Collapse

Collapse Scenario: Collapse Dimensions: dimensions for collapse 2.doc Collapse Driving Forces: Driving Forces for Collapse 4.doc

1. An environmental disaster catalyzes an economic crises, that causes the global system to collapse. a. Environmental disaster: i. Oil shocks ii. Polar caps melting iii. Air quality degradation b. Transpacific travel becomes difficult due to a lack of resources/finance/capability. c. Population is reduced by 3/4s as the rich flee the island, and everyone else either dies or figures out how to survive. 2. From an information age to a survival age a. Survival of community as dominant focus, rather than spreading/acquiring information. 3. Education as a practical tool for survival, rather than as a means for economic growth/prestige/etc. 4. Change becomes dependent on the ability of people to gather and utilize resources. a. Change is slow as Hawaii is relatively cut off from mainland. 5. Due to environmental disaster, coastline has moved inward on oahu a. Focus on Mano’a valley as a fertile land for food production.

Design Criteria: 1. Dual-use university a. University must be used as a space for: i. community production ii. education of how to produce things iii. mentoring system (apprentices, etc). 2. Resources: a. Based on availability of energy b. Must generate own revenue/ independent university c. Costs must be reduced/ efficiency based learning 3. Accountable: The university and society are connected at the hip, so if one fails, both fail. a. Accountability = death 4. Collaborative: a. Community industry, business, ‘government,’ are all focused on the university as a means to achieve social survival. 5. No large lecture halls: a. Personal education, b. small spaces c. small group-to-group learning

Attributes: 1. Identification of the university as the space for collaboration between all ‘movers and shakers’ of society to ensure community survival. 2. Integration with the wider community as lines between university and society are removed due to the requirements of material production/survival. 3. Breeding ground for the transmission of native Hawaiian ideas of survival to the wider population a. i.e., education about fish ponds, taro patches, etc. 4. Whatever technology remains or can be created is used to disseminate survival education, as well as to assist with production, in whatever way technology may be applicable. a. Primarily communication and production as focus for tech. 5. University is a realm of collaborative research among all members of society as they search for ways to ensure community surivival in an atmosphere of isolation.

Performance:
 * 1) University as a realm of many ‘spaces’ catered to facilitate the distribution of knowledge and production for whatever deemed necessary for surivvial of the community.
 * 2) Due to collapse, any remaining barriers between community and university and between university departments have been removed in a desire to pursue survival.
 * 3) Develop a community network based upon mutual interdependence
 * 4) i.e. everyone in the community relies on everyone else for survival, and university acts as a hub between these numerous community interests.
 * 5) Accommodates a variety of uses for the university
 * 6) production of food and other material needs
 * 7) spreading information regarding how to produce food and material needs effectively.
 * 8) Reinforces the perception that the society is bound together in the quest for survival.
 * 9) i.e. university becomes a focus for the identity of the community.