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Lect 6b Environmentally toxic beliefs 2013
The document discusses environmentally toxic belief systems that contribute to the ecological crisis, identifying five main toxic beliefs: progress, individualism, anthropocentrism, faith in rationalism, and the devaluing of tacit knowledge. It highlights how these beliefs undermine sustainable community and environmental relationships, suggesting that outdoor education can either support or challenge these dominant paradigms. Additionally, it emphasizes the need for critical thinking in education to foster a more engaged and caring relationship with the environment.
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Lect 6b Environmentally toxic beliefs 2013
- 1. OEEDU5001 Concepts in OutdoorEducation Week six Environmentally toxic belief systems
- 3. OEE could helpus look back at our society from a different perspective (removed from society - allows for reflection)
- 4. Signposts to awestern worldview? The ecological crisis is fundamentally caused by “environmentally toxic belief systems”
- 5. Toxic = beliefthat does not support or affirm life Many authors contributed… Summarise 5 cultural beliefs and 4 corollaries (associated beliefs)
- 6. Toxic belief #1 Thebelief in progress
- 7. The belief inthe ideal of progress. That progress is inevitable, unidirectional, and upward. Therefore progress will lead to social improvement Toxic belief #1 - The belief in progress
- 8. Described as themain obstacle to re-creating human communities that are truly sustainable. But what is Progress? Progress ought mean getting nearer to the place you want to be… Where or what is that? In terms of community, environment and your role/relationship with both? Toxic belief #1 - The belief in progress
- 9. Cultural myths Progress anddevelopment = increased control and complex technology. Success = accumulation of wealth and possessions. The health of a society = its rate of economic growth. Freedom = the ability to choose in the marketplace. Toxic belief #1 - The belief in progress
- 10. Toxic belief #2 Theimportance of the individual
- 11. The ideology ofindividualism Emphasis on self-realisation at the expense of the community (OE??) Everyone can succeed if they try hard enough. (Cultural myth #2) Therefore undermines any sense of an interdependent biotic community Toxic belief #2 - The importance of the individual
- 12.
- 13. Views the worldfrom the perspective of human interests ‘the Environment’ = not us! Therefore possible to separate humans from the environment Descartes dualism – (16th C) a mechanistic model of nature yielded context free, value free knowledge of the external world. The human species is different from everything else on earth… the only being processing a mind. Toxic belief #3 - Anthropocentrism
- 14. Toxic belief #4 Faithin rationalism
- 15. The idea thatreason, deductive intellectual processes, are the basis of all truth... Intuition? The belief that if we have all the facts we will make good decisions and problems will be solved Toxic belief #4 - Faith in rationalism
- 16. Therefore views natureas a resource for our use, and Science will solve our problems. But, most ecological challenges are, at least in part, value/moral issues. Toxic belief #4 - Faith in rationalism
- 17. Toxic belief #5 Thedevaluing of tacit knowledge
- 18. Western society focuseson objective, scientific ways of knowing. But we know that tacit ways of knowing are a major avenue for building relationships. The same is true of relationships with nature. Toxic belief #5 - The devaluing of tacit knowledge
- 19. Corollary = Devaluingof caring • Feminine traits are devalued in general (e.g., feelings, intuitive thinking) • Therefore we resolve enviro conflicts on the principle of justice (logic and rationality) rather than caring (emotion and intuition).
- 20. Corollary = Devaluingof the spiritual or sacred • Mainstream culture struggles with spiritual or sacred knowing – especially of nature • Indigenous cultures are quite opposite • Sacredness of nature is problematic?
- 21. Corollary = Lackof relationship with non-human nature • Rare for people to have relationships with nature today. (outdoor rec? Gardening?) • Lack of positive experiences in natural, non-urbanised environment. (80% of Aust live in cities over 100,000 in population.) • leaves less opportunity for caring for environment? • Scandinavian early schooling
- 22. Corollary = Senseof inertia and powerlessness • Our education systems are passive (and reproductive of the dominant social order? See ideology of education) • Critical thinking for environmentalism is not taught in mainstream education. • People feel powerless to make a difference (problem of scale) • Bioregionalism.
- 23. How does outdooreducation practice support or clash/challenge the dominant social paradigm?
- 24. Practices that support Practices that challenge Whatdo we take for granted as good to include in OE trips that may work against the understanding that we are seeking in students? What are some of the things that people look at and think you’re silly doing?
- 25.
- 26. Practices that support Practices that challenge •Consumption of high tech gear…and as a way to resolve human nature risks • Development of the individual – self actualisation. • Promotion of leadership over membership • Dominance of nature’s challenges • Language? “worthless rock, poor snow etc” • Risk for no immediate gain • Rejection of comfort? • Selecting technology? • Promotion of group outcomes/community values • Valuing of non-human species • Looking back? • Cyclical time valued? • Alternate ways of knowing? Affective valued
- 27. References • Brookes, A.(1994). Reading between the lines: Outdoor experience as environmental “text.” Leisure Today (Journal or Physical Education, Recreation and Dance), v.65(8), 28-33,39. • Chenery, M. (1994, July). Looking back from the Bush: A view of eco-ethical thinking from the perspective of Australian outdoor education. Paper presented at ART- Seminar on Eco-ethical thinking in a cross-cultural perspective. University of the Saarland, Germany