S1: The following is a C and a podcast. I'm Jamie home,
S1: and thanks for listening to the climate conversations. Today's episode
S1: is kind of special. I speak to three very important
S1: people two students and a teacher from Company Secondary School,
S1: and we'll talk about what schools are doing, what students
S1: and cells are doing and what the youngest of Singaporeans
S1: among us really think of climate change. But while schools
S1: go green, what about students and teachers? How do they
S1: see climate change and how can they prepare for it?
S1: Very different world from parents. My three guests are secondary
S1: students Alexander Traa and Pratibha Naidu and a teacher, Mrs.
S1: Preeti Sherry. Welcome everyone.
S2: Hello. Oh, hi. Hello.
S1: Hi, all of you. I like their party by the
S1: first question is going to be for you guys, OK?
S1: Tell me what climate change means to each of you.
S1: What does it look like? The future when you think
S1: about the future and climate change, what comes to mind?
S1: And also, when was it you first really began to
S1: think about climate change as something serious that needs to
S1: be addressed and needs to be talked about and what
S1: you guys could do about it? Alex, maybe you first.
S3: Climate change to me is something very serious. I first
S3: learned about it in primary school. I was originally in
S3: science class, in science class. I learned a lot about
S3: the environment. To me, climate change is the change of
S3: environment in the world and climate change. Global warming is
S3: also increasing and the temperature in the Earth is also increasing.
S3: And I think it's very sad because something serious is
S3: happening to our world. What I can do as a
S3: student is to advocate more and speak out more on
S3: this issue. One way I can do this is to
S3: educate people, and I can do it through my closest people,
S3: like my family members and my friends. For example, my
S3: grandparents usually feature on the air conditioner at night because
S3: it helps them to sleep more comfortably. But air conditioners
S3: are quite harmful to the environment because I've learned in
S3: chemistry that excellence in air conditioners can produce chlorofluorocarbons and
S3: cause harm to the environment. And my grandparents actually listen
S3: to me and they have reduced the usage of air conditioners.
S3: They only do it on a really hot night because
S3: Singapore is really hot because it's a tropical island. You? Yeah,
S3: good point. In one week, they only use it around
S3: about four times instead of every day.
S1: OK, I'm going to ask Pratibha now, when did you
S1: start thinking about this? I mean, Alex raised many good points.
S1: I'm going to jump into that later on, maybe. But
S1: you start us off as well. When you first started
S1: thinking about this,
S2: I feel like climate change is generally in primary schools.
S2: My teachers usually talked about it a lot. You know,
S2: it's just something we all know about, but I don't
S2: know enough about it. But I found out more about
S2: how serious it actually is because as a green ambassador,
S2: I get like many opportunities to learn about the environment
S2: and know how to control me all the ways. But
S2: I never really thought about how climate change might actually be.
S2: Until a few months ago, I joined the climate webinar
S2: on nine. Not doing it for fun because honestly, I
S2: just wanted it in my own end of year results.
S2: But then I joined it in a different perspectives on
S2: the climate change. You sure from different experts. And it's
S2: when I realized how serious actually is because they were
S2: talking about how the increase in global temperatures is not
S2: a lot. Issues for Singapore, such as raising water levels,
S2: increase in rainfall. That's why there's been a lot of
S2: rainfall recently and it made me think is quite serious
S2: and we should actually take more steps to help with
S2: the issue. I feel like a lot of people my
S2: age like you or people like new students, they think
S2: that being your plot you won't have as much of
S2: an impact as like the new water like Xylem, what
S2: they do to help educate the situation. I feel that
S2: the the Echo just influencing and just like knowledge about
S2: it is very important because I respect awareness is that
S2: it really does ignorance and Alexis is spreading through his
S2: friends and family. I feel like that's very important as
S2: well because our family, we all use the same household.
S2: And if all of us grew up with the issue
S2: and reduce our overall carbon footprint and the carbon emissions
S2: was like, it really does help, and it should be
S2: taken more seriously by, especially in youth, because our generation
S2: is the next generation of helping us globally to help
S2: solve issues such as this one, because I'm all creative
S2: and I'm more like open to like serious issues like this.
S1: Alex managed to convince his grandparents to use their cordless.
S1: That's very impressive. How about you guys? What sort of
S1: lifestyle changes have you done for yourselves in terms of
S1: your use of aircon or whatever it is? And then
S1: do you use that as an example to then? Fluenz,
S1: as I say it, like Alex did with his grandparents.
S1: What else do you think? Youth and in general, Singaporeans
S1: can do more
S2: like Alex Cohen, a lot rather lost in 0.2sec with
S2: a high crime rate. I used to use my phone
S2: and it seems like, OK, cool. But then I think
S2: after I learned about the seriousness of it, I minimized
S2: my use of acorn. And just like they're not often
S2: my grandparents. I was passionate about watching the news. So
S2: and in news, as part of a lot of it's
S2: about the climate, you know, like the melting of the
S2: ice and floods in Japan and Western Europe. So my grandmother,
S2: she told me to like just every time she was
S2: constantly nagging me to just off the lights, the all
S2: your electricity around because of know what's happening in the
S2: world now. Thanks to a few months back, I took
S2: part in this sustainable habits competition that was happening in
S2: my school. I actually learned a lot from doing that.
S2: We had to draw a poster of poetry about the
S2: climate and sustainable habits that I don't think you win
S2: anything and get a first or second place or a robot.
S2: I got a certificate of appreciation and it's open and
S2: I was with metal straws really like the metal straws.
S2: So I stopped using plastic straws so that every time
S2: I go out, I would carry this metal so it's
S2: not in my bag. So when I go to buy
S2: a drawing, I'll use the metal straw. Instead of thinking
S2: of plastic straws from the shop at home. See my
S2: parents like you are passionate about the environment because you
S2: usually try not to waste anything. We try as much
S2: as possible to recycle, sell out all our cooking, like
S2: all bottles or whatever. We try to make sure they're
S2: going to go in. And then we also reuse the
S2: plastic bricks that we get from the supermarket as like
S2: the ones for our rubbish bins over. And now you
S2: start bringing tote bags so that it's easier for us
S2: to carry stuff.
S1: So, Alex, you know, from what Pratibha is talking about,
S1: do you think her family is unique? Do you think
S1: more Singapore is less like that, you know, less environmentally conscious?
S1: How about your family and your friends? Do you see
S1: other people out there whom you think actually could do
S1: better and do more like party bus family, you think?
S3: I think our family is doing really well because not
S3: many people are as investor in the news as our family,
S3: because she mentioned about how her grandparents are really passionate
S3: about keeping up with the news it's related to the environment.
S3: And I think that's really important because many people are
S3: not aware of the environmental changes and the climate change
S3: and how many human activities are affecting our environment. But
S3: through the news, it can spread awareness to more people
S3: and it helps to raise consciousness about conserving the environment.
S3: And I feel that many Singaporeans should also pay attention
S3: to news because the news can educate many people on
S3: environmental knowledge and how to conserve the environment. I also
S3: wish to keep out of the news more often. I
S3: do sometimes, but because of my busy lifestyle, I don't
S3: really have much time to do so. But I will
S3: try to make time sometimes to keep up the news
S3: and my geography teacher. So Cherie also shares a lot
S3: about the news. She follows news around the world to
S3: our good, and I think that's really helpful because it
S3: shows about many things that's happening around the world, such
S3: as volcanic eruptions, tourism, and I think it benefits us
S3: because we gain more environmental knowledge on it.
S1: I'm going to ask the two of you one more
S1: question before I get to musician real pretty. And since
S1: you raised the subject, and maybe this is where she'll
S1: jump in later too, right? So, you know, you guys
S1: on set three and share your geography teacher. I presume
S1: you learn most of the stuff we are talking about
S1: through geography, maybe some science to maybe some chemistry, as
S1: you say, but you talk about the HFCs since you're
S1: so interested. Do you think maybe schools and we can
S1: teach climate change differently or do you think is actually
S1: quite all right now? If I were to give you
S1: a magic wand to say, Hey, let's try and teach
S1: climate change in an entirely different way? Do you think
S1: that can be done? Would that excite you?
S2: What this could mean for my experience in peace, as
S2: the school has that in many ways that they try
S2: to educate the students about climate so through different exhibitions.
S2: My school has exhibitions a lot. And one of the
S2: exhibitions set up by the sheriff, she wants attendees in
S2: our school that will place like near the walk. We
S2: wouldn't walk by this lady with the class, any anything educational,
S2: but let you know about the horrors about global warming
S2: and its effects. Any of those and anybody who doesn't
S2: mean we have a lot of lessons, but they tell
S2: us more about impacts. Climate change, greenhouse gases in subjects
S2: like chemistry, geography, there are so many in the future
S2: because none about what would you do? Plus, we actually
S2: get very light sensitive to these kind of topics, and
S2: it's not like a regular digital class. We tend to
S2: talk about environment and all that, and we talk about
S2: it in poetry and fun stuff. And I like schools
S2: are actually doing really well right now. But I feel
S2: like there should be more hands on activities because I
S2: remember primary school is quite long ago. My classes like
S2: to plant a tree outside of our school and I
S2: really enjoy the experience. Like, like now in secondary school, especially,
S2: this would be more hands on activities. According to the
S2: current restrictions. It will really help students get the sense
S2: of nature and understand actually how beautiful nature is and
S2: that how it is really important to us. Because even
S2: though they educationally we're learning about your experience really does
S2: make a change in our lives.
S1: Very good. I'll make sure Minister Chan hears this. OK, Alex,
S1: how about you? Do you have a take on that?
S3: It's not pretty, but it's really included in many subjects
S3: that we take. I really appreciate that because if you
S3: do environmental knowledge the water, and it definitely should be
S3: covered in a lot of subjects that we take so
S3: that we can apply them in our daily life. I
S3: learned about environmental knowledge in chemistry, biology, geography, and one
S3: example is in chemistry. I've learned the carbon cycle is
S3: the mechanism to maintain a level of comfort outside analysts
S3: fear and to lessons like this and gain more knowledge
S3: because information like this can really be obtained so easily.
S3: And I think through schools and the education system, it's
S3: a lot easier to obtain this knowledge because it's presented
S3: to us by our teachers and we tend to remember
S3: them more easily because in exams, you have to remember
S3: all this information anyways. It's quite efficiently costly to our brains,
S3: and it reminds us on how important the environment is
S3: and what we can do to help the environment. It's
S3: a good idea to cover so much environmental knowledge to
S3: the syllabus. The amount of environmental knowledge, including the different subjects,
S3: is quite equally balanced, but I think more chapters should
S3: be included because there are more environmental knowledge being presented
S3: to students and as part of our hands on activities
S3: can be conducted to assist the EIA projects because students
S3: really learn about a lot of things from the EIA
S3: projects and these lessons because they get to bond people
S3: and bonding, these people will make them have a sense
S3: of happiness, and they'll better remember the activities more because
S3: of the people that they bond with, and they also
S3: remember the information that they get from the activities.
S1: It sounds as if you guys are doing really amazing
S1: things and especially at your school now, Peter, you've been
S1: in high school for, what, six years? Tell us how
S1: this all started, and it sounds as if this has
S1: been in the works for quite a while, wolf in
S1: the curriculum, but also in key activities. Give us a
S1: bit of background into how this started does seem as
S1: if you are making quite a big impact.
S4: It's like a cliché to say, you know, it takes
S4: a village to raise a child. Our teacher doesn't exist.
S4: It's really role modeling. So what happens is the teachers
S4: in the science department, the geography department, all of them
S4: have the curriculum to run, but they bring into the curriculum.
S4: A lot of perspectives be shared with the children, their
S4: belief systems. I think then we realize that it makes
S4: an impact on the children. So if we see that
S4: exactly what we doing in the school, I think we
S4: started off, you know, everybody who will are doing their part,
S4: but we didn't really know what each departments were doing.
S4: And over the years we saw many opportunities to collaborate.
S4: So the science used to do their thing, the geography
S4: used to do the thing and the literature department, the
S4: music department used to do their thing. But as we
S4: moved along, as we work together and as we showcase
S4: students work, we saw tons of opportunities to collaborate. So
S4: this year, when we actually had to process Green Week,
S4: Earth Day, what we actually did is we collaborated between
S4: the departments, right? So the kids got to experience environmental education,
S4: not need the hot knowledge of us and things, but
S4: also the softer things to music, to art, to conversations.
S4: So all these things, actually, because it's repeated across and
S4: is the daily experience of the students, somehow sinks into them.
S4: It makes a week into their hearts, right? Had knowledge
S4: we into their hearts.
S1: Yeah, yeah. I mean, this really sounds quite enlightened and
S1: it's so glad. To hear that you've been able to
S1: sort of embed all of this into so many different subjects,
S1: and there is the common theme to it, which really
S1: makes the kids excited about it. But frankly speaking from
S1: a teacher, do you ever see that there are offs
S1: and do you feel pressure to keep with the regular curriculum?
S1: Let's say that, you know, sometimes still needs to be covered.
S1: Are you able to marry the two quite well?
S4: There is no pressure. There is no pressure. The subjects itself,
S4: the curriculum itself lends itself to topics on sustainability. So
S4: when they actually studied the science, we're not talking to
S4: the children and extended the shows, the company's chemistry and
S4: how we learned about carbon and methane, right? Alex learned
S4: about methane to the LP, which is our school applied
S4: learning program, Creative Engineering. The kids actually learned about UN
S4: development goals, and one of them was actually energy and water.
S4: So there is really no pressure to. I must do this.
S4: So to meet the exam needs, I think it can
S4: be really naturally done. And the for example, the jiofi
S4: syllabus in step one is to talk about rainforest books,
S4: about flooding. So for our students, it's like, where's our forests?
S4: We don't have forests in Singapore. So that's an opportunity
S4: when we bring in the exhibits like Pratibha talked about
S4: that Singapore is actually an urban forest and where we
S4: actually plant and then the kids see the relevance of
S4: some of the things we are doing in Singapore with
S4: some of the things that are happening out in the world.
S4: I think it's actually a very beautiful fit and no pressure.
S4: In fact, as a teacher myself, I really enjoy carrying
S4: out the lessons and the conversations we have in the
S4: classroom with the students.
S1: I also want to talk a little bit more about
S1: the school itself in some of the things that you're
S1: actually doing, you know, various smart fans I hear or
S1: solar panels, you're also partnering with Japanese Town Council, right
S1: to do some food composting. I would imagine this is
S1: changing the way that students think that it's all students, right?
S1: Not just those who take geography, for example. What do
S1: you think has the biggest impact? Is there one initiative
S1: that you're really, really proud of or do they all
S1: add up together for you?
S4: They all add up. So in our school, we take
S4: the A's approach to it, to the East, meaning authentic
S4: expression and collaborative. So when we plan our activities, whether
S4: it's cyber wellness or environment, education or mental health, we're
S4: very conscious of the approach in how we do it.
S4: We talk about working with partners and partners is very
S4: important for schools. So let me just share a bit
S4: about the tie up with Tenctonese Town Council when they
S4: approached the school because the vertical farm was just behind
S4: the school. They have a tilapia on analytical farm, so
S4: they came into the school and a part of the
S4: school I shared with the students health. Food waste from
S4: the canteen or even from their homes can be actually
S4: fed to the actual fly and how the excreta can
S4: actually be used to fertilize the vegetables and also the
S4: larvae that can be fed to the fishes. And we
S4: also had an exhibition run by a company or toilet.
S4: And when the student saw it, you know, it was
S4: very eye opening. So we talk about authentic, experiential. After
S4: that talk, we had the exhibition and in fact, it
S4: motivated my teacher and for other students to find out more.
S4: So what they did was they went to find out more.
S4: They visited the site and did a bit more research,
S4: and the plan is actually to share this. I was
S4: forced to share it with our one. So when we
S4: actually bring in partners, we learn as the school community,
S4: teachers learn, students learn how canteens. Stallholders also learn because
S4: they are part of that foot race, right? Even our
S4: own Emlen, because he helps us coordinate so we learn
S4: as a learning community and. And then what is very
S4: beautiful that there are students will get excited who find
S4: out more. They teach it to the next year. One.
S4: So it's circular. So what in the process we do
S4: is we bring and pull more people along. So that's
S4: the school we really appreciate, and value is our partnership
S4: with external community because they have the expertise. So whenever possible,
S4: we try and bring them in so that the enthusiasm
S4: of students so they hear from people apart from teachers.
S1: How easy or difficult do you think this is going
S1: to be to replicate to other schools? I mean, you
S1: guys sound really, really forward thinking really ahead of the curve.
S1: If you look at other schools in other neighborhoods. What
S1: is the X Factor that you think you guys had
S1: at Epenesa Secondary that allows you to do this X Factor?
S4: I think X factors exists in the whole teaching fraternity.
S4: There are so many sparks out there when we started
S4: and it's really started by my colleagues in company say many,
S4: many years, even before I came in, after we have
S4: done some of the things we have done, it actually
S4: got us more excited. So tied up with a friend
S4: in Single-Sex and because our kids and we we started
S4: talking about this more. I think they realized and we
S4: realized they wanted more experience. And this is in line
S4: with how we plan our curriculum, give them experience, let
S4: them touch and let Alexa feel need to be in nature.
S4: So we actually went to us on All-SEC to share
S4: with us how we actually started their garden, their farm
S4: and how they grew vegetables and how they donated to
S4: the community. So there are a lot of beautiful things
S4: happening in schools, and that's a good thing because then
S4: we learn from each other. We all have different strengths.
S4: Being the same is actually not a good idea, but
S4: being organic and trying out and then learning from each
S4: other based on our student needs to profile our student interests.
S4: I think that is a strength. So I wouldn't quite
S4: like the photocopying machine, kind of. But really, let's try.
S4: Let's try, and I am grateful to have that community
S4: of teachers who say, Yeah, let's try.
S1: I'm going to bring Alexa and Pratibha back into the conversation.
S1: And I mean, a lot of what we've spoken about
S1: so far is really positive and really nice to hear.
S1: But let's talk about habits and the way things actually
S1: are in Singapore. I'm sure you guys, as you look around,
S1: you may see poor environmental practices, you know, things that
S1: we could really do better on both as individuals, you know, me,
S1: you as as well as a larger country, you know,
S1: as an economy, as whatever, name me, one or two
S1: things that you think we really should either do better
S1: or just stop doing some of these really bad environmental practices.
S2: My. I always see this because when I go down
S2: for like a war river, I always see many people
S2: in through. It's a lot of people dithering in my house,
S2: even if there's a new secretary alive for things that
S2: you're right there and people are still constantly finding ways
S2: to be thrown to the floor. And this is where
S2: you always need the initiative. So I think many South
S2: Koreans have a trash and like people, we're doing many
S2: things you don't do this country, our it all the penis.
S2: I would agree it wasn't winter. We can't just put
S2: all of the responsibility on them. Singapore is our country
S2: and we shouldn't do it ourselves. And it is all
S2: about the policy and is the ways that us, you know,
S2: always see like people going the know, dispose their trash
S2: properly because I always see the recycling bins in my
S2: house are always full and it's all full of stuff
S2: that they recycle. You know, people, you know, want more
S2: aware of what they recycle and how they really like
S2: the issue properly do what you want to do if
S2: they want. And I hope the Roman, at least the
S2: best they can do is do it the right way,
S2: especially e-waste. You know, Chris, e-waste is very hard to
S2: dispose of burning it like how we burn plastic. It
S2: was just really a lot of carbon emissions which contribute
S2: to greenhouse gases. So I feel like if people do
S2: their part properly, we should be more aware of the action,
S2: especially if they should really consider the impact it really
S2: has not only on Singapore but actually globally. Because climate
S2: change is not really something that affects Nepal is a
S2: global issue, and we should really be more aware.
S1: Very nice. Well, since you raised the issue of e-waste,
S1: I'm going to ask you and Alex then related to this.
S1: Are you able to then tell your friends and your
S1: family and yourselves, you know, let's not change our phones
S1: that regularly, you know, just because there's a new model
S1: of a phone or change our laptops. You think everyone
S1: can do a little bit more in really changing their
S1: habits there?
S3: Alex, I agree on e-waste and she did mention this,
S3: but you're also a great ambassador of my class last year,
S3: and she gave us showing on e-waste. And I still
S3: remember the details that you gave. And I think what
S3: really struck me is the consequences of e-waste sharing of e-waste.
S3: I learned that us is very hard to dispose of,
S3: as you said. So I am more aware of the
S3: electronics that I dispose off now. For example, if my episodes,
S3: I suppose I wouldn't just throw them in the rubbish
S3: bin as I did before, because in the past I
S3: really didn't know that throwing off electronics could lead to
S3: global warming and carbon emissions, and I didn't know that
S3: it it could lead to such a big issue. But
S3: now that I know about this issue, I actually am
S3: more careful of how it is both my e-waste. I
S3: know that they can be recycled now. So on the
S3: day that the green ambassadors were collecting e-waste, I also
S3: tried to play a part in it and I got
S3: some of my e-waste to be recycled.
S1: Very nice. OK. Besides e-waste, that is there is that
S1: habit that you think Singapore and Singapore have, that it's
S1: really environmentally unfriendly that you really want to change. And
S1: if you could change overnight, what would it be?
S3: Although it's also a very precious and limited resource. And
S3: I think that many people really just ignore the existence
S3: of water because they think that or, you know, water
S3: can just come out of that dance and they are sorry,
S3: just just like that. It's very easy, but they don't
S3: know that it's a very limited resource and also very valuable.
S3: And I was one of them who didn't really pay
S3: attention to water as well, and some habits that I've
S3: developed from learning about environmental knowledge. Closing that day when
S3: I'm brushing my teeth because it only takes that one
S3: minute to brush your teeth. But people are very lazy
S3: and they do not want to get that. I think
S3: that every second counts, every second of water that comes
S3: up from that matters. And even the intervals between washing
S3: our teachers, also the methods that you should also take
S3: when the water is not needed.
S1: Very good. I'm going to get in two last questions
S1: for all of you guys, and maybe it's this one
S1: same question for the three of you. You know, Pratibha
S1: and Alex youth are really, really passionate about this issue
S1: about the environment and climate change. Have you thought into
S1: the future, whether it's in your further studies or even
S1: when you go to work? Is this something that you
S1: want to continue to champion to maybe work in even
S1: one fine day because you do sound very, very passionate
S1: and pretty well when you see students like Pratibha and Alex,
S1: do you feel encouraged and would you want them to
S1: go into the field of environment and looking at a
S1: two of them? I'm quite encouraged as well. What would
S1: you advise them for their future prospects? But first, the students.
S1: So Alex, first?
S3: Oh, yes, definitely, because I really love caring for the
S3: environment because I feel that caring for the environment really
S3: not just once a character, for example. For me, developing
S3: sustainable and green habits has also changed my character, and
S3: I feel that it really has helped me become a
S3: better person. And I would love to be working in
S3: a few where the environment is constantly there. And personally,
S3: I aspire to be a doctor, but there are also
S3: other job opportunities that I am also interested in that
S3: is related to the environment and because I'm still young,
S3: so I'm really not sure of my future job. I
S3: don't know what to. I'll end up in, but whether
S3: or not I get my dream job, I think that
S3: it's really excellent to be working in a field where
S3: caring for the environment is always a requirement. I feel
S3: that if people working in this field, more people will
S3: be encouraged to care for the environment.
S1: Well, my advice to you is so long as you
S1: enjoy doing it, that's already a dream job. So good
S1: luck to you. I hope you do it, Pratibha. How
S1: about you?
S2: Personally, I'm also a salesperson. My goal right now is
S2: that my future job is to be a biochemist mostly
S2: is because I really want to help people. But right now,
S2: as I learn about sciences in my school right now,
S2: I can say, is that actually a lot? Because she
S2: thinks a lot about the environment? I may not be
S2: someone I as passionate about the environment as I am now,
S2: maybe in the future. I think that I'll continue like
S2: doing the sustainable habits that I am doing right now.
S2: There is the opportunity for me to actually get into
S2: the industrial environment because as Alexa, I'm a great investor
S2: and in Green Bay, you race presentation that I did
S2: some of my friends, they came up to me. And
S2: since our class is a class, they were like, You
S2: have any other extra emails you like you can use
S2: and all great whites, you know, like, I don't know
S2: why you need it. So. And the issue to me
S2: about how they use the old battery pots in their
S2: uniforms and in the phones is a new way of
S2: ensuring they can actually use it. For that, I could
S2: join batteries, the power up their joints and learning about that,
S2: I'll say, Oh, that's so cool. You know, what I
S2: see is actually influential for them actually making environmental change
S2: to isolate the feeling that I got, like I really
S2: personally like, felt really proud that I'm actually advocating for
S2: a change. So maybe like some kind of future, you know, like,
S2: I'm still young. I'm thinking about is know, helping people,
S2: you know, bio I like him because it's like the
S2: subjects I'm a bit better in as I spend my
S2: time in school. You know, as I continue growing, I
S2: think my love for the environment will still continue to
S2: grow and nourish. So maybe there is a chance in
S2: the future that I might become an educator for it,
S2: and I'm going to be a stage three stage and
S2: all of the students
S1: pretty listening to all this you. You must be even
S1: more encouraged and then invigorated by the future that these
S1: young adults seem to hold for us. What would you
S1: advise them then to continue this through their studies and
S1: through their careers next time
S4: the kids really make me feel young every day for
S4: the kids nowadays? And if you hurt election, they said,
S4: I am still young, I'm still young. So sometimes at
S4: this age they feel very overwhelming. People actually ask them,
S4: What careers would you go into? So in our school,
S4: you would usually ask them, What do you think is
S4: your gift to the world? I agree. And your gift
S4: to the world, you know, what are you passionate about?
S4: Because I think that would actually make them more purposeful.
S4: So what we try and do is we just expose
S4: them to as many fields as possible. My colleagues for and.
S4: Expose them to as many areas because we need expert,
S4: passionate people in all areas, whether it's environment, whether it's
S4: wellbeing or electrons to be a doctor. I hope that
S4: whatever their passion or whatever career, they want to go
S4: into being environmentally conscious being and remain mentally friendly. And
S4: it can also be your career because you volunteer there
S4: on a regular basis. You just don't get paid for it.
S4: So that's why we we actually tell our kids sustainable habits,
S4: beautiful world, because we really want them to to think
S4: green is sustainable, whether it's your career or not. But
S4: if you are mindful that whatever job you do, you
S4: not waste food in water, in energy. I think that
S4: would contribute to all the efforts that every other group
S4: is trying to do for climate change.
S1: Well, pretty Pratibha and Alex, it's been a really inspiring conversation.
S1: Thank you very much. Thank you for speaking with me.
S1: And thanks for listening to the climate conversation, stay up
S1: to date on CNN's coverage of climate change on CNN.
S1: You can also find this and other senior podcasts on
S1: our website and on iTunes and Spotify. Team behind this podcast. Christina,
S1: Robert Insulin and every law. I'm Jamie Horton next week.