Education for sustainability // Module 3 Essay Example
Environment and Education 6
Environment and education
Environment and education
Key lessons from lectures and online resources
Lectures have been the primary sources of all lessons for the course while the online resources have been beneficial in complementing the lectures. From the lectures, it was discovered that environmental humanities is an emerging interdisciplinary field which provides a response to the Anthropocene challenges. The field of study has also been identified to have the ability to bridge the humanities to social sciences and natural sciences. The specific areas in the environmental field include philosophy, cultural studies, human geography, human-animal studies, visual and performing arts, indigenous philosophies. The lectures also provided important lessons that humanity cannot rely on the environmental resources to culture impunity (Taylor, 2016). Human beings must revisit their relationship with the environment to ensure that sustainability is achieved. The nature-culture divide established by human beings has proven to be destructive and must be bridged. The ethical consideration must be aligned to the environment.
From the online resources, unsustainable use of environmental resources results in environmental degradation (Jeffery, 2005). People have to redefine the term humanity and establish its link to the environment and not only the link with other persons. Human beings must understand and reposition within the environment. Environment and human beings
.in such way that human beings depend on the environment for survival. However, the environment has its own way of regulating all systems within it, thus may not need human intervention. Environment humanities can provide lessons to enhance understanding of the roles of each component. The environment provides and people must make use of these provisions in a sustainable way. Equally, human beings must align cultural articulations such as myths and ethical spheres to serve the best interest of the environment which is conservation. The current situation provides human beings with adequate lessons to restructure various approaches and establish a theme of change. It is possible for human beings to discard their greed and use the environment sustainably by avoiding harmful exploitation.
Impact of learning on thinking about sustainability
According to Dooren and Rose (2012), learning can change the way people think about sustainability and thus spark the urge to conserve the environment. Through learning, a clear understanding of the state of the environment is enhanced thus the need for change can be identified. Learning helps individuals connect what they see as to exist in the learning environment. It can be considered as a situation where a learner is exposed to the practical lessons before exposure to the theoretical lessons.
Learning helps in reshaping the ethical perspectives of learners with regards to the environment (Taylor & Pacini-Ketchabaw, 2015). While cultural articulation might have been present to prescribe the aspect of ethics, the ethical considerations with regards to the environment were never well defined. For instance, culture must have a unique way of incorporating environmental friendly ethical standards. It is evident that ethical values and norms in most culture dictate the behavior of the people. In some cultures, certain creatures were pristine, a norm that preserved and conserved the environment. Certain cultural articulation indirectly safeguarded the environment and ensured that degradation was avoided. Learning creates a unique understanding of the current trends and links the environmental changes to ethical values. Basing on ethical values, individuals have an opportunity to think about the past, present and future (Jeffery, 2005). From personal perspectives, one can determine whether specific actions are a form of justice or injustice towards the environment.
Sustainability ensures that equity is achieved in two main ways which are inter-generational equity and the intra-generational equity. Intergeneration equity implies that the use of resources should not disadvantage other persons within the same generation. On the other hand, inter-generational equity implies that the use of resources must not compromise the chance of future generations from enjoying the same resources. In this sense, conservation is meant to meet both the present and future goals even though the past has already been subjected to numerous forms of injustices. Sustainability can never be an individual matter but rather requires all humanity to take part in the show. One person’s effort can be considered as a drop in the ocean which will never manage to overcome the externalities characterized by unsustainability (Jeffery, 2005).
Ethical implications of learning
Dooren and Rose, (2012) insist that ethics is a critical concept when considering the aspect of sustainability. Ethical values are significant to a point that they dictate the behavior of people in the field of economy, society, culture and politics. Ethics in the field of environment had never been considered as an essential factor until degradation emerged as a global threat. Human beings have managed to access almost all spheres on the globe which include the hydrosphere, lithosphere, atmosphere and even space. Human activities have been responsible for altering the natural environments in the mentioned areas. Ethical values have the potential to make people rethink on the various interactions with the environment. An individual who takes the time to degrade the environment to the extent that his or her great grand-children live in a degraded environment, the ethical values are questionable.
It has been established that children learn with other species while at the same time incorporating the concept of ethics. At a tender age, children can learn to co-exist with nature and all that nature provides. One of the complexities in this area is ensuring that ethical values are conveyed to people of all ages. It is easy to inculcate
ethical values to the young than the superannuated which can render the efforts futile. It is complex when the young generation takes in the skills needed for conservation while on the other hand the ‘role models’ provide a contrasting template.
Geo-cultural perspectives might vary depending on the environment where the perceiver
was raised. The geo-cultural perspective that one student posted insisted that the environment is a unique blessing from a supreme being and should be handled with care. According to the Taoist, every part of the environment is important and was created to exist in the natural form. The environment has its way of establishing a balance to ensure that all components within it are sufficiently sustained. This geo-cultural perspective provides insight on how the cultural norms of the Taoist presented opportunities for conserving the environment. To enhance the ethical consideration, a supreme being has been used and the people questioned to think more before interacting with the environment. The geo-cultural perspective encourages people to respect the environment and anything that exist within the environment.
Dooren, T. v., & Rose, D. B. (2012). Storied-places in a multispecies city. HUMaNNIMALIA 3:2.Pp 1-19
Jeffery, M. I. (2005). Environmental Ethics and Sustainable Development: Ethical and Human Rights Issues in Implementing Indigenous Rights. Retrieved from MqJICEL, Vol 2, pp. 105-120: http://www.law.mq.edu.au/public/download/?id=14972
Taylor, A. (2016). Environmental Humanities Perspectives. Educating for Sustainable Worlds Lecture 1, Module 3.
Taylor, A., & Pacini-Ketchabaw, V. (2015). Learning with Children, Ants, and Worms in the Anthropocene: Towards a Common World Pedagogy of Multispecies Vulnerability. Pedagogy, Culture & Society.
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