As we deal with the awareness that we live in a finite world, what will stir us to act more effectively, re-evaluate our responsibilities, and aid our transition in a rapidly changing time? I believe education is one path to solving two critical dilemmas facing us: social breakdown and environmental degradation. Those of us in education might do well to reexamine the basic premises that motivate us to teach.

The problem? I recently surveyed Massachusetts college catalogues (both private and public), from U. Mass to community colleges. I found a clear lack of focus of course offerings of the type of environmental education needed to bring us into the 21st century. (There are some exceptions, such as Tufts University for one, and some individual instructors offer isolated ecology components in various courses.) Besides a broad-based understanding of how the ecosystem works and sustains life (Van Matre, 1990), where are courses that foster student awareness, values, and critical thinking skills that will enable them to cope with problems (such as toxic and nuclear wastes, shortage of potable water, bizarre weather patterns, and global warming)? Are we training our students to become better ecological decision makers? This process will be important in an age of polarizing values, debate and ideas.

It seems that even nationwide, most universities have devalued or not given adequate funding or attention to environmental studies. Because they have not been perceived as "hard" (technological) science, these types of courses have been kept on the margins, closed down at the first opportunity, and inadequately marketed. If the environmental studies courses include a technological component, and reflect the dominant social values, then they are viewed favorably (Milbrath, 1989). But now in the 90's, a new type of educational focus needs to be examined, particularly in community colleges, where job training is often the primary goal.

Scientists, economists, and sociologists agree that we are approaching a post-modern age in which new paradigms are necessary for us to live sustainably on the planet. There is a need for new ways to think and provide a continuum for society where a sustainable, ecologically sound future is envisioned. As Cortese states so forcefully:

[This] paradigm shift to sustainability will require short- and long-term educational efforts to change the [belief systems] of individuals and institutions toward protecting the environment and health in their personal and professional lives. Future leaders of the twenty-first century must understand that humans are part of the natural environment, that virtually every human activity affects the health and welfare of the planet, and that air, water, land, plant, and animal life provide the basic support for human existence. They must have awareness, knowledge, skills, and values to carry out their lives in an environmentally just and sustainable manner. These strategies will require leadership and commitment by colleges, universities and professional schools which bear profound responsibilities to increase awareness, knowledge, skills, technologies and values to create an environmentally sustainable future....Future scientists, engineers, and business people will design technology and economic activities that sustain, rather than degrade the natural environment, enhance human health and well-being, and mimic and live within the limits of natural systems.....All professionals will understand their connection to the natural world and to other humans globally. They should know where products and services come from, where wastes go, and what they do to humans and other living species....(1994, p. 12)

How can we apply these new and emerging ideas in transmitting and defining education? Some universities like Tufts and Clark are already taking leadership in addressing such challenges. Other educational arenas, such as environmental centers, and especially community colleges, now need to consider actions to strengthen or develop programs and courses promoting ecological literacy.

In 1990, 1670 scientists warned that we have 10-20 years to turn around ecologically damaging practices or the ability of the earth to sustain human life will be irreparably compromised (Union of Concerned Scientists, 1993). Many environmental problems are complex and long term. For example, although CFC emissions (which destroy the ozone layer) are being phased out, scientists estimate it may take more than 100 years for the ozone layer to recover. The depletion of the ozone layer has been linked to alarming trends in the rise of malignant skin cancer(Cortese, 1994). Do our educational institutions of higher learning promote the type of analysis of root causes necessary to address problems such as the destruction of the ozone layer? Or, do instructors in related classes feel their responsibilities are fulfilled if they only cover all the information in the curriculum'.' Skills such as discovering root causes and other critical thinking exercises that stress connections rather than separateness are some of the changes identified as crucial to formulate meaningful educational experiences. In an age where today's information is rapidly replaced by tomorrow's discoveries, critical and creative thinking in context with social implications of knowledge will be increasingly demanded by our students in order to make the transition to an ever-changing future (Milbrath, 1989).

Some evidence of this accelerating trend toward transformation of thought and theories which drive culture, science, economics and even religious belief systems has emerged since the 1970s. As we experience this shift in ideas, we find that it embraces such topics as sustainable agriculture and development and ecological economics, green business opportunities and new biotechnologies (such as using wetlands as water and sewage treatment systems). New areas of study are beginning to open up. There is unfolding an interfacing of disciplines and the result is new jobs in the following areas: ecology-economics; ecology-engineering (restoration ecology); ecology-wildlife management (conservation ecology); ecology-taxonomy (biological diversity); ecology-chemistry (ecotoxicology); ecology-geography (landscape ecology); ecology-hydrology (wetland ecology); ecology-agriculture (agroecology); ecology-philosophy (environmental ethics) (Odum, 1993, p. xiii).

These areas of study represent a vast spectrum of new knowledge and influences. What if we were to consider the following questions?

--What is sustainability? What does sustainability mean for agriculture, health, energy, resources and politics(Orr, 1992, p. 133)?

 

--What skills, abilities, critical and creative thinking will be useful now and in the future (Orr, 1992, p. 133)?

 

--How can we foster awareness of natural life- supporting cycles, and interdependence of all life (Van Matre, 1990)?

 

--How does separation from nature contribute to current conditions of social unrest, ecological instability and degradation of peoples (Bosnia, Rwanda)?

 

--How does the goal of sustainability affect our economy and businesses (not only in terms of changing "business as usual" strategies, but also opportunities for appropriate technology development leading to more jobs, etc.)?

Are our educational institutions addressing such topics? How can we enhance programs already in place? There is no easy or single answer that will address these issues. But we can ask how would our colleges and programs change if they considered these goals.

The most obvious way to go about addressing these questions is to let them float around in our consciousness for a while no matter what topics we teach. Ask yourself: What is the real goal of your instruction? Especially in career-oriented courses, what good is learning a trade if the earth is so polluted that it is harder to grow food, find clean water and live without serious disease? Is learning about math, literature, history, and other topics, move important than learning how the planet supports life? Some professors in the humanities might disagree, but Van Matre presents my view: "isn't it tragic that if you ask people on the street what supports life here...they can name a few trees, but don't understand the flow of sunlight energy in our systems of life or the interconnectedness of all living things" (p. 3).

Many educational topics can include an ecological component. For instance, a teacher in the health care profession can discuss with students the reasons behind the alarming increase in cancers, immune system disorders and rare birth defects. A teacher of environmental technology, besides teaching how to test the water, can remember to discuss how consumption of over-packaged and over-processed foods is connected to poor water quality, and address other issues of contamination such as plastics, chemicals, and other contaminates in the waste stream filtering down to the water supply. "Educational institutions need to be reoriented toward helping students learn these new ways of thinking, which include systematic thinking, futures thinking, integrative thinking, problemistic thinking, creative thinking, values analysis, and moral reasoning" (Milbrath, 1989, p. 110). This is a very different approach than our current system where we sometimes teach isolated courses with isolated bits of information often reduced to a single subject, with few implications as to how certain information relates to other subjects. And finally, there is often little connection to those real life applications of the material in ways that impact society, science and culture.

A teacher who includes "nature study" or "field trips" in a curriculum, can design educational outcomes to include more than just an awareness of fascinating plants and animals. Ideally, components of instruction will stress connections of inter-relatedness and basic life cycles. Programs of environmental and outdoor education already in place can be evaluated to see if their services are carefully designed. These programs should provide learning experiences with specific outcomes, rather than isolated "feel good about nature" activities (Van Matre, 1990, p. 249).

In summary, if we teach students how they are personally affected as each strand in the web of life becomes damaged, they will be better motivated to become problem solvers, or critical and creative thinkers and leaders. The most effective education has a personal component which highlights for the learner the interrelationships and consequences of the knowledge they are receiving.

As educators, if we are serious about restoring connections to natural sciences and ecology for learners, it is imperative we learn more about responsible, meaningful educational experiences. In what ways can we instill in them a greater appreciation for natural systems? This is vital when learners spend most of their time in sterile and concrete buildings, or in front of computers without real contact with the wonder of soil, plants, and animals. Recommended reading is Ecological Literacy: Education and the Transition to a Post-Modern World, by David W. Orr (State University Press in Albany, 1992) and State of the World: A Worldwatch Institute Report on Progress Toward a Sustainable Society, edited by Linda Starke (W.W. Norton & Co., 1993).

Since we exist on a very finite planet, a paramount challenge as we approach the 21st century can be to impress the hearts and minds of those we teach with the fragility and the miraculous wonder and value of all life. These ideas are often missing from education today. If we concern ourselves with these challenges now, life for the generations that follow will be transformed. Our own children and grandchildren might then reap the results of this legacy we sow today as a vital gift. This kind of examination of our motivations and methods of teaching can ensure a successful transition to the future where humans live sustainably on the earth, our one and only home.

Cortese, A. D. (1994, Nov.). Earth day 1995: Partnerships for sustainability. Paper presented at New England Earth Day Organizing Conference, Boston, MA.

Milbrath, L. W. (1989). Envisioning a sustainable society. Learning our way out. New York: State University of New York Press.

Odum, E. P (1993). Ecology and our endangered life support systems. (2nd ed.). Sunderland, MA: Sinauer Associates, Inc.

On; D. W. (1992). Ecological literacy. Education and the transition to a postmodern world. New York: State University of New York Press.

Union of Concerned Scientists. ( 1993). World scientists warning to humanity (Pamphlet) Cambridge, MA: Union of Concerned Scientists.

Van Matre, S. (1990). Earth education. A new beginning. Warrenville, Illinois: Institute for Earth Education. 

BACK	SPRING 1997 T H E S C H O L A R