed something to do to keep myself busy while she was studying.  History was a good choice, because every day there\'s more of it to study.  Eventually--very eventually--I received a degree in American Culture, a combination of History, literature, art and music.  By the time I graduated, I was already at St. Olaf, hired as an interdepartmental clone to replace faculty members on leave--in History, American Studies, Art History and Education.  I had never heard of St. Olaf when I applied here, but it\'s become an organic part of my life and vocation.  Maybe serendipity is just another name for providence.\n\nFor me, teaching at St. Olaf has been a chance to answer the questions that life has posed for me.  I want to be able to explain to myself why we act like Americans.  I want to explore the politics of American government and the politics of everyday life.  I want to contemplate the goodness of the so-called \"good life.\"  I want to see why I act the way I do, and how I might act better.  I want to practice and propagate traditions of thoughtfulness, which should be the primary product of colleges.  Fortunately for me, St. Olaf is an institution that also engages these issues, and my students are people curious about the same kinds of questions.\n\nTeaching is a peculiar form of work, because it makes a convocation out of our vocations.  At St. Olaf, my vocation intersects with those of my friends and colleagues, with administration and staff, and--most importantly--with students.  In the classroom, my vocation as a professor offers provocations to students following their own vocational paths.  The main elements of college classes are reading, writing, and speaking, each of which brings us into conversation with people, past and present, who help us see why we act the way we do.  Each of the disciplines of the college is designed to help us answer the main question of a college education: \"What does it mean to be human in a particular time and place in the universe?\"  History suggests that we act the way we do because dead people told us to.  Dead people established the ideas and institutions--even the language--that we use.  Reading history, then, is a way of having conversations with dead people, a way of asking them what they had in mind, and what we have in our minds.  Sometimes, especially in American history, we learn directly why we think the way we do; in other cases, History gives us \"perspective by incongruity\" on our own lives by showing us fully human beings who act on different assumptions altogether.\n\nI am a Professor of History, but I don\'t think that professing a discipline, by itself, constitutes a vocation.  When my friends introduce me to other people, they often say that I teach History.  This is true, but I prefer to think that I teach <span style=\"text-decoration: underline;\">students</span>, who are a peculiar form of human being.  When I\'m teaching, I try to be mindful of the personhood of these young people.  For me, that sense of personalism helps me keep my work in perspective.  History in the abstract may be a profession, but History in the persons of my students is a more profound and interesting matter.  When the stories of the past become intertwined with the stories that students bring to my classes, then History really happens.\n\nAt a place like St. Olaf, professors like me notice that their students learn more than we teach--and that much of that learning is unrelated to our classrooms.  First-year students, especially, report that they learn a tremendous amount about living on their own just by sharing a room with a person who, until September, was a total stranger.  They learn about different human purposes and work habits, and varying definitions of diet and cleanliness.  They experience the joys and sorrows of time management, money management, and stress management.  They feel the pangs of doubt and the consolations of religion.  They reap the hard-earned benefits of a residential college.\n\nFor the most part, it\'s my vocation to let students learn these lessons on their own.  But when, in their class journals or in office hours, students ask questions about these issues--and other issues of human belief and behavior--it\'s my job to tell them my partial truths.  In many ways, I think that we profess not just by teaching but by example.  In a wonderful essay called \"Some Thoughts I Have in Mind When I Teach,\" Wendell Berry contends that \"the best relationships of teacher and student are those that turn into friendships.  In friendship the education machine is entirely circumvented and removed from consideration, and the two minds can meet freely and fully.  The student comes to know the teacher, which in my opinion is a thousand times better than knowing what the teacher knows.  The teacher ceases to function merely as a preceptor and becomes an example--an example of something, good or bad, that his [or her] life has proved to be possible.\"\n\nFor me, this means that part of my vocation is to offer who I am as well as what I know to my students.  When students ask--and generally <span style=\"text-decoration: underline;\">only</span> when they ask--I can offer my story as one way of making sense and making meaning in the world.  White, male, heterosexual, married, middle-aged, middle-class, suburban, Catholic, confused, critical, contradictory--I am a possibility for my students, just as historical figures are also models for our own thinking and action.  When we are studying the politics of housework in American Studies, it\'s useful for students to know how Barb and I have worked this out.  When I\'m teaching Environmental History, it\'s OK for them to ask why I drive a distance to work.  Along with their parents and pastors, their friends and relations, I am exemplary--and not always positively.  Indeed, it\'s important (and both humbling and consoling) to know that, in some ways, it\'s a good thing for me to be a bad example for students.  I am an example, good <span style=\"text-decoration: underline;\">and</span> bad, of some possibilities in American life.\n<p align=\"center\">* * * * * * * * * * * * *</p>\n     Part of my professing happens in classrooms, but some of it happens in dorm rooms and living rooms and cars.  That\'s because, like most faculty, I\'m a writer.  In America, the culture of college usually includes an injunction to professors to \"publish or perish.\"  Professors pass on knowledge in the classroom, but they\'re also supposed to shape knowledge in books and articles presented to their academic peers.   The problem with this academic publishing is that, too often, it\'s \"merely academic,\" meaning that no one really cares about our abstruse theories and stories.  In my own life, I\'ve tried to present my scholarship in other ways to larger audiences: in Chautauqua presentations as a nineteenth-century Minnesota pioneer; in lecture series at places like Holden Village and Bjorklunden; at Elderhostels; and, more recently, in \"Dr. America\" commentaries on WCAL.\n\nMost of the time, writing is a way of discovering what I think.  At this point, for example, which is a few pages into a first draft of this essay, I\'m still not sure where I\'m going.  Writing is, for me, a form of play, a way of \"serendipping\" between words and my experience to see if I can make some sense of them.  Writing is where I don\'t come out to play; I go in to play.  In an essay, especially in an exploratory essay, play is what we pay to see.  The word \"essay\" means \"to try out,\" and an essay is where we try out different voices and ideas.  Sometimes, we try on other people\'s ideas, dressing in what we might call intellectual drag.\n\nSometimes, however, writing is just a drag.  Writing a book is a pain in the butt, and in the lower back, and the wrists and forearms.  It\'s carpal-tunnel syndrome, and it\'s tunneling to the brain.  It\'s the extra-strength headache, the one that sneers at Tylenol and Excedrin.  I sit in front of my computer monitor, and I\'m sure that it is monitoring me.  \"Vegetative state,\" it bleeps back to the mother ship.  The cursor blinks like a demented lighthouse, while another idea crashes into the writer\'s block.  My fingers touch the keyboard, but they are not in touch with my brain.  I am not writing; I am writhing.\n\nThen, when I least expect it, the writing amuses itself with my mind, taking possession of me.  I find that the writing wires my brain for double tasking.  I can be thinking about one thing, and, all of a sudden, a sentence slides sinuously into my synapses.  Often, when I\'m otherwise occupied in my morning shower, my neurons just keep on composing.  I even find that I write when I am asleep.  Dreams just before dawn often turn out to contain first drafts of phantom phrases.  I seldom need an alarm when I am writing.\n\nAt its best, writing is pure play.  Play, says my dictionary (playing with my expectations), comes from a root meaning \"to take up one\'s promise or responsibility.\"  But it means \"to move lightly, rapidly, or erratically; frisk; flutter.\"  It means \"to have fun, amuse oneself.\"  Or \"to make love playfully\" (foreplay and afterplay, I guess).  Or \"to perform on a musical instrument.\"  And \"to perform on a stage.\"  This means, I guess, that I take up my responsibilities as a writer not by taking myself too seriously, but by amusing myself.\n\nWriting is also, for me, a musical performance.  I love the rhythm of a good sentence, the harmonies of a well-constructed paragraph or page.  (The word \"page,\" for example, is pasted onto that last sentence as much for the pulse of the alliteration as for any addition of meaning; and this sentence, you\'ll notice, doesn\'t flow nearly as nicely as the last one.)  I like to play with metaphors and puns and allusions, because they are the bargain basement of writing; you get two meanings for the price of one.\n\nCulturally speaking, writing is a way of recording words, a way of making ideas available for reading and reflection.  Writing is a point of connection between one person and another person, the two of them engaged in a dance that neither of them entirely controls.  At its best, it is a conversation in which the worlds and words of the author come into contact with the worlds and words of people with the <span style=\"text-decoration: underline;\">author</span>-ity of their own experience, whether or not they ever write it down.  Like teaching, writing is a place where vocation becomes convocation.  At its best, our books and articles can be both profession of faith, and a calling to both writer and reader.\n<p align=\"center\">* * * * * * * * * * * * *</p>\n     When I first became a college professor, I didn\'t think of it as a vocation; I thought of it as a job. In America, most of us are happy to have a job, which is a position for which we get paid.  A job is a piece of work.  In fact, in the 19th century, the term \"job work\" meant \"piecework.\"  The word \"job\" comes from a Middle English word meaning lump, and is related to our word \"gob.\"  In the 18th century, Samuel Johnson defined a job as \"petty, piddling work,\" and for many Americans, the definition still fits.\n\nA lot of Americans do this petty, piddling work because companies pay us for it.  We are part of the \"Great Compromise,\" in which twentieth-century Americans have told employers that \"we will perform stupid, dehumanizing work as long as you give us enough compensation to purchase the private compensations of a \'good life.\'\"  We focus on the extrinsic rewards of work, because the intrinsic rewards are often so paltry.  College professing is different.  If you\'re smart enough to be a college professor (which, frankly, isn\'t all that smart) you know that there isn\'t much money in it.  But there are intrinsic satisfactions that compensate professors like me, and some of the most significant are spiritual and religious.\n\nAfter a few years of professing, I began to think of it as a career, which, in America, is the upward trajectory of jobs over time.  For most Americans, a career is primarily private; it is a person\'s advancement within social boundaries, and it often leads to social and geographical mobility and the uprooting of communities.  A \"career culture\" requires ambitious, calculating individualists who want to get ahead--leaving the rest of us, by definition, behind.  At a certain point in my careering, I would have left St. Olaf behind for a so-called better offer.\n\nIn my time at St. Olaf, I\'ve increasingly come to think of my career as a vocation.  When I have time to think deeply about my work--which is not as often as I\'d like--I think of it as a calling from God to help create the Kingdom of God on earth.  Vocation gives us a way of thinking about the cosmic and communitarian aspects of work, and it invites us to think about the gift of creation, the creation of our own gifts, and the ways in which our gifts might be applied to the purposes of the creation.  A vocation is a call from God, to use God\'s gifts for Her glory, and for the good of the community, including the poor.  A calling can never be purely private, nor can it be purely vocational in the narrow sense of the word.  A vocation is God\'s call to work in the world, not just at work, but in all of the settings of our lives.  If we believe in vocation, we are all at work now, because we are all engaged in thinking about our work in the world.  Perhaps, therefore, instead of saying that we are \"at work,\" we should say that we are \"on vocation.\"\n\nFor me, this idea of vocation is intimidating, because it means that a person must be dedicated to God\'s project and not just the projects of American capitalism.  The more I think about it, the more I think that God\'s main projects are justice and reconciliation.  If a job doesn\'t have justice in the job description, I sometimes think, then it\'s probably not a vocation.  If it isn\'t religious in the root sense of the word, it\'s probably not a vocation.  Religion comes from the Latin \"religare,\" which means \"to bind together.\"  At its root, therefore, religion is a science of connectedness, binding people to God, people to each other, and people to God\'s creation.  At its root, religion is radical, because it works against the disconnectedness of modern (or postmodern) culture.  Sometimes college professing lets us make these connections, helps us to see our responsibilities to God\'s creation.  But there are many days when I wonder if my work is really radical enough to be a vocation.\n\nWhile I\'ve been at St. Olaf, I\'ve also come to think of my work as a profession--and, to some extent, a profession of faith.  In America, a profession is a generally understood as a service occupation, usually prestigious and often enriching, in which professionals employ their expertise and their judgment to assist people who are considered clients.  The ethics of professionalism require professionals to act in the client\'s interest, even when other options might be easier.  Lawyers, doctors, and college professors are among America\'s professionals.\n\nBeyond this cultural definition of professionalism, I also think of teaching as a profession of faith.  At Loyola, I took a course on the Pauline Epistles from a priest who never used the word \"God\" without appending the parenthetical expression \"if there is a God.\"  At first, I thought it odd that a priest should be unsure about the existence of God.  But then it occurred to me that, even without rational certainties, he was leading his life <span style=\"text-decoration: underline;\">as if</span> there were a God, a remarkable act of faith in itself.  Since then, I\'ve been dubious about dichotomizing faith and works. The way we act <span style=\"text-decoration: underline;\">is</span> our act of faith.  Each of us is an example of how faith acts in the world.  Increasingly, it seems to me that work is not just how we experience faith but also how we express it.  \"For the Shaker craftsmen,\" Thomas Merton once observed, \"love of God and love of truth in one\'s own work came to the same thing, and that work itself was a prayer, a communion with the inmost spiritual reality of things and so with God.\"\n<p align=\"center\">* * * * * * * * * * * * *</p>\n     James Thurber once said that it\'s more important to know some of the questions than all of the answers.  In <span style=\"text-decoration: underline;\">The Reinvention of Work</span>, Matthew Fox provides some of the questions we should pose about the spirituality of work.  Here are my favorites:\n\nIs my work real work or just a job?\n\nDo I experience joy in my work? Do others experience joy as a result of my work?\n\nIs my work smaller than my soul?  How big is my soul?  How big is my work?  What can I do to bring the two together?\n\nHow does my work connect to the Great Work of the universe?  Is my work actively creating good for others?  Who profits [in both senses of the word] from my work?\n\nHow is my work a blessing to generations to come?\n\nHow does my work affect the environment?\n\nWhat do I learn at work?\n\nWhat is sacred about the work I do?  Which of the classical seven sacraments most characterizes the work that I do?\n\nIf I were to leave my work today, what difference would it make to my spiritual growth?  To the spiritual development of my colleagues at work?  To the spiritual development of my family and friends?\n\nWhat am I doing to reinvent the profession in which I work?\n\nThese are tough questions, the midterm self-examination in the course of life.  At this point in my life, I expect I would still flunk.  But having lost one vocation and gained another, having abandoned a life of Holy Orders for a life of disorder and thoughtfulness, I still have time to learn.\n\n&nbsp;','Some Thoughts I Have in Mind When I Am Professing','','inherit','open','open','','740-revision','','','2011-10-05 02:38:00','2011-10-05 02:38:00','',740,'http://natureofcollege.org/2011/10/740-revision/',0,'revision','',0),(742,5,'2011-10-05 02:39:35','2011-10-05 02:39:35','I had a vocation once, but I lost it.  Growing up Catholic, a vocation meant only one thing: boys could become priests, and girls could become nuns.  When we prayed for vocations, this is what we had in mind.  And so did our parents and grandparents.  My Grandmother Farrell didn\'t like my parents calling me \"Jim,\" because she feared that a nickname would interfere with my career as a Cardinal of the Church.  Whoever heard of \"Jim Cardinal Farrell?\"\n\nFor a long while, I was, in fact, attracted to the priesthood.  But I was also attracted to politics.  For a young Catholic, the 1960 election was heavenly, and--even after the Kennedy assassination--politics seemed like a promising profession for a person of my faith.  When I applied for admission to Loyola University in 1967, therefore, I said that I wanted to study Political Science because I wanted to be President of the United States.  (I still thought that you had to know something to be President.)  Having lost my vocation, I was looking for another, and I guess I still am.\n\nIf vocation is a call from God, I must say that God didn\'t call me person-to-person.  I never heard a voice from heaven, or sizzled in a bolt of lightning.  I came to History and American Studies and St. Olaf by accident--or by serendipity, which is the term I prefer.  Because Loyola needed enough men to match the number of women at its Rome Center, I spent my sophomore year in a junior-year-abroad program.  I hitchhiked a lot, and people asked me questions about America that I couldn\'t answer.  Curious, I turned to American History for answers.  I also got shut out of all the Political Science classes when I came back to Chicago, because, even though I had been enrolled in a Loyola program, they made me register dead-last as a transfer student.  To kill time, and to find an occupation that might occupy me until I was old enough to become President, I enrolled in education courses.  And so I blundered into the bully pulpit of the classroom.\n\nI went to graduate school in History with the same purposeless passion.  My wife Barb was in graduate school in psychology, and I needed something to do to keep myself busy while she was studying.  History was a good choice, because every day there\'s more of it to study.  Eventually--very eventually--I received a degree in American Culture, a combination of History, literature, art and music.  By the time I graduated, I was already at St. Olaf, hired as an interdepartmental clone to replace faculty members on leave--in History, American Studies, Art History and Education.  I had never heard of St. Olaf when I applied here, but it\'s become an organic part of my life and vocation.  Maybe serendipity is just another name for providence.\n\nFor me, teaching at St. Olaf has been a chance to answer the questions that life has posed for me.  I want to be able to explain to myself why we act like Americans.  I want to explore the politics of American government and the politics of everyday life.  I want to contemplate the goodness of the so-called \"good life.\"  I want to see why I act the way I do, and how I might act better.  I want to practice and propagate traditions of thoughtfulness, which should be the primary product of colleges.  Fortunately for me, St. Olaf is an institution that also engages these issues, and my students are people curious about the same kinds of questions.\n\nTeaching is a peculiar form of work, because it makes a convocation out of our vocations.  At St. Olaf, my vocation intersects with those of my friends and colleagues, with administration and staff, and--most importantly--with students.  In the classroom, my vocation as a professor offers provocations to students following their own vocational paths.  The main elements of college classes are reading, writing, and speaking, each of which brings us into conversation with people, past and present, who help us see why we act the way we do.  Each of the disciplines of the college is designed to help us answer the main question of a college education: \"What does it mean to be human in a particular time and place in the universe?\"  History suggests that we act the way we do because dead people told us to.  Dead people established the ideas and institutions--even the language--that we use.  Reading history, then, is a way of having conversations with dead people, a way of asking them what they had in mind, and what we have in our minds.  Sometimes, especially in American history, we learn directly why we think the way we do; in other cases, History gives us \"perspective by incongruity\" on our own lives by showing us fully human beings who act on different assumptions altogether.\n\nI am a Professor of History, but I don\'t think that professing a discipline, by itself, constitutes a vocation.  When my friends introduce me to other people, they often say that I teach History.  This is true, but I prefer to think that I teach <span style=\"text-decoration: underline;\">students</span>, who are a peculiar form of human being.  When I\'m teaching, I try to be mindful of the personhood of these young people.  For me, that sense of personalism helps me keep my work in perspective.  History in the abstract may be a profession, but History in the persons of my students is a more profound and interesting matter.  When the stories of the past become intertwined with the stories that students bring to my classes, then History really happens.\n\nAt a place like St. Olaf, professors like me notice that their students learn more than we teach--and that much of that learning is unrelated to our classrooms.  First-year students, especially, report that they learn a tremendous amount about living on their own just by sharing a room with a person who, until September, was a total stranger.  They learn about different human purposes and work habits, and varying definitions of diet and cleanliness.  They experience the joys and sorrows of time management, money management, and stress management.  They feel the pangs of doubt and the consolations of religion.  They reap the hard-earned benefits of a residential college.\n\nFor the most part, it\'s my vocation to let students learn these lessons on their own.  But when, in their class journals or in office hours, students ask questions about these issues--and other issues of human belief and behavior--it\'s my job to tell them my partial truths.  In many ways, I think that we profess not just by teaching but by example.  In a wonderful essay called \"Some Thoughts I Have in Mind When I Teach,\" Wendell Berry contends that \"the best relationships of teacher and student are those that turn into friendships.  In friendship the education machine is entirely circumvented and removed from consideration, and the two minds can meet freely and fully.  The student comes to know the teacher, which in my opinion is a thousand times better than knowing what the teacher knows.  The teacher ceases to function merely as a preceptor and becomes an example--an example of something, good or bad, that his [or her] life has proved to be possible.\"\n\nFor me, this means that part of my vocation is to offer who I am as well as what I know to my students.  When students ask--and generally <span style=\"text-decoration: underline;\">only</span> when they ask--I can offer my story as one way of making sense and making meaning in the world.  White, male, heterosexual, married, middle-aged, middle-class, suburban, Catholic, confused, critical, contradictory--I am a possibility for my students, just as historical figures are also models for our own thinking and action.  When we are studying the politics of housework in American Studies, it\'s useful for students to know how Barb and I have worked this out.  When I\'m teaching Environmental History, it\'s OK for them to ask why I drive a distance to work.  Along with their parents and pastors, their friends and relations, I am exemplary--and not always positively.  Indeed, it\'s important (and both humbling and consoling) to know that, in some ways, it\'s a good thing for me to be a bad example for students.  I am an example, good <span style=\"text-decoration: underline;\">and</span> bad, of some possibilities in American life.\n<p align=\"center\">* * * * * * * * * * * * *</p>\n     Part of my professing happens in classrooms, but some of it happens in dorm rooms and living rooms and cars.  That\'s because, like most faculty, I\'m a writer.  In America, the culture of college usually includes an injunction to professors to \"publish or perish.\"  Professors pass on knowledge in the classroom, but they\'re also supposed to shape knowledge in books and articles presented to their academic peers.   The problem with this academic publishing is that, too often, it\'s \"merely academic,\" meaning that no one really cares about our abstruse theories and stories.  In my own life, I\'ve tried to present my scholarship in other ways to larger audiences: in Chautauqua presentations as a nineteenth-century Minnesota pioneer; in lecture series at places like Holden Village and Bjorklunden; at Elderhostels; and, more recently, in \"Dr. America\" commentaries on WCAL.\n\nMost of the time, writing is a way of discovering what I think.  At this point, for example, which is a few pages into a first draft of this essay, I\'m still not sure where I\'m going.  Writing is, for me, a form of play, a way of \"serendipping\" between words and my experience to see if I can make some sense of them.  Writing is where I don\'t come out to play; I go in to play.  In an essay, especially in an exploratory essay, play is what we pay to see.  The word \"essay\" means \"to try out,\" and an essay is where we try out different voices and ideas.  Sometimes, we try on other people\'s ideas, dressing in what we might call intellectual drag.\n\nSometimes, however, writing is just a drag.  Writing a book is a pain in the butt, and in the lower back, and the wrists and forearms.  It\'s carpal-tunnel syndrome, and it\'s tunneling to the brain.  It\'s the extra-strength headache, the one that sneers at Tylenol and Excedrin.  I sit in front of my computer monitor, and I\'m sure that it is monitoring me.  \"Vegetative state,\" it bleeps back to the mother ship.  The cursor blinks like a demented lighthouse, while another idea crashes into the writer\'s block.  My fingers touch the keyboard, but they are not in touch with my brain.  I am not writing; I am writhing.\n\nThen, when I least expect it, the writing amuses itself with my mind, taking possession of me.  I find that the writing wires my brain for double tasking.  I can be thinking about one thing, and, all of a sudden, a sentence slides sinuously into my synapses.  Often, when I\'m otherwise occupied in my morning shower, my neurons just keep on composing.  I even find that I write when I am asleep.  Dreams just before dawn often turn out to contain first drafts of phantom phrases.  I seldom need an alarm when I am writing.\n\nAt its best, writing is pure play.  Play, says my dictionary (playing with my expectations), comes from a root meaning \"to take up one\'s promise or responsibility.\"  But it means \"to move lightly, rapidly, or erratically; frisk; flutter.\"  It means \"to have fun, amuse oneself.\"  Or \"to make love playfully\" (foreplay and afterplay, I guess).  Or \"to perform on a musical instrument.\"  And \"to perform on a stage.\"  This means, I guess, that I take up my responsibilities as a writer not by taking myself too seriously, but by amusing myself.\n\nWriting is also, for me, a musical performance.  I love the rhythm of a good sentence, the harmonies of a well-constructed paragraph or page.  (The word \"page,\" for example, is pasted onto that last sentence as much for the pulse of the alliteration as for any addition of meaning; and this sentence, you\'ll notice, doesn\'t flow nearly as nicely as the last one.)  I like to play with metaphors and puns and allusions, because they are the bargain basement of writing; you get two meanings for the price of one.\n\nCulturally speaking, writing is a way of recording words, a way of making ideas available for reading and reflection.  Writing is a point of connection between one person and another person, the two of them engaged in a dance that neither of them entirely controls.  At its best, it is a conversation in which the worlds and words of the author come into contact with the worlds and words of people with the <span style=\"text-decoration: underline;\">author</span>-ity of their own experience, whether or not they ever write it down.  Like teaching, writing is a place where vocation becomes convocation.  At its best, our books and articles can be both profession of faith, and a calling to both writer and reader.\n<p align=\"center\">* * * * * * * * * * * * *</p>\n     When I first became a college professor, I didn\'t think of it as a vocation; I thought of it as a job. In America, most of us are happy to have a job, which is a position for which we get paid.  A job is a piece of work.  In fact, in the 19th century, the term \"job work\" meant \"piecework.\"  The word \"job\" comes from a Middle English word meaning lump, and is related to our word \"gob.\"  In the 18th century, Samuel Johnson defined a job as \"petty, piddling work,\" and for many Americans, the definition still fits.\n\nA lot of Americans do this petty, piddling work because companies pay us for it.  We are part of the \"Great Compromise,\" in which twentieth-century Americans have told employers that \"we will perform stupid, dehumanizing work as long as you give us enough compensation to purchase the private compensations of a \'good life.\'\"  We focus on the extrinsic rewards of work, because the intrinsic rewards are often so paltry.  College professing is different.  If you\'re smart enough to be a college professor (which, frankly, isn\'t all that smart) you know that there isn\'t much money in it.  But there are intrinsic satisfactions that compensate professors like me, and some of the most significant are spiritual and religious.\n\nAfter a few years of professing, I began to think of it as a career, which, in America, is the upward trajectory of jobs over time.  For most Americans, a career is primarily private; it is a person\'s advancement within social boundaries, and it often leads to social and geographical mobility and the uprooting of communities.  A \"career culture\" requires ambitious, calculating individualists who want to get ahead--leaving the rest of us, by definition, behind.  At a certain point in my careering, I would have left St. Olaf behind for a so-called better offer.\n\nIn my time at St. Olaf, I\'ve increasingly come to think of my career as a vocation.  When I have time to think deeply about my work--which is not as often as I\'d like--I think of it as a calling from God to help create the Kingdom of God on earth.  Vocation gives us a way of thinking about the cosmic and communitarian aspects of work, and it invites us to think about the gift of creation, the creation of our own gifts, and the ways in which our gifts might be applied to the purposes of the creation.  A vocation is a call from God, to use God\'s gifts for Her glory, and for the good of the community, including the poor.  A calling can never be purely private, nor can it be purely vocational in the narrow sense of the word.  A vocation is God\'s call to work in the world, not just at work, but in all of the settings of our lives.  If we believe in vocation, we are all at work now, because we are all engaged in thinking about our work in the world.  Perhaps, therefore, instead of saying that we are \"at work,\" we should say that we are \"on vocation.\"\n\nFor me, this idea of vocation is intimidating, because it means that a person must be dedicated to God\'s project and not just the projects of American capitalism.  The more I think about it, the more I think that God\'s main projects are justice and reconciliation.  If a job doesn\'t have justice in the job description, I sometimes think, then it\'s probably not a vocation.  If it isn\'t religious in the root sense of the word, it\'s probably not a vocation.  Religion comes from the Latin \"religare,\" which means \"to bind together.\"  At its root, therefore, religion is a science of connectedness, binding people to God, people to each other, and people to God\'s creation.  At its root, religion is radical, because it works against the disconnectedness of modern (or postmodern) culture.  Sometimes college professing lets us make these connections, helps us to see our responsibilities to God\'s creation.  But there are many days when I wonder if my work is really radical enough to be a vocation.\n\nWhile I\'ve been at St. Olaf, I\'ve also come to think of my work as a profession--and, to some extent, a profession of faith.  In America, a profession is a generally understood as a service occupation, usually prestigious and often enriching, in which professionals employ their expertise and their judgment to assist people who are considered clients.  The ethics of professionalism require professionals to act in the client\'s interest, even when other options might be easier.  Lawyers, doctors, and college professors are among America\'s professionals.\n\nBeyond this cultural definition of professionalism, I also think of teaching as a profession of faith.  At Loyola, I took a course on the Pauline Epistles from a priest who never used the word \"God\" without appending the parenthetical expression \"if there is a God.\"  At first, I thought it odd that a priest should be unsure about the existence of God.  But then it occurred to me that, even without rational certainties, he was leading his life <span style=\"text-decoration: underline;\">as if</span> there were a God, a remarkable act of faith in itself.  Since then, I\'ve been dubious about dichotomizing faith and works. The way we act <span style=\"text-decoration: underline;\">is</span> our act of faith.  Each of us is an example of how faith acts in the world.  Increasingly, it seems to me that work is not just how we experience faith but also how we express it.  \"For the Shaker craftsmen,\" Thomas Merton once observed, \"love of God and love of truth in one\'s own work came to the same thing, and that work itself was a prayer, a communion with the inmost spiritual reality of things and so with God.\"\n<p align=\"center\">* * * * * * * * * * * * *</p>\n     James Thurber once said that it\'s more important to know some of the questions than all of the answers.  In <span style=\"text-decoration: underline;\">The Reinvention of Work</span>, Matthew Fox provides some of the questions we should pose about the spirituality of work.  Here are my favorites:\n\nIs my work real work or just a job?\n\nDo I experience joy in my work? Do others experience joy as a result of my work?\n\nIs my work smaller than my soul?  How big is my soul?  How big is my work?  What can I do to bring the two together?\n\nHow does my work connect to the Great Work of the universe?  Is my work actively creating good for others?  Who profits [in both senses of the word] from my work?\n\nHow is my work a blessing to generations to come?\n\nHow does my work affect the environment?\n\nWhat do I learn at work?\n\nWhat is sacred about the work I do?  Which of the classical seven sacraments most characterizes the work that I do?\n\nIf I were to leave my work today, what difference would it make to my spiritual growth?  To the spiritual development of my colleagues at work?  To the spiritual development of my family and friends?\n\nWhat am I doing to reinvent the profession in which I work?\n\nThese are tough questions, the midterm self-examination in the course of life.  At this point in my life, I expect I would still flunk.  But having lost one vocation and gained another, having abandoned a life of Holy Orders for a life of disorder and thoughtfulness, I still have time to learn.\n\n&nbsp;','Some Thoughts I Have in Mind When I Am Professing','','inherit','open','open','','740-autosave','','','2011-10-05 02:39:35','2011-10-05 02:39:35','',740,'http://natureofcollege.org/2011/10/740-autosave/',0,'revision','',0),(743,5,'2011-10-05 14:45:33','2011-10-05 14:45:33','A few years ago, after a presentation on learning outcomes, I decided to try to list the possible learning outcomes of Campus Ecology. It turned out to be much more extensive than I had originally intended, but wonderfully liberating to name some of the things that matter most to me. Students take this survey before the first day of class, and they tell us if they’re sure, or half-sure, or not sure at all that they know or understand the concepts. One side effect of this first survey is that they get excited to be in the course. They take the survey again at the end of the semester, and the difference is, of course, what they learned in the course--or at least what they think they\'ve learned.\r\n\r\n<strong>Introductions: Wild and Precious Life</strong>\r\n\r\nI can explain the meaning of “practical idealism”\r\n\r\nI can explain “the social construction of common sense”\r\n\r\nI can compare and contrast expressed and operative values\r\n\r\nI can describe and appraise my own environmental values\r\n\r\nI can explain the importance of stories in environmental education.\r\n\r\nI know why Mary Oliver’s poem “The Summer Day” is important for this course\r\n\r\n<strong>Writing Workshop</strong>\r\n\r\nI know how to write a good exploratory essay.\r\n\r\nI know how to use my connecting mind to develop an idea.\r\n\r\nI know some good questions to ask about the quality of essays, including my own.\r\n\r\n<strong>This Place on Earth</strong>\r\n\r\nI can describe the difference between land and landscape.\r\n\r\nI can explain what Paul Gruchow means by inhabiting a place.\r\n\r\nI can apply Aldo Leopold’s “land ethic” to my place on earth, including St. Olaf.\r\n\r\nI understand the benefits of a cattail marsh.\r\n\r\nI can compare the sources of Paul Gruchow’s happiness to my own.\r\n\r\nI can define a “land pyramid.”\r\n\r\n<strong>Plotting Our Place on Earth</strong>\r\n\r\nI know how to know a place well.\r\n\r\nI know how to see like Annie Dillard.\r\n\r\nI can unpeach a peach and construct “the artificial obvious.”\r\n\r\nI can explain the importance of communities of memory and communities of hope.\r\n\r\nI know what Wallace Stegner meant by the “geography of hope.”\r\n\r\nI understand the difference between memory and nostalgia.\r\n\r\nI know what wonder is for.\r\n\r\n<strong>Valentine’s Day</strong>\r\n\r\nI know the assumptions of romantic love, and I know the other kinds of love in the world—eros, philia, agape and biophilia\r\n\r\n<strong>Real World</strong>\r\n\r\nI can distinguish local knowledge from “ignorant knowledge.”\r\n\r\nI understand the cultural construction of realism and idealism.\r\n\r\nI can distinguish the hidden curriculum from the official curriculum of the college.\r\n\r\nI understand David Orr’s critique of the social construction of success.\r\n\r\nI know how to practice empathy as a way of knowing.\r\n\r\nI can explain what Bill McKibben means by the “I-dolatrous way of life” in America.\r\n\r\nI can explain the difference between “voluntary simplicity” and “involuntary complexity.”\r\n\r\nI understand and can apply the concept of cultural work.\r\n\r\nI can explain the “cultural work” performed by concepts like “the real world” and “the St. Olaf bubble.”\r\n\r\nI know what it really means to “Get real!”\r\n\r\nI understand the meaning and implications of my ecological footprint.\r\n\r\nI know how to use Thoreau’s “Realometer” on my own life.\r\n\r\n<strong>Rethinking Education</strong>\r\n\r\nI know why the liberal arts are liberal.\r\n\r\nI know how the liberal arts are conservative.\r\n\r\nI can explain the dangers of “ignorant knowledge.”\r\n\r\nI understand why St. Olaf includes religion in the curriculum and extra-curriculum of the college.\r\n\r\nI can explain the importance of love to a liberal arts education.\r\n\r\nI know the difference between know-how and know-why.\r\n\r\nI can map out the concept of “moral ecology.”\r\n\r\nI can explain the difference between knowledge, understanding and wisdom.\r\n\r\nI understand the virtues necessary to a liberal education and a sustainable society.\r\n\r\nI can explain the practicality of a liberal arts education.\r\n\r\nI can compare and contrast my goals for education with St. Olaf’s goals.\r\n\r\nI know how to be a part of a genuine learning community.\r\n\r\n<strong>Educating for a Sustainable Future</strong>\r\n\r\nI can explain the costs and benefits of academic professionalization and  departmentalization.\r\n\r\nI know what a “designing mind” is, and how to use it.\r\n\r\nI understand the economic problems with ecological thinking and vice versa.\r\n\r\nI can explain why problem-solving is an important teaching tool.\r\n\r\nI know how to “go deep” with my environmental learning.\r\n\r\n<strong>The Nature of Our Rooms</strong>\r\n\r\nI can explain the concept of Zen affluence.\r\n\r\nI understand the meaning of just-in-case consumption.\r\n\r\nI can describe the social construction of necessity. [use Pew survey]\r\n\r\nI can describe the appeal of “delectable materialism”—to understand why we might have all this stuff.\r\n\r\nI can explain Michael Schudson’s critique of the critics of consumption.\r\n\r\nI understand the complexity of simplicity.\r\n\r\nI understand the environmental importance of limits and restraint.\r\n\r\n<strong>The Nature of Our Clothes</strong>\r\n\r\nI know why college students have so many clothes.\r\n\r\nI know why my clothes come from so many different countries.\r\n\r\nI understand how to use product chains to talk about the out-of-sight environmental impacts of clothes.\r\n\r\nI can describe the expressed and operative values of the clothes that collegians wear.\r\n\r\nI know how to think about the embodied energy in my clothes.\r\n\r\nI can describe the values implicit in the American system of fashion.\r\n\r\nI can apply the concept of “peer socialization” to my own life.\r\n\r\nI understand Erving Goffman’s concept of “the presentation of self in everyday life” well enough to apply it to my own life.\r\n\r\nI can describe the environmental costs and benefits of peer socialization.\r\n\r\nI know how to analyze a commercial catalogue for its values.\r\n\r\nI understand the processes of decontextualization and recontextualization in advertising.\r\n\r\nI can describe five different criticisms of the American fashion system.\r\n\r\nI understand the costs and benefits of outsourcing textile manufacturing.\r\n\r\nI know what it means to go sweatshopping.\r\n\r\nI could create a flow chart illustrating the product chain of a T-shirt or a pair of athletic shoes.\r\n\r\n<strong>The Environmentalist’s New Clothes</strong>\r\n\r\nI understand why clothes are important in human cultures.\r\n\r\nI could explain the extensive pleasures of clothes to my friends.\r\n\r\nI can explain to my friends what Juliet Schor means by “clean clothes.”\r\n\r\nI understand how more materialism could be a good thing.\r\n\r\nIf I chose to, I could apply Juliet Schor’s “new clothing ethic” to my own apparel shopping.\r\n\r\nWhen I go shopping for clothes, I know how to evaluate the ethical implications of my choices.\r\n\r\nI can explain the problems and the possibilities of peer pressure.\r\n\r\n<strong>Food</strong>\r\n\r\nI understand the social construction of “food.” [nature to culture to edibility]\r\n\r\nI can explain how the ideology of choice works in the cafeteria, and in other places on campus.\r\n\r\nI can explain the social values embodied in a college cafeteria.\r\n\r\nI understand the cafeteria’s connection to climate change.\r\n\r\nI understand what it means to say that eating is an agricultural act.\r\n\r\nI understand the main assumptions and practices of industrial agriculture.\r\n\r\nI know why most American farming is in monocultures, and why some critics find that problematic.\r\n\r\nI know what Vandana Shiva means by “monocultures of the mind.”\r\n\r\nI can explain the environmental thinking of locavores.\r\n\r\nI know the difference between vegetarianism and vergetarianism.\r\n\r\nI can explain compost as a form of food.\r\n\r\nI can describe why American foods are also “fossil foods.”\r\n\r\nWith the proper information, I could map out my foodshed.\r\n\r\nI know why stored sunshine is important to human beings.\r\n\r\nI can explain the food ethic of “Lily’s Chickens.”\r\n\r\nI understand the pleasures of feeling useful.\r\n\r\nI know how to estimate my ecological <em>foodprint. </em>\r\n\r\nI know what Wendell Berry means by the extensive pleasures of eating.\r\n\r\nI understand the poetry of “Rice” and “Oranges.”\r\n\r\nI know the difference between the price and cost of food.\r\n\r\nI can explain why local food makes sense to many critics of industrial agriculture.\r\n\r\nI understand why I eat dirt.\r\n\r\nI can create a flow chart of America’s food system.\r\n\r\nI know how American politics influences what I eat.\r\n\r\nI can trace five different connections between photosynthesis and my life.\r\n\r\nI understand the different dimensions of saying grace.\r\n\r\nI know how to bake bread.\r\n\r\nI know enough to eat well.\r\n\r\n<strong>The World(s) of Campus Ecology</strong>\r\n\r\nI understand how Jaime Lerner’s designing mind differs from most politicians’ planning processes.\r\n\r\nI understand the rhetorical strategies used by Jaime Lerner—and by Bill McKibben.\r\n\r\nI can compare and contrast the standard operating politics of Curitiba and most American cities.\r\n\r\nI can apply the strategies of Curitiba to environmental problems that I face in America.\r\n\r\n<strong>The Nature of Screens</strong>\r\n\r\nI understand what cultural critics mean when they describe America as a culture of distraction.\r\n\r\nI can describe the hidden curriculum of the screens in my life.\r\n\r\nI can explain the cultural work of television news and entertainment.\r\n\r\nI can explain the costs <em>and </em>benefits of the screens in my life.\r\n\r\nI can explain the anthropocentrism of Facebook.\r\n\r\nI can explain television as a system, not just a technology.\r\n\r\nI understand the environmental impacts of electronic waste.\r\n\r\nI know how to access some of the benefits of electronic environmentalism.\r\n\r\nI know how to evaluate the appropriateness of technologies in my life.\r\n\r\n<strong>Residence Life in the Biosphere</strong>\r\n\r\nI know the top 5 environmental impacts of people who live in the residence halls.\r\n\r\n(heat, electricity, water, waste and food)\r\n\r\nI can explain the hidden curriculum embedded in the standard operating procedures of the residence halls.\r\n\r\nI understand what St. Olaf is doing to make its residence halls more sustainable.\r\n\r\nI understand the trade-offs involved in those sustainability decisions.\r\n\r\nI can list ten concrete steps to make residence halls more sustainable.\r\n\r\nI can imagine the culture of a sustainable residence hall.\r\n\r\n<strong>Garbage In, Garbage Out</strong>\r\n\r\nI understand the concept of a “retroactive design assignment.”\r\n\r\nI can explain the aphorism “Waste is food.”\r\n\r\nI understand why college students (and other Americans) waste so much.\r\n\r\nI can explain the metaphor of “a boat for Thoreau.”\r\n\r\nI can explain how garbage is related to American materialism.\r\n\r\nI know why recycling is America’s number one solution for environmental problems, instead of something more substantial.\r\n\r\nI know precisely what can (and cannot) be recycled at St. Olaf.\r\n\r\nI can give five examples of ecological design reducing waste and garbage.\r\n\r\nI can explain extended producer liability laws, and I understand how they inspire designing minds to plan for pre-cycling.\r\n\r\nI know how waste is related to “the next industrial revolution.”\r\n\r\nI understand the power of secondary markets.\r\n\r\nI know the 5 R’s of responsible consumption. Reduce, re-use, refuse, recycle, rejoice.\r\n\r\nI know how to reduce my waste substantially (whether or not I do it).\r\n\r\n<strong>The Power of St. Olaf</strong>\r\n\r\nI can explain the environmental histories/sequences of fossil fuel.\r\n\r\nI can explain the different environmental impacts described in “Forecast 2035.”\r\n\r\nI can explain 5 different types of solar energy.\r\n\r\nI know (approximately) the size of my carbon consumption.\r\n\r\nI can compare and contrast American and European policy approaches to power generation.\r\n\r\nI can identify and explain 5 different public policy responses to promote more sustainable power.\r\n\r\nI know what “clean coal” means.\r\n\r\nI know how nuclear power relates to global climate change.\r\n\r\n<strong>A Sustainable Future of Power</strong>\r\n\r\nI can explain why compact fluorescent bulbs are more efficient than incandescent bulbs.\r\n\r\nI know why St. Olaf has a wind turbine.\r\n\r\nI know 10 different ways that I can generate negawatts of electricity in my everyday life.\r\n\r\nI can explain carbon offsets and carbon sequestration.\r\n\r\nI know how a cap and trade program in carbon emissions would work.\r\n\r\nI understand the concept of <em>phantom load</em>.\r\n\r\nI know how to reduce my carbon consumption two percent this year.\r\n\r\n<strong>Spring Break</strong>\r\n\r\nI know how to practice resurrection in my own life.\r\n\r\n<strong>American Values</strong>\r\n\r\nI know what’s good about “the good life” and what’s not-so-good.\r\n\r\nI understand why David Orr says that all values are environmental values.\r\n\r\nI can describe the costs and benefits of individualism.\r\n\r\nI can explain the environmental impacts of “familiarity.”\r\n\r\nI know why people don’t usually talk about their deepest values.\r\n\r\n<strong>American Environmental Values</strong>\r\n\r\nI can list 10 operative environmental values in America.\r\n\r\nI can compare and contrast America’s expressed and operative environmental values.\r\n\r\nI can explain how mainstream American values impact the environment.\r\n\r\nI can explain two different meanings of materialism.\r\n\r\nI could chart the operative environmental values of college students.\r\n\r\nI can compare and contrast materialist and post-materialist values.\r\n\r\nI know why “Yearning for Balance” says that America is “a society at odds with its values.”\r\n\r\nI know what it means to say, “The Joneses is killing me.”  Peer socialization\r\n\r\nI know how to be a responsible consumer.\r\n\r\n<strong>The Spirit of Sustainability</strong>\r\n\r\nI understand how most college students think about religion—and practice it.\r\n\r\nI know why many students say they’re spiritual, but not religious.\r\n\r\nI understand the etymology (and environmental implications) of the word “religion.”\r\n\r\nI can explain what major American religious denominations say about environmental issues.\r\n\r\nI can explain the religious tradition of sacramentalism.\r\n\r\nI can explain the environmental implications of sabbath.\r\n\r\nI understand the religious tradition of stewardship.\r\n\r\nI know how to think about consumption as vocation.\r\n\r\nI understand why asceticism is un-American.\r\n\r\nI know a few ways that the prophetic tradition is playing a part in modern environmentalism.\r\n\r\nI can explain the two major interpretations of the Genesis story, and their implications for religious values concerning nature in America.\r\n\r\nI can explain how religion animates (or not) my own environmental values.\r\n\r\n<strong>Cars, Colleges and Contentment</strong>\r\n\r\nI can explain why college students—and other Americans—drive so much.\r\n\r\nI know how the Federal CAFÉ standards work, and why some people don’t like them.\r\n\r\nI understand the environmental advantages—and disadvantages—of hybrid cars.\r\n\r\nI know how an internal combustion engine works within the earth’s carbon cycle.\r\n\r\nI understand how my driving causes global climate change.\r\n\r\nI can list ten important costs (not counting purchase and gas and insurance) of cars.\r\n\r\nI can explain why “America is addicted to oil.”\r\n\r\nI know how to use Mimi Sheller’s conceptual framework to explain my own attachment to cars\r\n\r\nI know how to use my knowledge of American automobility to analyze the appeals of a car ad.\r\n\r\nI know why SUV ads are often Romantic landscapes.\r\n\r\nI know enough to evaluate arguments for building more roads or building more mass transit in America’s metropolitan areas.\r\n\r\nI can diagram the different components of America’s car culture.\r\n\r\nI know enough to evaluate the costs and benefits of cars at St. Olaf.\r\n\r\n<strong>New Car Policies</strong>\r\n\r\nI can explain five important public policy proposals to reduce the environmental impacts of cars.\r\n\r\nI can list at least five ways that I can contribute to a world that’s driven less by cars.\r\n\r\nI can suggest three ways to improve St. Olaf’s car policy\r\n\r\nI understand the concept of full-cost accounting.\r\n\r\n<strong>Work and Play in College</strong>\r\n\r\nI know the difference between a job and a career and a vocation.\r\n\r\nI know how work is a collaboration with wildness.\r\n\r\nI know what work is for.\r\n\r\nI can evaluate the environmental impacts of work in America.\r\n\r\nI know some important environmental questions to ask about my workplace.\r\n\r\nI know five important skills that I can bring to the work of the world.\r\n\r\nI understand the appeal of parties to college students.\r\n\r\nI can explain the environmental impacts and cultural work of beer.\r\n\r\nI can explain the importance of fun-damentalism in college culture.\r\n\r\nI know “the great American interdenominational prayer.”\r\n\r\nI can explain the cultural work of the American weekend.\r\n\r\nI understand the moral ecology of Spring Break.\r\n\r\nI can give five examples of “tools for conviviality.”\r\n\r\n<strong>Love and Sex on Campus</strong>\r\n\r\nI can explain the common sense of love on a college campus.\r\n\r\nI can explain some of the most important ritualized scripts of romantic love.\r\n\r\nI know what Arlie Hochschild means by “the commercialization of intimate life.”\r\n\r\nI know some of the cultural work that romantic love performs in American culture.\r\n\r\nI could also explain some uncommon senses of love that are available to college students.\r\n\r\nI can explain college sex as an environmental issue.\r\n\r\nI can describe why John Ryan considers the condom one of the seven sustainable wonders of the world.\r\n\r\nI understand the pleasures of sex, including the extensive pleasures.\r\n\r\n<strong>Designing Minds: Architecture as Pedagogy</strong>\r\n\r\nI can list the lessons that St. Olaf’s buildings are teaching me.\r\n\r\nI can explain why architecture is especially important to sustainability.\r\n\r\nI understand the ecological designs of St. Olaf’s new Science Complex.\r\n\r\nI know how to use my designing mind.\r\n\r\nI know how to annotate the environmental implications of a place.\r\n\r\nI can explain William Stafford’s allegiances—and my own.\r\n\r\nI know how to express my spirituality in public.\r\n\r\n<strong>Designing Minds, Designing Cities</strong>\r\n\r\nI understand why the United States has become a suburban nation.\r\n\r\nI can explain the environmental costs and benefits of sprawl.\r\n\r\nI understand the main principles of New Urbanism.\r\n\r\nI can explain the policies that comprise smart growth.\r\n\r\n<strong>Designing Minds, Designing Our Lives</strong>\r\n\r\nI know how to think about beauty as resonance.\r\n\r\nI understand the beauty of what Buddhists call “right relation to the world.”\r\n\r\nI understand the difference between doing things right, and doing the right things.\r\n\r\nI can explain the relationship between the extravagant gesture and regenerative design.\r\n\r\nI know how to think about my life as a design, as a story that I get to shape.\r\n\r\n<strong>The Nature of Natural Lands</strong>\r\n\r\nI understand the difference between wildness and wilderness.\r\n\r\nI can explain why Scott Russell Sanders loves wildness.\r\n\r\nI know why college students talk about “getting back to nature.”\r\n\r\nI know what the prairie teaches us.\r\n\r\nI could give a decent tour of St. Olaf’s natural lands.\r\n\r\nIf I wanted to, I could explain the benefits of biodiversity to my parents.\r\n\r\nI understand some of the ecosystem services provided by St. Olaf’s natural lands.\r\n\r\nI can name ten native plants on the St. Olaf campus.\r\n\r\nI know how to think about landscaping as an aesthetic art and as an ethical art.\r\n\r\nI know how to make sense out of any plot of land I find.\r\n\r\n<strong>The Business of Environmentalism</strong>\r\n\r\nI can explain the environmental impacts of American business.\r\n\r\nI know why many American businesses have opposed environmental regulation.\r\n\r\nI can explain the tenets of free market environmentalism.\r\n\r\nI can describe the recent greening of American business.\r\n\r\nI know why several major corporations are asking for Congress to pass legislation with carbon caps.\r\n\r\nI know the history of incorporation and why that matters today.\r\n\r\nI understand the difference between a boycott and a buycott.\r\n\r\n<strong>The Politics of Everyday Life</strong>\r\n\r\nI can explain why so many college students aren’t involved in politics.\r\n\r\nI understand how politics impacts the everyday environmental life of college.\r\n\r\nI understand the difference between a political system and political culture.\r\n\r\nI can explain 5 reasons why many Americans say they’re not political.\r\n\r\nI understand the problem with “the perfect standard.”\r\n\r\nI’m embracing my “usable past,” my histories of hope.\r\n\r\nI can explain Michael Maniates’ critique of consumer environmentalism.\r\n\r\nI can explain the difference between citizenship and sitizenship.\r\n\r\nI know how to increase my repertoire of political activity.\r\n\r\nEven though it’s taboo, I know how to talk about values and politics.\r\n\r\n<strong>Environmental Politics</strong>\r\n\r\nI understand the perspectives that liberals and conservatives bring to environmental issues.\r\n\r\nI can explain the merits of a “green” tax shift.\r\n\r\nI can explain the costs and benefits of a carbon tax.\r\n\r\nI can explain the operation of a “cap and trade” system.\r\n\r\nI can list at least five “perverse subsidies” in American politics.\r\n\r\nI can list at least 5 environmental policy successes since the first Earth Day.\r\n\r\nI know how to evaluate the environmental positions of the 2008 Presidential candidates.\r\n\r\nI can sympathetically explain the Bush Administration’s environmental policy\r\n\r\nI can explain the politics of a fast-food hamburger.\r\n\r\n<strong>Getting Political: Getting Justice</strong>\r\n\r\nI can explain justice as an environmental issue and vice versa.\r\n\r\nI can explain the triple bottom line of environmentalism.\r\n\r\nI understand how politics helps citizens institutionalize their values.\r\n\r\nI understand some effective ways that I can help move the political process.\r\n\r\nI understand the disparities of environmental opportunity—why some people get the opportunity to live by the garbage dump, and others don’t.\r\n\r\nI understand how politics is the practice of loving all the children all the time.\r\n\r\nI could explain the precautionary principle to my friends.\r\n\r\nI see how “going green” can be as much about saving capitalism as saving the earth.\r\n\r\n<strong>St. Olaf and the New World</strong>\r\n\r\nI understand how local action changes the world.\r\n\r\nI understand “the tyranny of small decisions,” and the hope of small decisions.\r\n\r\nI can imagine the contours of a sustainable society—political, economic, cultural, psychological and spiritual.\r\n\r\nI understand the importance of “possidiction.”\r\n\r\nI know some good ways to get from this world to that new world.\r\n\r\nI understand the different rhetorical strategies of environmentalists, the ways that people use words to shape our worlds—past, present and future.\r\n\r\nI appreciate “the slow and difficulty trick of living,” and finding it where I am.\r\n\r\n<strong>Campus Ecology: Grounds for Hope</strong>\r\n\r\nI know the difference between hope and optimism.\r\n\r\nI know why Derrick Jensen wants to go “beyond hope.”\r\n\r\nI know what hope is good for.\r\n\r\nI know how to put hope to work.\r\n\r\nI have the skills to do a plot project anywhere.\r\n\r\nI know what David Orr means when he says that all education is environmental education.\r\n\r\nI know how to be a hoping mechanism for people in my life.\r\n\r\nIf I had time, I could name 50 things that make me environmentally hopeful.\r\n\r\nI understand that students are professors too.\r\n\r\nI know how to become native to a place.\r\n\r\nI know how to use my designing mind to change the world.\r\n\r\nI know, more or less, what I intend to do with my one wild and precious life.\r\n\r\n&nbsp;\r\n\r\n&nbsp;','Learning goals (hundreds): Knowledge, Wisdom, Skills from Campus Ecology','','publish','closed','open','','learning-goals-hundreds-knowledge-wisdom-skills','','','2018-07-09 14:32:21','2018-07-09 19:32:21','',720,'http://natureofcollege.org/?page_id=743',0,'page','',0),(744,5,'2011-10-05 14:44:50','2011-10-05 14:44:50','A few years ago, after a presentation on learning outcomes, I decided to try to list the possible learning outcomes of Campus Ecology. It turned out to be much more extensive than I had originally intended, but wonderfully liberating to name some of the things that matter most to me. Students take this survey before the first day of class, and they tell us if they’re sure, or half-sure, or not sure all that they know or understand the concepts. One side effect of this first survey is that they get excited to be in the course. They take the survey again at the endof the semester, and the difference is, of course, what they learned in the course--or at least what they think they\'ve learned.\n\n<strong>Introductions: Wild and Precious Life</strong>\n\nI can explain the meaning of “practical idealism”\n\nI can explain “the social construction of common sense”\n\nI can compare and contrast expressed and operative values\n\nI can describe and appraise my own environmental values\n\nI can explain the importance of stories in environmental education.\n\nI know why Mary Oliver’s poem “The Summer Day” is important for this course\n\n<strong>Writing Workshop</strong>\n\nI know how to write a good exploratory essay.\n\nI know how to use my connecting mind to develop an idea.\n\nI know some good questions to ask about the quality of essays, including my own.\n\n<strong>This Place on Earth</strong>\n\nI can describe the difference between land and landscape.\n\nI can explain what Paul Gruchow means by inhabiting a place.\n\nI can apply Aldo Leopold’s “land ethic” to my place on earth, including St. Olaf.\n\nI understand the benefits of a cattail marsh.\n\nI can compare the sources of Paul Gruchow’s happiness to my own.\n\nI can define a “land pyramid.”\n\n<strong>Plotting Our Place on Earth</strong>\n\nI know how to know a place well.\n\nI know how to see like Annie Dillard.\n\nI can unpeach a peach and construct “the artificial obvious.”\n\nI can explain the importance of communities of memory and communities of hope.\n\nI know what Wallace Stegner meant by the “geography of hope.”\n\nI understand the difference between memory and nostalgia.\n\nI know what wonder is for.\n\n<strong>Valentine’s Day</strong>\n\nI know the assumptions of romantic love, and I know the other kinds of love in the world—eros, philia, agape and biophilia\n\n<strong>Real World</strong>\n\nI can distinguish local knowledge from “ignorant knowledge.”\n\nI understand the cultural construction of realism and idealism.\n\nI can distinguish the hidden curriculum from the official curriculum of the college.\n\nI understand David Orr’s critique of the social construction of success.\n\nI know how to practice empathy as a way of knowing.\n\nI can explain what Bill McKibben means by the “I-dolatrous way of life” in America.\n\nI can explain the difference between “voluntary simplicity” and “involuntary complexity.”\n\nI understand and can apply the concept of cultural work.\n\nI can explain the “cultural work” performed by concepts like “the real world” and “the St. Olaf bubble.”\n\nI know what it really means to “Get real!”\n\nI understand the meaning and implications of my ecological footprint.\n\nI know how to use Thoreau’s “Realometer” on my own life.\n\n<strong>Rethinking Education</strong>\n\nI know why the liberal arts are liberal.\n\nI know how the liberal arts are conservative.\n\nI can explain the dangers of “ignorant knowledge.”\n\nI understand why St. Olaf includes religion in the curriculum and extra-curriculum of the college.\n\nI can explain the importance of love to a liberal arts education.\n\nI know the difference between know-how and know-why.\n\nI can map out the concept of “moral ecology.”\n\nI can explain the difference between knowledge, understanding and wisdom.\n\nI understand the virtues necessary to a liberal education and a sustainable society.\n\nI can explain the practicality of a liberal arts education.\n\nI can compare and contrast my goals for education with St. Olaf’s goals.\n\nI know how to be a part of a genuine learning community.\n\n<strong>Educating for a Sustainable Future</strong>\n\nI can explain the costs and benefits of academic professionalization and  departmentalization.\n\nI know what a “designing mind” is, and how to use it.\n\nI understand the economic problems with ecological thinking and vice versa.\n\nI can explain why problem-solving is an important teaching tool.\n\nI know how to “go deep” with my environmental learning.\n\n<strong>The Nature of Our Rooms</strong>\n\nI can explain the concept of Zen affluence.\n\nI understand the meaning of just-in-case consumption.\n\nI can describe the social construction of necessity. [use Pew survey]\n\nI can describe the appeal of “delectable materialism”—to understand why we might have all this stuff.\n\nI can explain Michael Schudson’s critique of the critics of consumption.\n\nI understand the complexity of simplicity.\n\nI understand the environmental importance of limits and restraint.\n\n<strong>The Nature of Our Clothes</strong>\n\nI know why college students have so many clothes.\n\nI know why my clothes come from so many different countries.\n\nI understand how to use product chains to talk about the out-of-sight environmental impacts of clothes.\n\nI can describe the expressed and operative values of the clothes that collegians wear.\n\nI know how to think about the embodied energy in my clothes.\n\nI can describe the values implicit in the American system of fashion.\n\nI can apply the concept of “peer socialization” to my own life.\n\nI understand Erving Goffman’s concept of “the presentation of self in everyday life” well enough to apply it to my own life.\n\nI can describe the environmental costs and benefits of peer socialization.\n\nI know how to analyze a commercial catalogue for its values.\n\nI understand the processes of decontextualization and recontextualization in advertising.\n\nI can describe five different criticisms of the American fashion system.\n\nI understand the costs and benefits of outsourcing textile manufacturing.\n\nI know what it means to go sweatshopping.\n\nI could create a flow chart illustrating the product chain of a T-shirt or a pair of athletic shoes.\n\n<strong>The Environmentalist’s New Clothes</strong>\n\nI understand why clothes are important in human cultures.\n\nI could explain the extensive pleasures of clothes to my friends.\n\nI can explain to my friends what Juliet Schor means by “clean clothes.”\n\nI understand how more materialism could be a good thing.\n\nIf I chose to, I could apply Juliet Schor’s “new clothing ethic” to my own apparel shopping.\n\nWhen I go shopping for clothes, I know how to evaluate the ethical implications of my choices.\n\nI can explain the problems and the possibilities of peer pressure.\n\n<strong>Food</strong>\n\nI understand the social construction of “food.” [nature to culture to edibility]\n\nI can explain how the ideology of choice works in the cafeteria, and in other places on campus.\n\nI can explain the social values embodied in a college cafeteria.\n\nI understand the cafeteria’s connection to climate change.\n\nI understand what it means to say that eating is an agricultural act.\n\nI understand the main assumptions and practices of industrial agriculture.\n\nI know why most American farming is in monocultures, and why some critics find that problematic.\n\nI know what Vandana Shiva means by “monocultures of the mind.”\n\nI can explain the environmental thinking of locavores.\n\nI know the difference between vegetarianism and vergetarianism.\n\nI can explain compost as a form of food.\n\nI can describe why American foods are also “fossil foods.”\n\nWith the proper information, I could map out my foodshed.\n\nI know why stored sunshine is important to human beings.\n\nI can explain the food ethic of “Lily’s Chickens.”\n\nI understand the pleasures of feeling useful.\n\nI know how to estimate my ecological <em>foodprint. </em>\n\nI know what Wendell Berry means by the extensive pleasures of eating.\n\nI understand the poetry of “Rice” and “Oranges.”\n\nI know the difference between the price and cost of food.\n\nI can explain why local food makes sense to many critics of industrial agriculture.\n\nI understand why I eat dirt.\n\nI can create a flow chart of America’s food system.\n\nI know how American politics influences what I eat.\n\nI can trace five different connections between photosynthesis and my life.\n\nI understand the different dimensions of saying grace.\n\nI know how to bake bread.\n\nI know enough to eat well.\n\n<strong>The World(s) of Campus Ecology</strong>\n\nI understand how Jaime Lerner’s designing mind differs from most politicians’ planning processes.\n\nI understand the rhetorical strategies used by Jaime Lerner—and by Bill McKibben.\n\nI can compare and contrast the standard operating politics of Curitiba and most American cities.\n\nI can apply the strategies of Curitiba to environmental problems that I face in America.\n\n<strong>The Nature of Screens</strong>\n\nI understand what cultural critics mean when they describe America as a culture of distraction.\n\nI can describe the hidden curriculum of the screens in my life.\n\nI can explain the cultural work of television news and entertainment.\n\nI can explain the costs <em>and </em>benefits of the screens in my life.\n\nI can explain the anthropocentrism of Facebook.\n\nI can explain television as a system, not just a technology.\n\nI understand the environmental impacts of electronic waste.\n\nI know how to access some of the benefits of electronic environmentalism.\n\nI know how to evaluate the appropriateness of technologies in my life.\n\n<strong>Residence Life in the Biosphere</strong>\n\nI know the top 5 environmental impacts of people who live in the residence halls.\n\n(heat, electricity, water, waste and food)\n\nI can explain the hidden curriculum embedded in the standard operating procedures of the residence halls.\n\nI understand what St. Olaf is doing to make its residence halls more sustainable.\n\nI understand the trade-offs involved in those sustainability decisions.\n\nI can list ten concrete steps to make residence halls more sustainable.\n\nI can imagine the culture of a sustainable residence hall.\n\n<strong>Garbage In, Garbage Out</strong>\n\nI understand the concept of a “retroactive design assignment.”\n\nI can explain the aphorism “Waste is food.”\n\nI understand why college students (and other Americans) waste so much.\n\nI can explain the metaphor of “a boat for Thoreau.”\n\nI can explain how garbage is related to American materialism.\n\nI know why recycling is America’s number one solution for environmental problems, instead of something more substantial.\n\nI know precisely what can (and cannot) be recycled at St. Olaf.\n\nI can give five examples of ecological design reducing waste and garbage.\n\nI can explain extended producer liability laws, and I understand how they inspire designing minds to plan for pre-cycling.\n\nI know how waste is related to “the next industrial revolution.”\n\nI understand the power of secondary markets.\n\nI know the 5 R’s of responsible consumption. Reduce, re-use, refuse, recycle, rejoice.\n\nI know how to reduce my waste substantially (whether or not I do it).\n\n<strong>The Power of St. Olaf</strong>\n\nI can explain the environmental histories/sequences of fossil fuel.\n\nI can explain the different environmental impacts described in “Forecast 2035.”\n\nI can explain 5 different types of solar energy.\n\nI know (approximately) the size of my carbon consumption.\n\nI can compare and contrast American and European policy approaches to power generation.\n\nI can identify and explain 5 different public policy responses to promote more sustainable power.\n\nI know what “clean coal” means.\n\nI know how nuclear power relates to global climate change.\n\n<strong>A Sustainable Future of Power</strong>\n\nI can explain why compact fluorescent bulbs are more efficient than incandescent bulbs.\n\nI know why St. Olaf has a wind turbine.\n\nI know 10 different ways that I can generate negawatts of electricity in my everyday life.\n\nI can explain carbon offsets and carbon sequestration.\n\nI know how a cap and trade program in carbon emissions would work.\n\nI understand the concept of <em>phantom load</em>.\n\nI know how to reduce my carbon consumption two percent this year.\n\n<strong>Spring Break</strong>\n\nI know how to practice resurrection in my own life.\n\n<strong>American Values</strong>\n\nI know what’s good about “the good life” and what’s not-so-good.\n\nI understand why David Orr says that all values are environmental values.\n\nI can describe the costs and benefits of individualism.\n\nI can explain the environmental impacts of “familiarity.”\n\nI know why people don’t usually talk about their deepest values.\n\n<strong>American Environmental Values</strong>\n\nI can list 10 operative environmental values in America.\n\nI can compare and contrast America’s expressed and operative environmental values.\n\nI can explain how mainstream American values impact the environment.\n\nI can explain two different meanings of materialism.\n\nI could chart the operative environmental values of college students.\n\nI can compare and contrast materialist and post-materialist values.\n\nI know why “Yearning for Balance” says that America is “a society at odds with its values.”\n\nI know what it means to say, “The Joneses is killing me.”  Peer socialization\n\nI know how to be a responsible consumer.\n\n<strong>The Spirit of Sustainability</strong>\n\nI understand how most college students think about religion—and practice it.\n\nI know why many students say they’re spiritual, but not religious.\n\nI understand the etymology (and environmental implications) of the word “religion.”\n\nI can explain what major American religious denominations say about environmental issues.\n\nI can explain the religious tradition of sacramentalism.\n\nI can explain the environmental implications of sabbath.\n\nI understand the religious tradition of stewardship.\n\nI know how to think about consumption as vocation.\n\nI understand why asceticism is un-American.\n\nI know a few ways that the prophetic tradition is playing a part in modern environmentalism.\n\nI can explain the two major interpretations of the Genesis story, and their implications for religious values concerning nature in America.\n\nI can explain how religion animates (or not) my own environmental values.\n\n<strong>Cars, Colleges and Contentment</strong>\n\nI can explain why college students—and other Americans—drive so much.\n\nI know how the Federal CAFÉ standards work, and why some people don’t like them.\n\nI understand the environmental advantages—and disadvantages—of hybrid cars.\n\nI know how an internal combustion engine works within the earth’s carbon cycle.\n\nI understand how my driving causes global climate change.\n\nI can list ten important costs (not counting purchase and gas and insurance) of cars.\n\nI can explain why “America is addicted to oil.”\n\nI know how to use Mimi Sheller’s conceptual framework to explain my own attachment to cars\n\nI know how to use my knowledge of American automobility to analyze the appeals of a car ad.\n\nI know why SUV ads are often Romantic landscapes.\n\nI know enough to evaluate arguments for building more roads or building more mass transit in America’s metropolitan areas.\n\nI can diagram the different components of America’s car culture.\n\nI know enough to evaluate the costs and benefits of cars at St. Olaf.\n\n<strong>New Car Policies</strong>\n\nI can explain five important public policy proposals to reduce the environmental impacts of cars.\n\nI can list at least five ways that I can contribute to a world that’s driven less by cars.\n\nI can suggest three ways to improve St. Olaf’s car policy\n\nI understand the concept of full-cost accounting.\n\n<strong>Work and Play in College</strong>\n\nI know the difference between a job and a career and a vocation.\n\nI know how work is a collaboration with wildness.\n\nI know what work is for.\n\nI can evaluate the environmental impacts of work in America.\n\nI know some important environmental questions to ask about my workplace.\n\nI know five important skills that I can bring to the work of the world.\n\nI understand the appeal of parties to college students.\n\nI can explain the environmental impacts and cultural work of beer.\n\nI can explain the importance of fun-damentalism in college culture.\n\nI know “the great American interdenominational prayer.”\n\nI can explain the cultural work of the American weekend.\n\nI understand the moral ecology of Spring Break.\n\nI can give five examples of “tools for conviviality.”\n\n<strong>Love and Sex on Campus</strong>\n\nI can explain the common sense of love on a college campus.\n\nI can explain some of the most important ritualized scripts of romantic love.\n\nI know what Arlie Hochschild means by “the commercialization of intimate life.”\n\nI know some of the cultural work that romantic love performs in American culture.\n\nI could also explain some uncommon senses of love that are available to college students.\n\nI can explain college sex as an environmental issue.\n\nI can describe why John Ryan considers the condom one of the seven sustainable wonders of the world.\n\nI understand the pleasures of sex, including the extensive pleasures.\n\n<strong>Designing Minds: Architecture as Pedagogy</strong>\n\nI can list the lessons that St. Olaf’s buildings are teaching me.\n\nI can explain why architecture is especially important to sustainability.\n\nI understand the ecological designs of St. Olaf’s new Science Complex.\n\nI know how to use my designing mind.\n\nI know how to annotate the environmental implications of a place.\n\nI can explain William Stafford’s allegiances—and my own.\n\nI know how to express my spirituality in public.\n\n<strong>Designing Minds, Designing Cities</strong>\n\nI understand why the United States has become a suburban nation.\n\nI can explain the environmental costs and benefits of sprawl.\n\nI understand the main principles of New Urbanism.\n\nI can explain the policies that comprise smart growth.\n\n<strong>Designing Minds, Designing Our Lives</strong>\n\nI know how to think about beauty as resonance.\n\nI understand the beauty of what Buddhists call “right relation to the world.”\n\nI understand the difference between doing things right, and doing the right things.\n\nI can explain the relationship between the extravagant gesture and regenerative design.\n\nI know how to think about my life as a design, as a story that I get to shape.\n\n<strong>The Nature of Natural Lands</strong>\n\nI understand the difference between wildness and wilderness.\n\nI can explain why Scott Russell Sanders loves wildness.\n\nI know why college students talk about “getting back to nature.”\n\nI know what the prairie teaches us.\n\nI could give a decent tour of St. Olaf’s natural lands.\n\nIf I wanted to, I could explain the benefits of biodiversity to my parents.\n\nI understand some of the ecosystem services provided by St. Olaf’s natural lands.\n\nI can name ten native plants on the St. Olaf campus.\n\nI know how to think about landscaping as an aesthetic art and as an ethical art.\n\nI know how to make sense out of any plot of land I find.\n\n<strong>The Business of Environmentalism</strong>\n\nI can explain the environmental impacts of American business.\n\nI know why many American businesses have opposed environmental regulation.\n\nI can explain the tenets of free market environmentalism.\n\nI can describe the recent greening of American business.\n\nI know why several major corporations are asking for Congress to pass legislation with carbon caps.\n\nI know the history of incorporation and why that matters today.\n\nI understand the difference between a boycott and a buycott.\n\n<strong>The Politics of Everyday Life</strong>\n\nI can explain why so many college students aren’t involved in politics.\n\nI understand how politics impacts the everyday environmental life of college.\n\nI understand the difference between a political system and political culture.\n\nI can explain 5 reasons why many Americans say they’re not political.\n\nI understand the problem with “the perfect standard.”\n\nI’m embracing my “usable past,” my histories of hope.\n\nI can explain Michael Maniates’ critique of consumer environmentalism.\n\nI can explain the difference between citizenship and sitizenship.\n\nI know how to increase my repertoire of political activity.\n\nEven though it’s taboo, I know how to talk about values and politics.\n\n<strong>Environmental Politics</strong>\n\nI understand the perspectives that liberals and conservatives bring to environmental issues.\n\nI can explain the merits of a “green” tax shift.\n\nI can explain the costs and benefits of a carbon tax.\n\nI can explain the operation of a “cap and trade” system.\n\nI can list at least five “perverse subsidies” in American politics.\n\nI can list at least 5 environmental policy successes since the first Earth Day.\n\nI know how to evaluate the environmental positions of the 2008 Presidential candidates.\n\nI can sympathetically explain the Bush Administration’s environmental policy\n\nI can explain the politics of a fast-food hamburger.\n\n<strong>Getting Political: Getting Justice</strong>\n\nI can explain justice as an environmental issue and vice versa.\n\nI can explain the triple bottom line of environmentalism.\n\nI understand how politics helps citizens institutionalize their values.\n\nI understand some effective ways that I can help move the political process.\n\nI understand the disparities of environmental opportunity—why some people get the opportunity to live by the garbage dump, and others don’t.\n\nI understand how politics is the practice of loving all the children all the time.\n\nI could explain the precautionary principle to my friends.\n\nI see how “going green” can be as much about saving capitalism as saving the earth.\n\n<strong>St. Olaf and the New World</strong>\n\nI understand how local action changes the world.\n\nI understand “the tyranny of small decisions,” and the hope of small decisions.\n\nI can imagine the contours of a sustainable society—political, economic, cultural, psychological and spiritual.\n\nI understand the importance of “possidiction.”\n\nI know some good ways to get from this world to that new world.\n\nI understand the different rhetorical strategies of environmentalists, the ways that people use words to shape our worlds—past, present and future.\n\nI appreciate “the slow and difficulty trick of living,” and finding it where I am.\n\n<strong>Campus Ecology: Grounds for Hope</strong>\n\nI know the difference between hope and optimism.\n\nI know why Derrick Jensen wants to go “beyond hope.”\n\nI know what hope is good for.\n\nI know how to put hope to work.\n\nI have the skills to do a plot project anywhere.\n\nI know what David Orr means when he says that all education is environmental education.\n\nI know how to be a hoping mechanism for people in my life.\n\nIf I had time, I could name 50 things that make me environmentally hopeful.\n\nI understand that students are professors too.\n\nI know how to become native to a place.\n\nI know how to use my designing mind to change the world.\n\nI know, more or less, what I intend to do with my one wild and precious life.\n\n&nbsp;\n\n&nbsp;','Learning goals (hundreds)','','inherit','open','open','','743-revision','','','2011-10-05 14:44:50','2011-10-05 14:44:50','',743,'http://natureofcollege.org/2011/10/743-revision/',0,'revision','',0),(745,5,'2011-10-05 14:45:33','2011-10-05 14:45:33','A few years ago, after a presentation on learning outcomes, I decided to try to list the possible learning outcomes of Campus Ecology. It turned out to be much more extensive than I had originally intended, but wonderfully liberating to name some of the things that matter most to me. Students take this survey before the first day of class, and they tell us if they’re sure, or half-sure, or not sure all that they know or understand the concepts. One side effect of this first survey is that they get excited to be in the course. They take the survey again at the end of the semester, and the difference is, of course, what they learned in the course--or at least what they think they\'ve learned.\r\n\r\n<strong>Introductions: Wild and Precious Life</strong>\r\n\r\nI can explain the meaning of “practical idealism”\r\n\r\nI can explain “the social construction of common sense”\r\n\r\nI can compare and contrast expressed and operative values\r\n\r\nI can describe and appraise my own environmental values\r\n\r\nI can explain the importance of stories in environmental education.\r\n\r\nI know why Mary Oliver’s poem “The Summer Day” is important for this course\r\n\r\n<strong>Writing Workshop</strong>\r\n\r\nI know how to write a good exploratory essay.\r\n\r\nI know how to use my connecting mind to develop an idea.\r\n\r\nI know some good questions to ask about the quality of essays, including my own.\r\n\r\n<strong>This Place on Earth</strong>\r\n\r\nI can describe the difference between land and landscape.\r\n\r\nI can explain what Paul Gruchow means by inhabiting a place.\r\n\r\nI can apply Aldo Leopold’s “land ethic” to my place on earth, including St. Olaf.\r\n\r\nI understand the benefits of a cattail marsh.\r\n\r\nI can compare the sources of Paul Gruchow’s happiness to my own.\r\n\r\nI can define a “land pyramid.”\r\n\r\n<strong>Plotting Our Place on Earth</strong>\r\n\r\nI know how to know a place well.\r\n\r\nI know how to see like Annie Dillard.\r\n\r\nI can unpeach a peach and construct “the artificial obvious.”\r\n\r\nI can explain the importance of communities of memory and communities of hope.\r\n\r\nI know what Wallace Stegner meant by the “geography of hope.”\r\n\r\nI understand the difference between memory and nostalgia.\r\n\r\nI know what wonder is for.\r\n\r\n<strong>Valentine’s Day</strong>\r\n\r\nI know the assumptions of romantic love, and I know the other kinds of love in the world—eros, philia, agape and biophilia\r\n\r\n<strong>Real World</strong>\r\n\r\nI can distinguish local knowledge from “ignorant knowledge.”\r\n\r\nI understand the cultural construction of realism and idealism.\r\n\r\nI can distinguish the hidden curriculum from the official curriculum of the college.\r\n\r\nI understand David Orr’s critique of the social construction of success.\r\n\r\nI know how to practice empathy as a way of knowing.\r\n\r\nI can explain what Bill McKibben means by the “I-dolatrous way of life” in America.\r\n\r\nI can explain the difference between “voluntary simplicity” and “involuntary complexity.”\r\n\r\nI understand and can apply the concept of cultural work.\r\n\r\nI can explain the “cultural work” performed by concepts like “the real world” and “the St. Olaf bubble.”\r\n\r\nI know what it really means to “Get real!”\r\n\r\nI understand the meaning and implications of my ecological footprint.\r\n\r\nI know how to use Thoreau’s “Realometer” on my own life.\r\n\r\n<strong>Rethinking Education</strong>\r\n\r\nI know why the liberal arts are liberal.\r\n\r\nI know how the liberal arts are conservative.\r\n\r\nI can explain the dangers of “ignorant knowledge.”\r\n\r\nI understand why St. Olaf includes religion in the curriculum and extra-curriculum of the college.\r\n\r\nI can explain the importance of love to a liberal arts education.\r\n\r\nI know the difference between know-how and know-why.\r\n\r\nI can map out the concept of “moral ecology.”\r\n\r\nI can explain the difference between knowledge, understanding and wisdom.\r\n\r\nI understand the virtues necessary to a liberal education and a sustainable society.\r\n\r\nI can explain the practicality of a liberal arts education.\r\n\r\nI can compare and contrast my goals for education with St. Olaf’s goals.\r\n\r\nI know how to be a part of a genuine learning community.\r\n\r\n<strong>Educating for a Sustainable Future</strong>\r\n\r\nI can explain the costs and benefits of academic professionalization and  departmentalization.\r\n\r\nI know what a “designing mind” is, and how to use it.\r\n\r\nI understand the economic problems with ecological thinking and vice versa.\r\n\r\nI can explain why problem-solving is an important teaching tool.\r\n\r\nI know how to “go deep” with my environmental learning.\r\n\r\n<strong>The Nature of Our Rooms</strong>\r\n\r\nI can explain the concept of Zen affluence.\r\n\r\nI understand the meaning of just-in-case consumption.\r\n\r\nI can describe the social construction of necessity. [use Pew survey]\r\n\r\nI can describe the appeal of “delectable materialism”—to understand why we might have all this stuff.\r\n\r\nI can explain Michael Schudson’s critique of the critics of consumption.\r\n\r\nI understand the complexity of simplicity.\r\n\r\nI understand the environmental importance of limits and restraint.\r\n\r\n<strong>The Nature of Our Clothes</strong>\r\n\r\nI know why college students have so many clothes.\r\n\r\nI know why my clothes come from so many different countries.\r\n\r\nI understand how to use product chains to talk about the out-of-sight environmental impacts of clothes.\r\n\r\nI can describe the expressed and operative values of the clothes that collegians wear.\r\n\r\nI know how to think about the embodied energy in my clothes.\r\n\r\nI can describe the values implicit in the American system of fashion.\r\n\r\nI can apply the concept of “peer socialization” to my own life.\r\n\r\nI understand Erving Goffman’s concept of “the presentation of self in everyday life” well enough to apply it to my own life.\r\n\r\nI can describe the environmental costs and benefits of peer socialization.\r\n\r\nI know how to analyze a commercial catalogue for its values.\r\n\r\nI understand the processes of decontextualization and recontextualization in advertising.\r\n\r\nI can describe five different criticisms of the American fashion system.\r\n\r\nI understand the costs and benefits of outsourcing textile manufacturing.\r\n\r\nI know what it means to go sweatshopping.\r\n\r\nI could create a flow chart illustrating the product chain of a T-shirt or a pair of athletic shoes.\r\n\r\n<strong>The Environmentalist’s New Clothes</strong>\r\n\r\nI understand why clothes are important in human cultures.\r\n\r\nI could explain the extensive pleasures of clothes to my friends.\r\n\r\nI can explain to my friends what Juliet Schor means by “clean clothes.”\r\n\r\nI understand how more materialism could be a good thing.\r\n\r\nIf I chose to, I could apply Juliet Schor’s “new clothing ethic” to my own apparel shopping.\r\n\r\nWhen I go shopping for clothes, I know how to evaluate the ethical implications of my choices.\r\n\r\nI can explain the problems and the possibilities of peer pressure.\r\n\r\n<strong>Food</strong>\r\n\r\nI understand the social construction of “food.” [nature to culture to edibility]\r\n\r\nI can explain how the ideology of choice works in the cafeteria, and in other places on campus.\r\n\r\nI can explain the social values embodied in a college cafeteria.\r\n\r\nI understand the cafeteria’s connection to climate change.\r\n\r\nI understand what it means to say that eating is an agricultural act.\r\n\r\nI understand the main assumptions and practices of industrial agriculture.\r\n\r\nI know why most American farming is in monocultures, and why some critics find that problematic.\r\n\r\nI know what Vandana Shiva means by “monocultures of the mind.”\r\n\r\nI can explain the environmental thinking of locavores.\r\n\r\nI know the difference between vegetarianism and vergetarianism.\r\n\r\nI can explain compost as a form of food.\r\n\r\nI can describe why American foods are also “fossil foods.”\r\n\r\nWith the proper information, I could map out my foodshed.\r\n\r\nI know why stored sunshine is important to human beings.\r\n\r\nI can explain the food ethic of “Lily’s Chickens.”\r\n\r\nI understand the pleasures of feeling useful.\r\n\r\nI know how to estimate my ecological <em>foodprint. </em>\r\n\r\nI know what Wendell Berry means by the extensive pleasures of eating.\r\n\r\nI understand the poetry of “Rice” and “Oranges.”\r\n\r\nI know the difference between the price and cost of food.\r\n\r\nI can explain why local food makes sense to many critics of industrial agriculture.\r\n\r\nI understand why I eat dirt.\r\n\r\nI can create a flow chart of America’s food system.\r\n\r\nI know how American politics influences what I eat.\r\n\r\nI can trace five different connections between photosynthesis and my life.\r\n\r\nI understand the different dimensions of saying grace.\r\n\r\nI know how to bake bread.\r\n\r\nI know enough to eat well.\r\n\r\n<strong>The World(s) of Campus Ecology</strong>\r\n\r\nI understand how Jaime Lerner’s designing mind differs from most politicians’ planning processes.\r\n\r\nI understand the rhetorical strategies used by Jaime Lerner—and by Bill McKibben.\r\n\r\nI can compare and contrast the standard operating politics of Curitiba and most American cities.\r\n\r\nI can apply the strategies of Curitiba to environmental problems that I face in America.\r\n\r\n<strong>The Nature of Screens</strong>\r\n\r\nI understand what cultural critics mean when they describe America as a culture of distraction.\r\n\r\nI can describe the hidden curriculum of the screens in my life.\r\n\r\nI can explain the cultural work of television news and entertainment.\r\n\r\nI can explain the costs <em>and </em>benefits of the screens in my life.\r\n\r\nI can explain the anthropocentrism of Facebook.\r\n\r\nI can explain television as a system, not just a technology.\r\n\r\nI understand the environmental impacts of electronic waste.\r\n\r\nI know how to access some of the benefits of electronic environmentalism.\r\n\r\nI know how to evaluate the appropriateness of technologies in my life.\r\n\r\n<strong>Residence Life in the Biosphere</strong>\r\n\r\nI know the top 5 environmental impacts of people who live in the residence halls.\r\n\r\n(heat, electricity, water, waste and food)\r\n\r\nI can explain the hidden curriculum embedded in the standard operating procedures of the residence halls.\r\n\r\nI understand what St. Olaf is doing to make its residence halls more sustainable.\r\n\r\nI understand the trade-offs involved in those sustainability decisions.\r\n\r\nI can list ten concrete steps to make residence halls more sustainable.\r\n\r\nI can imagine the culture of a sustainable residence hall.\r\n\r\n<strong>Garbage In, Garbage Out</strong>\r\n\r\nI understand the concept of a “retroactive design assignment.”\r\n\r\nI can explain the aphorism “Waste is food.”\r\n\r\nI understand why college students (and other Americans) waste so much.\r\n\r\nI can explain the metaphor of “a boat for Thoreau.”\r\n\r\nI can explain how garbage is related to American materialism.\r\n\r\nI know why recycling is America’s number one solution for environmental problems, instead of something more substantial.\r\n\r\nI know precisely what can (and cannot) be recycled at St. Olaf.\r\n\r\nI can give five examples of ecological design reducing waste and garbage.\r\n\r\nI can explain extended producer liability laws, and I understand how they inspire designing minds to plan for pre-cycling.\r\n\r\nI know how waste is related to “the next industrial revolution.”\r\n\r\nI understand the power of secondary markets.\r\n\r\nI know the 5 R’s of responsible consumption. Reduce, re-use, refuse, recycle, rejoice.\r\n\r\nI know how to reduce my waste substantially (whether or not I do it).\r\n\r\n<strong>The Power of St. Olaf</strong>\r\n\r\nI can explain the environmental histories/sequences of fossil fuel.\r\n\r\nI can explain the different environmental impacts described in “Forecast 2035.”\r\n\r\nI can explain 5 different types of solar energy.\r\n\r\nI know (approximately) the size of my carbon consumption.\r\n\r\nI can compare and contrast American and European policy approaches to power generation.\r\n\r\nI can identify and explain 5 different public policy responses to promote more sustainable power.\r\n\r\nI know what “clean coal” means.\r\n\r\nI know how nuclear power relates to global climate change.\r\n\r\n<strong>A Sustainable Future of Power</strong>\r\n\r\nI can explain why compact fluorescent bulbs are more efficient than incandescent bulbs.\r\n\r\nI know why St. Olaf has a wind turbine.\r\n\r\nI know 10 different ways that I can generate negawatts of electricity in my everyday life.\r\n\r\nI can explain carbon offsets and carbon sequestration.\r\n\r\nI know how a cap and trade program in carbon emissions would work.\r\n\r\nI understand the concept of <em>phantom load</em>.\r\n\r\nI know how to reduce my carbon consumption two percent this year.\r\n\r\n<strong>Spring Break</strong>\r\n\r\nI know how to practice resurrection in my own life.\r\n\r\n<strong>American Values</strong>\r\n\r\nI know what’s good about “the good life” and what’s not-so-good.\r\n\r\nI understand why David Orr says that all values are environmental values.\r\n\r\nI can describe the costs and benefits of individualism.\r\n\r\nI can explain the environmental impacts of “familiarity.”\r\n\r\nI know why people don’t usually talk about their deepest values.\r\n\r\n<strong>American Environmental Values</strong>\r\n\r\nI can list 10 operative environmental values in America.\r\n\r\nI can compare and contrast America’s expressed and operative environmental values.\r\n\r\nI can explain how mainstream American values impact the environment.\r\n\r\nI can explain two different meanings of materialism.\r\n\r\nI could chart the operative environmental values of college students.\r\n\r\nI can compare and contrast materialist and post-materialist values.\r\n\r\nI know why “Yearning for Balance” says that America is “a society at odds with its values.”\r\n\r\nI know what it means to say, “The Joneses is killing me.”  Peer socialization\r\n\r\nI know how to be a responsible consumer.\r\n\r\n<strong>The Spirit of Sustainability</strong>\r\n\r\nI understand how most college students think about religion—and practice it.\r\n\r\nI know why many students say they’re spiritual, but not religious.\r\n\r\nI understand the etymology (and environmental implications) of the word “religion.”\r\n\r\nI can explain what major American religious denominations say about environmental issues.\r\n\r\nI can explain the religious tradition of sacramentalism.\r\n\r\nI can explain the environmental implications of sabbath.\r\n\r\nI understand the religious tradition of stewardship.\r\n\r\nI know how to think about consumption as vocation.\r\n\r\nI understand why asceticism is un-American.\r\n\r\nI know a few ways that the prophetic tradition is playing a part in modern environmentalism.\r\n\r\nI can explain the two major interpretations of the Genesis story, and their implications for religious values concerning nature in America.\r\n\r\nI can explain how religion animates (or not) my own environmental values.\r\n\r\n<strong>Cars, Colleges and Contentment</strong>\r\n\r\nI can explain why college students—and other Americans—drive so much.\r\n\r\nI know how the Federal CAFÉ standards work, and why some people don’t like them.\r\n\r\nI understand the environmental advantages—and disadvantages—of hybrid cars.\r\n\r\nI know how an internal combustion engine works within the earth’s carbon cycle.\r\n\r\nI understand how my driving causes global climate change.\r\n\r\nI can list ten important costs (not counting purchase and gas and insurance) of cars.\r\n\r\nI can explain why “America is addicted to oil.”\r\n\r\nI know how to use Mimi Sheller’s conceptual framework to explain my own attachment to cars\r\n\r\nI know how to use my knowledge of American automobility to analyze the appeals of a car ad.\r\n\r\nI know why SUV ads are often Romantic landscapes.\r\n\r\nI know enough to evaluate arguments for building more roads or building more mass transit in America’s metropolitan areas.\r\n\r\nI can diagram the different components of America’s car culture.\r\n\r\nI know enough to evaluate the costs and benefits of cars at St. Olaf.\r\n\r\n<strong>New Car Policies</strong>\r\n\r\nI can explain five important public policy proposals to reduce the environmental impacts of cars.\r\n\r\nI can list at least five ways that I can contribute to a world that’s driven less by cars.\r\n\r\nI can suggest three ways to improve St. Olaf’s car policy\r\n\r\nI understand the concept of full-cost accounting.\r\n\r\n<strong>Work and Play in College</strong>\r\n\r\nI know the difference between a job and a career and a vocation.\r\n\r\nI know how work is a collaboration with wildness.\r\n\r\nI know what work is for.\r\n\r\nI can evaluate the environmental impacts of work in America.\r\n\r\nI know some important environmental questions to ask about my workplace.\r\n\r\nI know five important skills that I can bring to the work of the world.\r\n\r\nI understand the appeal of parties to college students.\r\n\r\nI can explain the environmental impacts and cultural work of beer.\r\n\r\nI can explain the importance of fun-damentalism in college culture.\r\n\r\nI know “the great American interdenominational prayer.”\r\n\r\nI can explain the cultural work of the American weekend.\r\n\r\nI understand the moral ecology of Spring Break.\r\n\r\nI can give five examples of “tools for conviviality.”\r\n\r\n<strong>Love and Sex on Campus</strong>\r\n\r\nI can explain the common sense of love on a college campus.\r\n\r\nI can explain some of the most important ritualized scripts of romantic love.\r\n\r\nI know what Arlie Hochschild means by “the commercialization of intimate life.”\r\n\r\nI know some of the cultural work that romantic love performs in American culture.\r\n\r\nI could also explain some uncommon senses of love that are available to college students.\r\n\r\nI can explain college sex as an environmental issue.\r\n\r\nI can describe why John Ryan considers the condom one of the seven sustainable wonders of the world.\r\n\r\nI understand the pleasures of sex, including the extensive pleasures.\r\n\r\n<strong>Designing Minds: Architecture as Pedagogy</strong>\r\n\r\nI can list the lessons that St. Olaf’s buildings are teaching me.\r\n\r\nI can explain why architecture is especially important to sustainability.\r\n\r\nI understand the ecological designs of St. Olaf’s new Science Complex.\r\n\r\nI know how to use my designing mind.\r\n\r\nI know how to annotate the environmental implications of a place.\r\n\r\nI can explain William Stafford’s allegiances—and my own.\r\n\r\nI know how to express my spirituality in public.\r\n\r\n<strong>Designing Minds, Designing Cities</strong>\r\n\r\nI understand why the United States has become a suburban nation.\r\n\r\nI can explain the environmental costs and benefits of sprawl.\r\n\r\nI understand the main principles of New Urbanism.\r\n\r\nI can explain the policies that comprise smart growth.\r\n\r\n<strong>Designing Minds, Designing Our Lives</strong>\r\n\r\nI know how to think about beauty as resonance.\r\n\r\nI understand the beauty of what Buddhists call “right relation to the world.”\r\n\r\nI understand the difference between doing things right, and doing the right things.\r\n\r\nI can explain the relationship between the extravagant gesture and regenerative design.\r\n\r\nI know how to think about my life as a design, as a story that I get to shape.\r\n\r\n<strong>The Nature of Natural Lands</strong>\r\n\r\nI understand the difference between wildness and wilderness.\r\n\r\nI can explain why Scott Russell Sanders loves wildness.\r\n\r\nI know why college students talk about “getting back to nature.”\r\n\r\nI know what the prairie teaches us.\r\n\r\nI could give a decent tour of St. Olaf’s natural lands.\r\n\r\nIf I wanted to, I could explain the benefits of biodiversity to my parents.\r\n\r\nI understand some of the ecosystem services provided by St. Olaf’s natural lands.\r\n\r\nI can name ten native plants on the St. Olaf campus.\r\n\r\nI know how to think about landscaping as an aesthetic art and as an ethical art.\r\n\r\nI know how to make sense out of any plot of land I find.\r\n\r\n<strong>The Business of Environmentalism</strong>\r\n\r\nI can explain the environmental impacts of American business.\r\n\r\nI know why many American businesses have opposed environmental regulation.\r\n\r\nI can explain the tenets of free market environmentalism.\r\n\r\nI can describe the recent greening of American business.\r\n\r\nI know why several major corporations are asking for Congress to pass legislation with carbon caps.\r\n\r\nI know the history of incorporation and why that matters today.\r\n\r\nI understand the difference between a boycott and a buycott.\r\n\r\n<strong>The Politics of Everyday Life</strong>\r\n\r\nI can explain why so many college students aren’t involved in politics.\r\n\r\nI understand how politics impacts the everyday environmental life of college.\r\n\r\nI understand the difference between a political system and political culture.\r\n\r\nI can explain 5 reasons why many Americans say they’re not political.\r\n\r\nI understand the problem with “the perfect standard.”\r\n\r\nI’m embracing my “usable past,” my histories of hope.\r\n\r\nI can explain Michael Maniates’ critique of consumer environmentalism.\r\n\r\nI can explain the difference between citizenship and sitizenship.\r\n\r\nI know how to increase my repertoire of political activity.\r\n\r\nEven though it’s taboo, I know how to talk about values and politics.\r\n\r\n<strong>Environmental Politics</strong>\r\n\r\nI understand the perspectives that liberals and conservatives bring to environmental issues.\r\n\r\nI can explain the merits of a “green” tax shift.\r\n\r\nI can explain the costs and benefits of a carbon tax.\r\n\r\nI can explain the operation of a “cap and trade” system.\r\n\r\nI can list at least five “perverse subsidies” in American politics.\r\n\r\nI can list at least 5 environmental policy successes since the first Earth Day.\r\n\r\nI know how to evaluate the environmental positions of the 2008 Presidential candidates.\r\n\r\nI can sympathetically explain the Bush Administration’s environmental policy\r\n\r\nI can explain the politics of a fast-food hamburger.\r\n\r\n<strong>Getting Political: Getting Justice</strong>\r\n\r\nI can explain justice as an environmental issue and vice versa.\r\n\r\nI can explain the triple bottom line of environmentalism.\r\n\r\nI understand how politics helps citizens institutionalize their values.\r\n\r\nI understand some effective ways that I can help move the political process.\r\n\r\nI understand the disparities of environmental opportunity—why some people get the opportunity to live by the garbage dump, and others don’t.\r\n\r\nI understand how politics is the practice of loving all the children all the time.\r\n\r\nI could explain the precautionary principle to my friends.\r\n\r\nI see how “going green” can be as much about saving capitalism as saving the earth.\r\n\r\n<strong>St. Olaf and the New World</strong>\r\n\r\nI understand how local action changes the world.\r\n\r\nI understand “the tyranny of small decisions,” and the hope of small decisions.\r\n\r\nI can imagine the contours of a sustainable society—political, economic, cultural, psychological and spiritual.\r\n\r\nI understand the importance of “possidiction.”\r\n\r\nI know some good ways to get from this world to that new world.\r\n\r\nI understand the different rhetorical strategies of environmentalists, the ways that people use words to shape our worlds—past, present and future.\r\n\r\nI appreciate “the slow and difficulty trick of living,” and finding it where I am.\r\n\r\n<strong>Campus Ecology: Grounds for Hope</strong>\r\n\r\nI know the difference between hope and optimism.\r\n\r\nI know why Derrick Jensen wants to go “beyond hope.”\r\n\r\nI know what hope is good for.\r\n\r\nI know how to put hope to work.\r\n\r\nI have the skills to do a plot project anywhere.\r\n\r\nI know what David Orr means when he says that all education is environmental education.\r\n\r\nI know how to be a hoping mechanism for people in my life.\r\n\r\nIf I had time, I could name 50 things that make me environmentally hopeful.\r\n\r\nI understand that students are professors too.\r\n\r\nI know how to become native to a place.\r\n\r\nI know how to use my designing mind to change the world.\r\n\r\nI know, more or less, what I intend to do with my one wild and precious life.\r\n\r\n&nbsp;\r\n\r\n&nbsp;','Learning goals (hundreds): Knowledge, Wisdom, Skills','','inherit','open','open','','743-revision-2','','','2011-10-05 14:45:33','2011-10-05 14:45:33','',743,'http://natureofcollege.org/2011/10/743-revision-2/',0,'revision','',0),(746,5,'2011-10-05 14:45:57','2011-10-05 14:45:57','A few years ago, after a presentation on learning outcomes, I decided to try to list the possible learning outcomes of Campus Ecology. It turned out to be much more extensive than I had originally intended, but wonderfully liberating to name some of the things that matter most to me. Students take this survey before the first day of class, and they tell us if they’re sure, or half-sure, or not sure all that they know or understand the concepts. One side effect of this first survey is that they get excited to be in the course. They take the survey again at the end of the semester, and the difference is, of course, what they learned in the course--or at least what they think they\'ve learned.\r\n\r\n<strong>Introductions: Wild and Precious Life</strong>\r\n\r\nI can explain the meaning of “practical idealism”\r\n\r\nI can explain “the social construction of common sense”\r\n\r\nI can compare and contrast expressed and operative values\r\n\r\nI can describe and appraise my own environmental values\r\n\r\nI can explain the importance of stories in environmental education.\r\n\r\nI know why Mary Oliver’s poem “The Summer Day” is important for this course\r\n\r\n<strong>Writing Workshop</strong>\r\n\r\nI know how to write a good exploratory essay.\r\n\r\nI know how to use my connecting mind to develop an idea.\r\n\r\nI know some good questions to ask about the quality of essays, including my own.\r\n\r\n<strong>This Place on Earth</strong>\r\n\r\nI can describe the difference between land and landscape.\r\n\r\nI can explain what Paul Gruchow means by inhabiting a place.\r\n\r\nI can apply Aldo Leopold’s “land ethic” to my place on earth, including St. Olaf.\r\n\r\nI understand the benefits of a cattail marsh.\r\n\r\nI can compare the sources of Paul Gruchow’s happiness to my own.\r\n\r\nI can define a “land pyramid.”\r\n\r\n<strong>Plotting Our Place on Earth</strong>\r\n\r\nI know how to know a place well.\r\n\r\nI know how to see like Annie Dillard.\r\n\r\nI can unpeach a peach and construct “the artificial obvious.”\r\n\r\nI can explain the importance of communities of memory and communities of hope.\r\n\r\nI know what Wallace Stegner meant by the “geography of hope.”\r\n\r\nI understand the difference between memory and nostalgia.\r\n\r\nI know what wonder is for.\r\n\r\n<strong>Valentine’s Day</strong>\r\n\r\nI know the assumptions of romantic love, and I know the other kinds of love in the world—eros, philia, agape and biophilia\r\n\r\n<strong>Real World</strong>\r\n\r\nI can distinguish local knowledge from “ignorant knowledge.”\r\n\r\nI understand the cultural construction of realism and idealism.\r\n\r\nI can distinguish the hidden curriculum from the official curriculum of the college.\r\n\r\nI understand David Orr’s critique of the social construction of success.\r\n\r\nI know how to practice empathy as a way of knowing.\r\n\r\nI can explain what Bill McKibben means by the “I-dolatrous way of life” in America.\r\n\r\nI can explain the difference between “voluntary simplicity” and “involuntary complexity.”\r\n\r\nI understand and can apply the concept of cultural work.\r\n\r\nI can explain the “cultural work” performed by concepts like “the real world” and “the St. Olaf bubble.”\r\n\r\nI know what it really means to “Get real!”\r\n\r\nI understand the meaning and implications of my ecological footprint.\r\n\r\nI know how to use Thoreau’s “Realometer” on my own life.\r\n\r\n<strong>Rethinking Education</strong>\r\n\r\nI know why the liberal arts are liberal.\r\n\r\nI know how the liberal arts are conservative.\r\n\r\nI can explain the dangers of “ignorant knowledge.”\r\n\r\nI understand why St. Olaf includes religion in the curriculum and extra-curriculum of the college.\r\n\r\nI can explain the importance of love to a liberal arts education.\r\n\r\nI know the difference between know-how and know-why.\r\n\r\nI can map out the concept of “moral ecology.”\r\n\r\nI can explain the difference between knowledge, understanding and wisdom.\r\n\r\nI understand the virtues necessary to a liberal education and a sustainable society.\r\n\r\nI can explain the practicality of a liberal arts education.\r\n\r\nI can compare and contrast my goals for education with St. Olaf’s goals.\r\n\r\nI know how to be a part of a genuine learning community.\r\n\r\n<strong>Educating for a Sustainable Future</strong>\r\n\r\nI can explain the costs and benefits of academic professionalization and  departmentalization.\r\n\r\nI know what a “designing mind” is, and how to use it.\r\n\r\nI understand the economic problems with ecological thinking and vice versa.\r\n\r\nI can explain why problem-solving is an important teaching tool.\r\n\r\nI know how to “go deep” with my environmental learning.\r\n\r\n<strong>The Nature of Our Rooms</strong>\r\n\r\nI can explain the concept of Zen affluence.\r\n\r\nI understand the meaning of just-in-case consumption.\r\n\r\nI can describe the social construction of necessity. [use Pew survey]\r\n\r\nI can describe the appeal of “delectable materialism”—to understand why we might have all this stuff.\r\n\r\nI can explain Michael Schudson’s critique of the critics of consumption.\r\n\r\nI understand the complexity of simplicity.\r\n\r\nI understand the environmental importance of limits and restraint.\r\n\r\n<strong>The Nature of Our Clothes</strong>\r\n\r\nI know why college students have so many clothes.\r\n\r\nI know why my clothes come from so many different countries.\r\n\r\nI understand how to use product chains to talk about the out-of-sight environmental impacts of clothes.\r\n\r\nI can describe the expressed and operative values of the clothes that collegians wear.\r\n\r\nI know how to think about the embodied energy in my clothes.\r\n\r\nI can describe the values implicit in the American system of fashion.\r\n\r\nI can apply the concept of “peer socialization” to my own life.\r\n\r\nI understand Erving Goffman’s concept of “the presentation of self in everyday life” well enough to apply it to my own life.\r\n\r\nI can describe the environmental costs and benefits of peer socialization.\r\n\r\nI know how to analyze a commercial catalogue for its values.\r\n\r\nI understand the processes of decontextualization and recontextualization in advertising.\r\n\r\nI can describe five different criticisms of the American fashion system.\r\n\r\nI understand the costs and benefits of outsourcing textile manufacturing.\r\n\r\nI know what it means to go sweatshopping.\r\n\r\nI could create a flow chart illustrating the product chain of a T-shirt or a pair of athletic shoes.\r\n\r\n<strong>The Environmentalist’s New Clothes</strong>\r\n\r\nI understand why clothes are important in human cultures.\r\n\r\nI could explain the extensive pleasures of clothes to my friends.\r\n\r\nI can explain to my friends what Juliet Schor means by “clean clothes.”\r\n\r\nI understand how more materialism could be a good thing.\r\n\r\nIf I chose to, I could apply Juliet Schor’s “new clothing ethic” to my own apparel shopping.\r\n\r\nWhen I go shopping for clothes, I know how to evaluate the ethical implications of my choices.\r\n\r\nI can explain the problems and the possibilities of peer pressure.\r\n\r\n<strong>Food</strong>\r\n\r\nI understand the social construction of “food.” [nature to culture to edibility]\r\n\r\nI can explain how the ideology of choice works in the cafeteria, and in other places on campus.\r\n\r\nI can explain the social values embodied in a college cafeteria.\r\n\r\nI understand the cafeteria’s connection to climate change.\r\n\r\nI understand what it means to say that eating is an agricultural act.\r\n\r\nI understand the main assumptions and practices of industrial agriculture.\r\n\r\nI know why most American farming is in monocultures, and why some critics find that problematic.\r\n\r\nI know what Vandana Shiva means by “monocultures of the mind.”\r\n\r\nI can explain the environmental thinking of locavores.\r\n\r\nI know the difference between vegetarianism and vergetarianism.\r\n\r\nI can explain compost as a form of food.\r\n\r\nI can describe why American foods are also “fossil foods.”\r\n\r\nWith the proper information, I could map out my foodshed.\r\n\r\nI know why stored sunshine is important to human beings.\r\n\r\nI can explain the food ethic of “Lily’s Chickens.”\r\n\r\nI understand the pleasures of feeling useful.\r\n\r\nI know how to estimate my ecological <em>foodprint. </em>\r\n\r\nI know what Wendell Berry means by the extensive pleasures of eating.\r\n\r\nI understand the poetry of “Rice” and “Oranges.”\r\n\r\nI know the difference between the price and cost of food.\r\n\r\nI can explain why local food makes sense to many critics of industrial agriculture.\r\n\r\nI understand why I eat dirt.\r\n\r\nI can create a flow chart of America’s food system.\r\n\r\nI know how American politics influences what I eat.\r\n\r\nI can trace five different connections between photosynthesis and my life.\r\n\r\nI understand the different dimensions of saying grace.\r\n\r\nI know how to bake bread.\r\n\r\nI know enough to eat well.\r\n\r\n<strong>The World(s) of Campus Ecology</strong>\r\n\r\nI understand how Jaime Lerner’s designing mind differs from most politicians’ planning processes.\r\n\r\nI understand the rhetorical strategies used by Jaime Lerner—and by Bill McKibben.\r\n\r\nI can compare and contrast the standard operating politics of Curitiba and most American cities.\r\n\r\nI can apply the strategies of Curitiba to environmental problems that I face in America.\r\n\r\n<strong>The Nature of Screens</strong>\r\n\r\nI understand what cultural critics mean when they describe America as a culture of distraction.\r\n\r\nI can describe the hidden curriculum of the screens in my life.\r\n\r\nI can explain the cultural work of television news and entertainment.\r\n\r\nI can explain the costs <em>and </em>benefits of the screens in my life.\r\n\r\nI can explain the anthropocentrism of Facebook.\r\n\r\nI can explain television as a system, not just a technology.\r\n\r\nI understand the environmental impacts of electronic waste.\r\n\r\nI know how to access some of the benefits of electronic environmentalism.\r\n\r\nI know how to evaluate the appropriateness of technologies in my life.\r\n\r\n<strong>Residence Life in the Biosphere</strong>\r\n\r\nI know the top 5 environmental impacts of people who live in the residence halls.\r\n\r\n(heat, electricity, water, waste and food)\r\n\r\nI can explain the hidden curriculum embedded in the standard operating procedures of the residence halls.\r\n\r\nI understand what St. Olaf is doing to make its residence halls more sustainable.\r\n\r\nI understand the trade-offs involved in those sustainability decisions.\r\n\r\nI can list ten concrete steps to make residence halls more sustainable.\r\n\r\nI can imagine the culture of a sustainable residence hall.\r\n\r\n<strong>Garbage In, Garbage Out</strong>\r\n\r\nI understand the concept of a “retroactive design assignment.”\r\n\r\nI can explain the aphorism “Waste is food.”\r\n\r\nI understand why college students (and other Americans) waste so much.\r\n\r\nI can explain the metaphor of “a boat for Thoreau.”\r\n\r\nI can explain how garbage is related to American materialism.\r\n\r\nI know why recycling is America’s number one solution for environmental problems, instead of something more substantial.\r\n\r\nI know precisely what can (and cannot) be recycled at St. Olaf.\r\n\r\nI can give five examples of ecological design reducing waste and garbage.\r\n\r\nI can explain extended producer liability laws, and I understand how they inspire designing minds to plan for pre-cycling.\r\n\r\nI know how waste is related to “the next industrial revolution.”\r\n\r\nI understand the power of secondary markets.\r\n\r\nI know the 5 R’s of responsible consumption. Reduce, re-use, refuse, recycle, rejoice.\r\n\r\nI know how to reduce my waste substantially (whether or not I do it).\r\n\r\n<strong>The Power of St. Olaf</strong>\r\n\r\nI can explain the environmental histories/sequences of fossil fuel.\r\n\r\nI can explain the different environmental impacts described in “Forecast 2035.”\r\n\r\nI can explain 5 different types of solar energy.\r\n\r\nI know (approximately) the size of my carbon consumption.\r\n\r\nI can compare and contrast American and European policy approaches to power generation.\r\n\r\nI can identify and explain 5 different public policy responses to promote more sustainable power.\r\n\r\nI know what “clean coal” means.\r\n\r\nI know how nuclear power relates to global climate change.\r\n\r\n<strong>A Sustainable Future of Power</strong>\r\n\r\nI can explain why compact fluorescent bulbs are more efficient than incandescent bulbs.\r\n\r\nI know why St. Olaf has a wind turbine.\r\n\r\nI know 10 different ways that I can generate negawatts of electricity in my everyday life.\r\n\r\nI can explain carbon offsets and carbon sequestration.\r\n\r\nI know how a cap and trade program in carbon emissions would work.\r\n\r\nI understand the concept of <em>phantom load</em>.\r\n\r\nI know how to reduce my carbon consumption two percent this year.\r\n\r\n<strong>Spring Break</strong>\r\n\r\nI know how to practice resurrection in my own life.\r\n\r\n<strong>American Values</strong>\r\n\r\nI know what’s good about “the good life” and what’s not-so-good.\r\n\r\nI understand why David Orr says that all values are environmental values.\r\n\r\nI can describe the costs and benefits of individualism.\r\n\r\nI can explain the environmental impacts of “familiarity.”\r\n\r\nI know why people don’t usually talk about their deepest values.\r\n\r\n<strong>American Environmental Values</strong>\r\n\r\nI can list 10 operative environmental values in America.\r\n\r\nI can compare and contrast America’s expressed and operative environmental values.\r\n\r\nI can explain how mainstream American values impact the environment.\r\n\r\nI can explain two different meanings of materialism.\r\n\r\nI could chart the operative environmental values of college students.\r\n\r\nI can compare and contrast materialist and post-materialist values.\r\n\r\nI know why “Yearning for Balance” says that America is “a society at odds with its values.”\r\n\r\nI know what it means to say, “The Joneses is killing me.”  Peer socialization\r\n\r\nI know how to be a responsible consumer.\r\n\r\n<strong>The Spirit of Sustainability</strong>\r\n\r\nI understand how most college students think about religion—and practice it.\r\n\r\nI know why many students say they’re spiritual, but not religious.\r\n\r\nI understand the etymology (and environmental implications) of the word “religion.”\r\n\r\nI can explain what major American religious denominations say about environmental issues.\r\n\r\nI can explain the religious tradition of sacramentalism.\r\n\r\nI can explain the environmental implications of sabbath.\r\n\r\nI understand the religious tradition of stewardship.\r\n\r\nI know how to think about consumption as vocation.\r\n\r\nI understand why asceticism is un-American.\r\n\r\nI know a few ways that the prophetic tradition is playing a part in modern environmentalism.\r\n\r\nI can explain the two major interpretations of the Genesis story, and their implications for religious values concerning nature in America.\r\n\r\nI can explain how religion animates (or not) my own environmental values.\r\n\r\n<strong>Cars, Colleges and Contentment</strong>\r\n\r\nI can explain why college students—and other Americans—drive so much.\r\n\r\nI know how the Federal CAFÉ standards work, and why some people don’t like them.\r\n\r\nI understand the environmental advantages—and disadvantages—of hybrid cars.\r\n\r\nI know how an internal combustion engine works within the earth’s carbon cycle.\r\n\r\nI understand how my driving causes global climate change.\r\n\r\nI can list ten important costs (not counting purchase and gas and insurance) of cars.\r\n\r\nI can explain why “America is addicted to oil.”\r\n\r\nI know how to use Mimi Sheller’s conceptual framework to explain my own attachment to cars\r\n\r\nI know how to use my knowledge of American automobility to analyze the appeals of a car ad.\r\n\r\nI know why SUV ads are often Romantic landscapes.\r\n\r\nI know enough to evaluate arguments for building more roads or building more mass transit in America’s metropolitan areas.\r\n\r\nI can diagram the different components of America’s car culture.\r\n\r\nI know enough to evaluate the costs and benefits of cars at St. Olaf.\r\n\r\n<strong>New Car Policies</strong>\r\n\r\nI can explain five important public policy proposals to reduce the environmental impacts of cars.\r\n\r\nI can list at least five ways that I can contribute to a world that’s driven less by cars.\r\n\r\nI can suggest three ways to improve St. Olaf’s car policy\r\n\r\nI understand the concept of full-cost accounting.\r\n\r\n<strong>Work and Play in College</strong>\r\n\r\nI know the difference between a job and a career and a vocation.\r\n\r\nI know how work is a collaboration with wildness.\r\n\r\nI know what work is for.\r\n\r\nI can evaluate the environmental impacts of work in America.\r\n\r\nI know some important environmental questions to ask about my workplace.\r\n\r\nI know five important skills that I can bring to the work of the world.\r\n\r\nI understand the appeal of parties to college students.\r\n\r\nI can explain the environmental impacts and cultural work of beer.\r\n\r\nI can explain the importance of fun-damentalism in college culture.\r\n\r\nI know “the great American interdenominational prayer.”\r\n\r\nI can explain the cultural work of the American weekend.\r\n\r\nI understand the moral ecology of Spring Break.\r\n\r\nI can give five examples of “tools for conviviality.”\r\n\r\n<strong>Love and Sex on Campus</strong>\r\n\r\nI can explain the common sense of love on a college campus.\r\n\r\nI can explain some of the most important ritualized scripts of romantic love.\r\n\r\nI know what Arlie Hochschild means by “the commercialization of intimate life.”\r\n\r\nI know some of the cultural work that romantic love performs in American culture.\r\n\r\nI could also explain some uncommon senses of love that are available to college students.\r\n\r\nI can explain college sex as an environmental issue.\r\n\r\nI can describe why John Ryan considers the condom one of the seven sustainable wonders of the world.\r\n\r\nI understand the pleasures of sex, including the extensive pleasures.\r\n\r\n<strong>Designing Minds: Architecture as Pedagogy</strong>\r\n\r\nI can list the lessons that St. Olaf’s buildings are teaching me.\r\n\r\nI can explain why architecture is especially important to sustainability.\r\n\r\nI understand the ecological designs of St. Olaf’s new Science Complex.\r\n\r\nI know how to use my designing mind.\r\n\r\nI know how to annotate the environmental implications of a place.\r\n\r\nI can explain William Stafford’s allegiances—and my own.\r\n\r\nI know how to express my spirituality in public.\r\n\r\n<strong>Designing Minds, Designing Cities</strong>\r\n\r\nI understand why the United States has become a suburban nation.\r\n\r\nI can explain the environmental costs and benefits of sprawl.\r\n\r\nI understand the main principles of New Urbanism.\r\n\r\nI can explain the policies that comprise smart growth.\r\n\r\n<strong>Designing Minds, Designing Our Lives</strong>\r\n\r\nI know how to think about beauty as resonance.\r\n\r\nI understand the beauty of what Buddhists call “right relation to the world.”\r\n\r\nI understand the difference between doing things right, and doing the right things.\r\n\r\nI can explain the relationship between the extravagant gesture and regenerative design.\r\n\r\nI know how to think about my life as a design, as a story that I get to shape.\r\n\r\n<strong>The Nature of Natural Lands</strong>\r\n\r\nI understand the difference between wildness and wilderness.\r\n\r\nI can explain why Scott Russell Sanders loves wildness.\r\n\r\nI know why college students talk about “getting back to nature.”\r\n\r\nI know what the prairie teaches us.\r\n\r\nI could give a decent tour of St. Olaf’s natural lands.\r\n\r\nIf I wanted to, I could explain the benefits of biodiversity to my parents.\r\n\r\nI understand some of the ecosystem services provided by St. Olaf’s natural lands.\r\n\r\nI can name ten native plants on the St. Olaf campus.\r\n\r\nI know how to think about landscaping as an aesthetic art and as an ethical art.\r\n\r\nI know how to make sense out of any plot of land I find.\r\n\r\n<strong>The Business of Environmentalism</strong>\r\n\r\nI can explain the environmental impacts of American business.\r\n\r\nI know why many American businesses have opposed environmental regulation.\r\n\r\nI can explain the tenets of free market environmentalism.\r\n\r\nI can describe the recent greening of American business.\r\n\r\nI know why several major corporations are asking for Congress to pass legislation with carbon caps.\r\n\r\nI know the history of incorporation and why that matters today.\r\n\r\nI understand the difference between a boycott and a buycott.\r\n\r\n<strong>The Politics of Everyday Life</strong>\r\n\r\nI can explain why so many college students aren’t involved in politics.\r\n\r\nI understand how politics impacts the everyday environmental life of college.\r\n\r\nI understand the difference between a political system and political culture.\r\n\r\nI can explain 5 reasons why many Americans say they’re not political.\r\n\r\nI understand the problem with “the perfect standard.”\r\n\r\nI’m embracing my “usable past,” my histories of hope.\r\n\r\nI can explain Michael Maniates’ critique of consumer environmentalism.\r\n\r\nI can explain the difference between citizenship and sitizenship.\r\n\r\nI know how to increase my repertoire of political activity.\r\n\r\nEven though it’s taboo, I know how to talk about values and politics.\r\n\r\n<strong>Environmental Politics</strong>\r\n\r\nI understand the perspectives that liberals and conservatives bring to environmental issues.\r\n\r\nI can explain the merits of a “green” tax shift.\r\n\r\nI can explain the costs and benefits of a carbon tax.\r\n\r\nI can explain the operation of a “cap and trade” system.\r\n\r\nI can list at least five “perverse subsidies” in American politics.\r\n\r\nI can list at least 5 environmental policy successes since the first Earth Day.\r\n\r\nI know how to evaluate the environmental positions of the 2008 Presidential candidates.\r\n\r\nI can sympathetically explain the Bush Administration’s environmental policy\r\n\r\nI can explain the politics of a fast-food hamburger.\r\n\r\n<strong>Getting Political: Getting Justice</strong>\r\n\r\nI can explain justice as an environmental issue and vice versa.\r\n\r\nI can explain the triple bottom line of environmentalism.\r\n\r\nI understand how politics helps citizens institutionalize their values.\r\n\r\nI understand some effective ways that I can help move the political process.\r\n\r\nI understand the disparities of environmental opportunity—why some people get the opportunity to live by the garbage dump, and others don’t.\r\n\r\nI understand how politics is the practice of loving all the children all the time.\r\n\r\nI could explain the precautionary principle to my friends.\r\n\r\nI see how “going green” can be as much about saving capitalism as saving the earth.\r\n\r\n<strong>St. Olaf and the New World</strong>\r\n\r\nI understand how local action changes the world.\r\n\r\nI understand “the tyranny of small decisions,” and the hope of small decisions.\r\n\r\nI can imagine the contours of a sustainable society—political, economic, cultural, psychological and spiritual.\r\n\r\nI understand the importance of “possidiction.”\r\n\r\nI know some good ways to get from this world to that new world.\r\n\r\nI understand the different rhetorical strategies of environmentalists, the ways that people use words to shape our worlds—past, present and future.\r\n\r\nI appreciate “the slow and difficulty trick of living,” and finding it where I am.\r\n\r\n<strong>Campus Ecology: Grounds for Hope</strong>\r\n\r\nI know the difference between hope and optimism.\r\n\r\nI know why Derrick Jensen wants to go “beyond hope.”\r\n\r\nI know what hope is good for.\r\n\r\nI know how to put hope to work.\r\n\r\nI have the skills to do a plot project anywhere.\r\n\r\nI know what David Orr means when he says that all education is environmental education.\r\n\r\nI know how to be a hoping mechanism for people in my life.\r\n\r\nIf I had time, I could name 50 things that make me environmentally hopeful.\r\n\r\nI understand that students are professors too.\r\n\r\nI know how to become native to a place.\r\n\r\nI know how to use my designing mind to change the world.\r\n\r\nI know, more or less, what I intend to do with my one wild and precious life.\r\n\r\n&nbsp;\r\n\r\n&nbsp;','Learning goals (hundreds): Knowledge, Wisdom, Skills','','inherit','open','open','','743-revision-3','','','2011-10-05 14:45:57','2011-10-05 14:45:57','',743,'http://natureofcollege.org/2011/10/743-revision-3/',0,'revision','',0),