Cradle to Cradle

Topics: Sustainability, Higher education, Vocational education Pages: 66 (20367 words) Published: May 13, 2012
Pieternel Boer, Judith van Heeswijk, Antoine Heideveld, Diana den Held and Daan Maatman

With an introduction by Prof. Dr. Michael Braungart

Project team Pieternel Boer, Organisation for Sustainable Higher Education (DHO) Judith van Heeswijk, Centre of Innovation, Hiteq Antoine Heideveld, Learning for Sustainable Development (LvDO - Agentschap NL) Diana den Held, Strategic advisor Michael Braungart (Gevleugelde Woorden) Daan Maatman (ed.), Centre of Innovation, Hiteq

March 2011 Published: May 2011

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Inspired by Cradle to Cradle®

Celebrating human dignity 1. 2. Introduction to Cradle to Cradle ® ®

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4.4 Foreign cases 4.4.1 Germany: REAP (Resource Efficiency in Architecture and Planning) 4.4.2 Denmark: Niels Brock Copenhagen Business College 4.4.3 Denmark: C2C in teaching at technical colleges in Denmark 4.5 University education

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C2C knowledge and education: a business perspective

2.1 Waste no more – The Van Gansewinkel Groep 2.2 Quality personnel - DESSO 2.3 Factory of the Future - Akzo Nobel 2.4 C2C expolab 3. 4. Cradle to Cradle® and education: basic principles C2C® and education: an educational perspective

4.6 Master class for trainers and teachers at Erasmus Academy 59 5. Conclusion Literature Notes Appendice Case 1: Lighting products Biolux & Relux Appendice Case 2: Coffee cycles Colofon 63 65 66 68 71 72

4.1 Primary education 4.2 Senior secondary vocational education (MBO) 4.3 Higher professional education (HBO) 4.3.1 Zuyd University, Heerlen 4.3.2 The Zeeland University of Applied Sciences, Vlissingen 4.3.3 The Amsterdam Fashion Institute (AMFI)

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Inspired by Cradle to Cradle®

The first key aspect of Cradle to Cradle® in education is to move away from teaching children to feel guilty. We have faced a long period of all kinds of environmental disasters which has created a feeling that it would be better if we were not here. This is why people talk about minimising footprints. For education, however, that’s not a very positive message. There’s no doubt that sustainability has brought us a great deal of valuable expertise such as knowledge about supply chain management, logistics, toxicity, top soil, phosphate, nutrient recovery, material flows, etc. There is a wide range of knowledge that we can now use and build on. However, this has also led to us feeling guilty for being alive and being on earth. If this is the basis for education, you will not be able to inspire people to do new things. You can’t be innovative working from guilt because you’re trying to minimise feeling guilty. We now have the opportunity to use 30 years of environmental debate for innovation. To put plastic into the ocean is just stupid, just like making chemicals that damage biological systems. People become more creative when they feel appreciated and live without fear. It’s far more powerful to be proud of what you do.

So the first, and far most important thing is to tell children that we are happy that they are here. I’ve looked at over 50 different types of native tribes and learned that when people feel accepted and safe, they are always generous and friendly. Even the poorest of the poor share their things. I hope this book inspires teachers and educational policy makers to create more room for children and students to feel accepted and give them the opportunity to be proud of being here. Noodle to Noodle? There are many approaches that can be taken when teaching children about our planet. However, I would kindly like to ask you not to confuse the concepts of industrial ecology, sustainability and life cycle assessment with C2C®, because otherwise it all just becomes ‘noodle to noodle’.

Inspired by Cradle to Cradle®


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