With spring approaching in Wisconsin, I find myself looking forward to fresh, local produce—the ever-shifting offerings of the season, starting with tender young asparagus in the spring and ending with hearty squash in the late fall, and, of course, plenty of zucchini in between.
Although eating locally does not necessarily result in a net reduction of greenhouse gas emissions, engaging with the local economy, shaking the hand of the farmer who grew the lettuce in your salad, and/or—better yet—getting your hands dirty learning what it takes to grow a juicy tomato can all result in a greater appreciation of the impact of our choices as consumers on the environment. And I would venture to say that there are few consumer choices we make as often as what we choose to eat on a daily basis. So, developing an appreciation for where our food comes from is a logical first step towards becoming a more responsible consumer—one who is aware of the social, ethical, and environmental consequences of what he or she chooses to consume.
great learning and eating!
I am currently living in a hub of “local-foodiness”—Madison, WI. Eating locally is sexy in Madison. But beyond the fancy restaurants serving up local fare to the elite is a growing movement to bring healthful, locally grown food into school cafeterias and to involve children in growing their own food in school gardens. In a time of growing disconnect between children and the environment as well as an epidemic of childhood obesity, I can think of no better way reconnect children with the natural world and improve their health than by letting them play in the dirt.
I recently came across an article titled “Cultivating Failure: How school gardens are cheating our most vulnerable students” (see http://www.theatlantic.com/magazine/archive/2010/01/cultivating-failure/7819). The article has some valid criticisms and concerns. I agree, for example, that school gardening programs should not be a substitute for well-established curricula. And I agree that there could be danger of poorly designed garden-based curricula that do little to educate young people being hastily implemented in the name of a personal or political agenda. (Though, knowing the inertia of public school administrations as well as the severe budget constraints faced by school districts which are resulting in curricular cuts in every subject except those deemed necessary to boost achievement scores, this is hardly an imminent threat.) But what I do not understand about this article is, what is inherently wrong with learning what it takes to grow one’s own food?
Perhaps my greatest criticism of this article is the blatant disregard for the fact that without farmers there will be no food. No, I am not arguing that school gardens should be the training ground for the future farmers of the world. But if some of those children involved in school gardening programs choose to become farmers, this is certainly not a failure of the educational system. The profession of farming suffers from a serious image problem in this country. An education that incorporates garden-based learning can help to improve this image by uncovering the basic truth that food comes from the soil.
I am not arguing to get rid of traditional curricula. What I suggest is infusing this curricula with lessons learned in the garden. Why do this? Because I believe garden-based education goes beyond fulfilling the requirements of educational standards by empowering students with practical knowledge grounded in what Aldo Leopold referred to as ‘the land ethic.’ It is of utmost importance, for the well being of our communities and our planet that people learn to appreciate where their food comes from. Additionally, garden-based education uses the garden as a classroom—a setting that allows students of all backgrounds and academics strengths to thrive. Students learn together by working together, and this collaboration fosters a sense of purpose, respect, responsibility, and cooperation.
There is much to be gained by learning the practical skill of growing food, and I believe the best place to learn this skill is within the context of a more traditional education. In the garden, the lessons of the classroom bordered by four walls can come to life—they can become meaningful.
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