MILANI-ROBINSON COMPARATIVE REFLECTIVE ARTICLE
CLIMATE JUSTICE FOR ALL: Education for “Integral Ecology” in Mary Robinson and Don Milani
By Marco Tavanti, Elizabeth Wilp and Julie Tavanti
First published on May 21, 2024, honoring the 80th birthday of Mary Robinson, former President of Ireland and United Nations High Commissioner for Human Rights, born on 21 May 1944 in Ireland.
** Reflections inspired by the Centennial Celebrations of Don Milani (1923–2023).
Who is Mary Robinson?
“All human beings are born free and equal in dignity and rights.” Yet, when it comes to the effects of climate change, there has been nothing but chronic injustice and the corrosion of human rights.” ― Mary Robinson, Climate Justice: Hope, Resilience, and the Fight for a Sustainable Future.
Mary Robinson’s illustrious career as a leader and advocate for climate justice and human rights is marked by her trailblazing role as the first female President of Ireland and her subsequent influential positions on the global stage. Her leadership journey is characterized by a steadfast commitment to addressing the intersecting challenges of climate change, social justice, and human rights.
As the first female President of Ireland, serving from 1990 to 1997, Robinson broke new ground in Irish politics, championing progressive policies and social reform. Her presidency was marked by a profound concern for the welfare of marginalized communities worldwide. In 1992, she made a significant impact by expressing her deep concern for the people of Somalia suffering from a violence-induced famine. Her advocacy drew international attention to the crisis, underscoring her commitment to humanitarian causes beyond her national borders.
Robinson’s leadership extended to her role as the United Nations High Commissioner for Human Rights from 1997 to 2002. In this capacity, she tirelessly supported and promoted what would later be recognized as the rights of Indigenous Peoples. Her efforts were instrumental in advancing the global human rights agenda, emphasizing the importance of protecting the rights and dignity of all individuals, especially those from historically marginalized communities.
In 2014 Robinson was appointed as the Special Envoy on Climate Change to the United Nations Secretary-General, leading up to the pivotal 2015 Paris Climate Summit. Her leadership was crucial in fostering international cooperation and securing commitments to combat climate change. Robinson’s advocacy for the Paris Agreement highlighted her unwavering belief in the need for urgent and collective action to address the climate crisis and protect vulnerable populations from its impacts.
Beyond her roles in government and international organizations, Robinson has been a prominent leader in numerous non-governmental organizations (NGOs). Notably, she has served as the President of The Elders, an independent group of global leaders working together for peace and human rights. In this role, she has continued championing the cause of climate justice, emphasizing the interconnectedness of environmental sustainability and social equity.
Mary Robinson’s leadership exemplifies a holistic approach to addressing global challenges, integrating the principles of human rights, social justice, and environmental stewardship. Her dedication to promoting an “integral ecology” aligns with the broader vision of ensuring climate justice for all, advocating for a world where the rights and dignity of every individual are upheld in the face of ecological and social crises.
What is Integral Ecology?
“Our most moderate proposal would be a law written as follows: Art. 1: The land belongs to those who have the courage to cultivate it. Art. 2: The farmhouses belong to those who have the courage to live there. Art. 3: The livestock belongs to those who have the courage to clean the stables every day. Art. 4: The forests belong to those who have the courage to live in the mountains. However, it is our opinion that such belated justice would not be enough to stop the exodus. We must also recover all the wealth that for centuries has flowed from the land to urban salons (and to think that Article 43 of the Constitution would instead compensate the salons!). We need to return this wealth to its rightful owners, transforming it into baths, toilets, schools, roads, tractors, and canals. We must lay all these things at the feet of the peasants, begging them to forgive us and to stay.” Don Lorenzo Milani — Esperienze Pastorali (Pastoral Experiences, 1958).
The notion of “integral ecology,” as articulated in Pope Francis’ 2015 encyclical Laudato Si’, underscores the profound interconnectedness of all creation, highlighting the inseparable bond between humanity and the environment. Integral ecology calls for a comprehensive approach to address the multifaceted crises facing our world today, recognizing that environmental, social, and economic issues are deeply linked.
Pope Francis’ vision of integral ecology emphasizes that true ecological sustainability cannot be achieved without addressing the social dimensions of environmental degradation. He argues that the exploitation of the natural world is inextricably tied to the exploitation of the poor and vulnerable. This perspective aligns closely with the values and leadership of Mary Robinson and Don Milani, who have dedicated their lives to advocating for social justice and human dignity.
Mary Robinson’s leadership in climate justice exemplifies the principles of integral ecology. She has consistently highlighted the disproportionate impact of climate change on the world’s poorest communities, emphasizing that those who have contributed least to environmental degradation often suffer the most from its consequences. Robinson’s advocacy for the 2015 Paris Agreement and her role as President of The Elders reflect her commitment to fostering global solidarity and ensuring that the voices of marginalized populations are heard in climate policy discussions.
Similarly, Don Lorenzo Milani, though primarily known for his revolutionary approach to education and social justice, embodied the spirit of integral ecology in his advocacy for the poor and oppressed. Had he lived longer, Milani would likely have embraced the cause of environmental justice, recognizing the inherent link between the exploitation of people and the exploitation of the planet. His commitment to radical inclusiveness and his unwavering support for the rights of the marginalized would have naturally extended to the fight against environmental injustices.
In today’s world, integral ecology is urgently needed to address the social consequences and humanitarian emergencies resulting from climate change and environmental degradation. The impacts of human-made environmental damage are most acutely felt by poor and vulnerable communities, who often lack the resources and resilience to cope with these challenges. This reality underscores the necessity of a holistic approach that integrates environmental sustainability with social equity.
Robinson’s leadership and advocacy for human rights and climate justice resonate with the values of integral ecology. She consistently highlights the need for inclusive and just solutions to global challenges. Her work reflects a deep understanding that environmental protection and social justice are not separate issues but are intrinsically connected.
Don Milani, with his profound sense of social responsibility and commitment to the marginalized, would likely have been a strong ally in this cause. His educational philosophy, which emphasized critical thinking, empathy, and social engagement, would have enriched the discourse on integral ecology, fostering a generation of leaders dedicated to both environmental sustainability and social justice.
In conclusion, integral ecology offers a vital framework for addressing the complex and interconnected crises of our time. The leadership of Mary Robinson and the legacy of Don Milani exemplify the principles of this holistic approach, demonstrating that true sustainability requires a commitment to both ecological integrity and social justice. Their combined efforts and values continue to inspire and guide the global movement toward a more just and sustainable world.
Education for Climate Justice for All
“If there is a climate change problem, it is in large part a justice problem.” — Mary Robinson
“Climate justice links human rights and development to achieve a human-centred approach, safeguarding the rights of the most vulnerable people and sharing the burdens and benefits of climate change and its impacts equitably and fairly. Climate justice is informed by science, responds to science and acknowledges the need for equitable stewardship of the world’s resources.” Mary Robinson Foundation. The Principles of Climate Justice
Mary Robinson has been a vocal and tireless advocate for climate justice, emphasizing the need to address the disproportionate impact of climate change on the world’s most vulnerable populations. Her leadership roles, from her presidency of Ireland to her tenure as the UN High Commissioner for Human Rights and beyond, have consistently focused on integrating human rights and climate action. Robinson’s work underscores the necessity of a just transition to a sustainable future, where the burdens and benefits of climate action are equitably shared. Her advocacy extends beyond policy into the realm of education. She has championed the idea that educating people about the realities of climate change and its social implications is crucial for fostering a globally aware and active citizenry. Her initiatives have raised awareness about how climate change exacerbates existing inequalities and created educational programs that empower individuals to contribute to climate solutions.
This commitment was evident in her keynote address at the Triennial Conference of the InterAcademy Partnership (IAP) and the Worldwide Meeting of the Young Academies, held in Arizona, USA, from 1–3 November 2022. Robinson stressed the need for better communication of the climate crisis through a climate justice approach. She highlighted the historical and ongoing disparity where rich countries contribute the most to greenhouse gas emissions while poor countries bear the brunt of the climate crisis’s impacts. Robinson called for an acknowledgment of these layers of injustice.
She identified five layers of climate injustice:
- Racial Injustice: The poorest countries, communities, small island states, and Indigenous peoples are disproportionately affected by the climate crisis.
- Gender Injustice: Women, who are often less present at decision-making tables and have fewer rights, especially land rights, are essential for community resilience and food security but are disproportionately impacted.
- Intergenerational Injustice: Current inaction burdens future generations with severe climate consequences.
- Economic Injustice: The climate crisis undermines countries' ability to progress, exacerbating debts and resource loss, particularly in nations built on fossil fuels.
- Environmental Injustice: The climate crisis is harming nature by leading to biodiversity loss, ocean acidification, and mass extinction of species.
Robinson’s call to action emphasizes the urgent need for inclusive excellence in addressing climate justice. This involves integrating climate justice into educational curricula to prepare future leaders and citizens to tackle these pressing issues.
Don Lorenzo Milani’s experience in the natural and environmental setting of Barbiana provides a complementary perspective on education’s role in fostering climate justice. Don Milani’s educational philosophy, encapsulated in his belief that we must “save the children from the prison of our classrooms,” emphasized the importance of connecting children with the natural world. He advocated for tearing down the walls of traditional classrooms, urging that children should run, jump, and play in fields and school gardens, breathe fresh air, see rivers, and learn to navigate cities using public transportation. His approach at Barbiana included holding lessons under a tree and integrating practical activities like building a library and engaging in outdoor projects, fostering a deep connection with the environment.
In today’s world, the growing urgencies of environmentally caused or linked interregional conflicts, new poverties, forced migrations, and health consequences, including pandemics, underscore the need for greater education and awareness about climate justice. These issues highlight the complex and far-reaching impacts of climate change, affecting the environment, human security, economic stability, and public health.
Including climate justice as a critical component of environmental and human rights education is imperative. Schools and educational programs that aim to prepare the citizens and leaders of tomorrow must integrate climate justice into their curricula. This education should focus on:
- Understanding the Science and Impact of Climate Change: Students need a solid foundation in the science of climate change, including its causes, consequences, and the urgent need for action.
- Exploring the Social Dimensions of Climate Change: Education should highlight how climate change disproportionately affects marginalized communities, exacerbating inequalities and creating new forms of poverty and displacement.
- Empowering Advocacy and Action: Students should have the skills and knowledge to advocate for climate justice and engage in meaningful action to mitigate and adapt to climate change.
- Fostering Global Solidarity: Education should promote a sense of global citizenship and solidarity, emphasizing the interconnectedness of all people and the need for collective action to address climate challenges.
Mary Robinson’s advocacy for climate justice and Don Milani’s legacy of social justice education both illustrate the transformative potential of integrating these principles into education systems. By making climate justice education a requirement, schools can cultivate informed, compassionate, and proactive citizens who are prepared to tackle our time's pressing environmental and social issues.
In conclusion, climate change's urgent and multifaceted challenges demand a comprehensive educational response. The advocacy and values of leaders like Mary Robinson and Don Milani provide a powerful blueprint for integrating climate justice into education, ensuring that future generations are equipped to lead the way toward a just and sustainable world.
Suggested Citation: Tavanti, Marco, Elizabeth Wilp, and Julie Tavanti. “Climate Justice for All: Education for “Integral Ecology” in Mary Robinson and Don Milani.” Medium (EduVators). May 21, 2024. https://medium.com/p/88635bfc2f1c
Explore More: Mary Robinson Foundation https://www.mrfcj.org/ ; Mary Robinson Profile on The Elders https://theelders.org/profile/mary-robinson : Mary Robinson President of Ireland, https://president.ie/en/the-president/mary-robinson ; The Leadership of Mary Robinson on Harvard Business Review: https://hbr.org/2013/03/mary-robinson
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About the Authors: Marco Tavanti is an Italian-born American professor who deeply appreciates Don Lorenzo Milani’s teaching methods. He learned about these methods near the Barbiana school early in his career. Marco’s work brings these impactful ideas into today’s teaching practices worldwide. Elizabeth Wilp is a researcher contributing to inclusive education, especially in curricula and classrooms with students from different cultures and backgrounds. Her research and experience provide important insights into how schools can be more effective and welcoming for all students. Julie Tavanti is a Chinese-born American student passionate about developing new ways to teach students who learn differently and helping more women get into STEM fields. Her unique background and dedication to diverse education shape her views and efforts.
