Sarah Jacquet‐Ray

Yeah, so it started going viral and everyone said, yeah, this feels just like my environmental studies classes. This is what you do to us, Sarah. And so it clarified for me that what was happening with the overwhelming information they were getting was that they were really melting down inside.

They may not have been always melting down like that six-year-old in my classes or even in office hours, although it felt sometimes we were on the border of that. But it was really clear that that's how they were feeling inside.

They may not have been always melting down like that six-year-old in my classes or even in office hours, although it felt sometimes we were on the border of that. But it was really clear that that's how they were feeling inside.

They may not have been always melting down like that six-year-old in my classes or even in office hours, although it felt sometimes we were on the border of that. But it was really clear that that's how they were feeling inside.

Yeah, so this was actually before she had come to college and she had become very cognizant of all the problems and she was thinking about things like free trade and labor practices, climate change, the transportation of our products we consume, the life cycle of all the products we consume. And she was really... deeply engaged in trying to become a more conscientious consumer.

Yeah, so this was actually before she had come to college and she had become very cognizant of all the problems and she was thinking about things like free trade and labor practices, climate change, the transportation of our products we consume, the life cycle of all the products we consume. And she was really... deeply engaged in trying to become a more conscientious consumer.

Yeah, so this was actually before she had come to college and she had become very cognizant of all the problems and she was thinking about things like free trade and labor practices, climate change, the transportation of our products we consume, the life cycle of all the products we consume. And she was really... deeply engaged in trying to become a more conscientious consumer.

And so when she would go to the store with her family or on her own to just maybe get some deodorant or the essentials of life, much less food to eat, she would look at the product and think of all of the damage that this product has caused in the world. Every ounce of consumption is some sort of impact. You could calculate your ecological footprint by the stuff that you consume.

And so when she would go to the store with her family or on her own to just maybe get some deodorant or the essentials of life, much less food to eat, she would look at the product and think of all of the damage that this product has caused in the world. Every ounce of consumption is some sort of impact. You could calculate your ecological footprint by the stuff that you consume.

And so when she would go to the store with her family or on her own to just maybe get some deodorant or the essentials of life, much less food to eat, she would look at the product and think of all of the damage that this product has caused in the world. Every ounce of consumption is some sort of impact. You could calculate your ecological footprint by the stuff that you consume.

And when young people are often getting this activity in their classes and

And when young people are often getting this activity in their classes and

And when young people are often getting this activity in their classes and

environmental science classes in high school or such called the ecological footprint activity where their teachers are asking them to calculate how many worlds would be required for them to keep up with their consumer lifestyles and it causes young people to sort of tailspin in guilt and complicity and how much just their normal lives um cost the earth and and she just couldn't bring herself to purchase the thing and participate in all of that harm

environmental science classes in high school or such called the ecological footprint activity where their teachers are asking them to calculate how many worlds would be required for them to keep up with their consumer lifestyles and it causes young people to sort of tailspin in guilt and complicity and how much just their normal lives um cost the earth and and she just couldn't bring herself to purchase the thing and participate in all of that harm

environmental science classes in high school or such called the ecological footprint activity where their teachers are asking them to calculate how many worlds would be required for them to keep up with their consumer lifestyles and it causes young people to sort of tailspin in guilt and complicity and how much just their normal lives um cost the earth and and she just couldn't bring herself to purchase the thing and participate in all of that harm

And so it went as far as making her think she would just erase herself and her body as a way of not having impact and of being more acceptable ethically on the planet.

And so it went as far as making her think she would just erase herself and her body as a way of not having impact and of being more acceptable ethically on the planet.

And so it went as far as making her think she would just erase herself and her body as a way of not having impact and of being more acceptable ethically on the planet.

Yeah, I actually call it eco-nihilism because I started to see not only my students not show up to class, they go into pretty severe depressions where they weren't even leaving their rooms.