Chris Ward

Human Ecology Essay - Draft 2.1

Fall 06/07 - September 15th 2006

Sustainable Education: Human Ecology, Science and Technology

The state of technology is progressing forward at neck breaking speeds and it is leaving victims in its wake. There is a huge amount of responsibility in owning control in the development of the future as we, the pioneers of science and technology who maintain it tightly in our grips do. Educated, informed and in control. Unfortunately, our education systems of today are not keeping up with the rapid evolution of technology and it’s growing importance, influence and impact on society. They are instead stuck processing the adolescent and maturing minds in the machine of narrowing disciplinary studies programs with little regard for empowering the young minds to integrate thoughts of responsibility and sustainability into their education and upbringing. Our planet and its’ inhabitant are suffering greatly for it. For both the growing creators of science and technology and the respective consumers of these technologies and services that are right now maturing in the current system, a new model of education needs to be integrated that can shed light on our human responsibilities toward both sustainable development and use of technologies now and forever in the coming future. It also needs to be done in a way that has this responsibility more connected throughout all parts of the education, rather than isolated into some general category such as Ethics 101. The Human Ecological education model is one such method for teaching this basic principle of sustainable thinking across all age groups and I believe it could provide a perspective on both the development models and the consumptive practices that would encourage a greater thoughtfulness toward sustainability.

Applications of technology are growing everyday in their power and influence over society at large. Firstly, new technologies generally affect us locally, but these days, we are all ever more quickly affected by changes in this shrinking digital world. Digital technologies alone are making communication across the globe at light speeds faster than ever before conceived possible. This fact enhances the prospects of economic progress the whole world over and makes public participation in the media and democratic processes more accessible to the people than ever before as well. Digital technologies also are the catalyst for the creation of a whole slew of other technologies like hi-resolution imagery, used for advanced cat-scan machines in the health fields, to hi-powered telescopes and microscopes and commercial satellite technologies that enable us to keep the world and its’ goings on around us in constant view. They are as well the basis for the numerous enhancements to old analogue technologies that were used in products and provided services in the transportation, energy production, food and entertainment industries. In short, digital technologies help to increase the speed and efficiency while we work, and provides a more comfortable living while we do not. But this should not come as a surprise to anyone, as I am sure most of us all already understand the benefits that these advancements in science and technology have provided.

However, as these examples of how the progressing digital technologies of today shine brightly with positive results, they also emit foul smells of disrupted communities, isolation, smog, pollution and nuclear waste, corrupted genomes, dry wells, burnt missle-shot air, and melting ice-caps. These are the dark clouds of uncertainty that lazily weight on our bodies and minds, but they do not lay so heavy on our hearts to cause us to wake up and accept the responsibility each of us have in correcting the situation at hand in our own lives. Let alone are we as a world motivated enough to unite our efforts to truly try and work on the problem on any larger scale together. Sure, there are thousands of individual projects and attempts being made at curving the social, environmental and political problems we are facing, however our general attitudes toward responsibly are too deeply ingrained still in us to make the significant societal changes necessary for world-wide change. We fundamentally believe as a whole that technology holds our answers to solving the problems of today and tomorrow, and we are shown that the free market economic forces will guide all things eventually to meet our needs, even those implied in our need for ultimate survival. What we need now then to meet the challenge of a shift in world-view, is a fundamental restructuring of the institutions of education.

In general, it seems to me that the average educated person in this world was pushed through a westernized education system whose model brought the pupil at graduation to a point of understanding in one field alone, or even more likely understanding in one specific topic in that one field, but an understanding of it in great depth. However, beyond that, the likelihood that their knowledge and understanding of other subjects falls sharply away there after is high. We are taught to mind our own business, do what we are told, and not stray very far from keeping our minds on completing the work that we have been marked for completion. If one fits into this category, it means too that in addition, their knowledge building after their basic education was completed, almost surely was focused specifically on perspectives that detailed the theoretical and practical aspects of the topic(s) of direct interest, and nothing else. Our final thesis work being the culminating point of proof in education. All truths and falsehoods are seen to be true or false from within the dominant perspective of their specialized discipline, and rarely do scientists or highly educated persons stray far from these alpha perspectives otherwise. This means that other than for the demands of the basic requisites, each pupil is very likely to have been able to avoid for the most part courses that taught principles of ethics, questions of epistemological importance, cultural, community and environmental sustainability, human studies, and all other perspectives that integrate human connection and development into the equation of interest. Even more likely, these topics were not integrated into the day to day learning of the pupil in a way that would make them inseparable from all thoughts of the subjects at hand. Therefore I believe it leads to the situation that most pupils continue on in the working world to develop both their careers and lives around the same non-human-integrated perspective that lacks inclusion of the question of our responsibility to the world around us in the long-term. Creating a world were responsibility is a question of efficiency, rather than a part of being. Unfortunately, a fact that it seems we must face as true because it is how we have learned to learn and work from the first day we entered a classroom.

As consumers or as creators of technology, and whether the technology is created for or are used by the government, a hospital, at home, etc. should not be important. The responsibility toward the basic principle of sustainability–that is, making choices in creation or consumption that positively outweigh their alternatives in benefits and under-weigh them in costs over the long term–should, in my opinion, be adhered by all at all times. Of course I am not suggesting that it will ever in fact be this way. Although I am stating that I believe with certain fundamental changes in the institutions of education we could make great strides towards a world closer to the ideal.

The Human Ecological perspective brings us one means for integrating this principle into the education of pupils round the world that would help a significant number of pupils to internalize the responsibility needed to start building a sustainable world from very early on. Human Ecology takes a multidisciplinary approach to education through the art of problem understanding and solving. An approach that integrates its’ core values into all aspects of the educational process, such as human morals and values, responsible and sustainable thinking, compassion, and the drive to question everything from many perspectives. Because it is believed these things are all inseparable from our being if we are to live in a sustainable world, it goes above and beyond the standard disciplinary methods for solving problems by adding human connection back into the equation. With connections built in that recognize the interconnectivity of humans to all that is, a more clear understanding of the responsibility we have for the choices we make would necessarily begin to shine through more brightly. The maturing generations of scientists and consumers would be able to see their choices in light of their heart and their mind and judge their decisions based on considerations of the effects each might have on those around them. Ultimately, creating a society with the knowledge and tools available to avoid so easily getting caught up in the downward spiraling whirlwinds of destructive consumption.

As far fetched and Utopian as a sustainable world may seem–one where people make choices only after considerable thought has been put in the effects of the choice to create or consume, and consistently choose the option most sustainable over the long-term–consider the fact that young children are able to learn such unimaginable concepts even before they can read. Authors of many children’s books all around the world have taken the lead in ensuring children are taught how to be responsible from as early as their parents begin to read them in simple language bed-time tales and fairy tales. General themes such as proper disposal of waste and the minimization of waste, cause and effect, being healthy, respecting others, and the like are seamlessly woven in and out of countless stories that teach children how to be responsible and also without them really knowing it, how to be sustainable. Eat green vegetables more than those that come from a can. Keep your environment clean. Help others and treat them in the way you would like to be treated. Recognize the effects of your choices and choose wisely, etc. all lead me to believe, perhaps fallaciously, although I believe quite reasonably, that the challenge of creating a new generation that grows up with the mentality of sustainable living and responsibility through choice is feasible. However there first must be genuine commitment to collaborative change in the education system towards one that integrates that which is or represents the Human Ecological perspective. And we must all work together to figure out how it would best be put in order. No one man has all the answers, but together all answers must be known.

To clarify and conclude, I do not mean to suggest that the Human Ecological perspective is the solution to the worlds problems. Rather, I believe that with Human Ecology there lies only seeds of possibility. Those which could sprout to form the strong, sustainable roots the world need to disrupt the growth of destructive consumption and immoral, inhuman and unjust technological progress. The development of science and technology is in our hands and is in the hands of the coming generations to follow. We must all take the responsibility that having such control and power over the way the world turns demands of us, show others too that it is in everyone’s best interest for them to do the same, and not just stop there. With a Human Ecological education, it can be shone that being sustainable is more than just a goal to be reached. It can be something that becomes part of who you are. You learn to be, simply sustainable.