Our human story and future sustainability – essential values, qualities, and skills.
Recap
The previous five posts of this six-part envisioning future sustainability series address specific topics: Part I – relevant characteristics and qualities a worldview value system might represent; Part 2 – major sociocultural, economic, and political challenges; Part 3 – social equality and equity issues; Part 4 – long-term socioeconomic and ecological goals and responses; Part 5– the essential sociocultural topics of health and wellness in creating a resilient and sustainable future. In this post (Part 6), we conclude our envisioning process with a consideration of possible socioecological educational values and goals that could help guide us towards a sustainable future.
Beginning with the next post (first in a four-part series), our attention turns to designing a resilient and sustainable future. It bears repeating that, although the processes of “envisioning” and “designing” are mutually interlinked in content, they vary in intent. Envisioning requires aspirational imagining (and reimagining), while designing requires defining actionable steps and plans. Heretofore, content has included both imagining and designing processes that will continue throughout the designing process.
Addressing Socioecological Educational Values and Goals
It’s a well-established fact that the most formative learning years for humans are occur in early childhood, ages 1-5. It’s also understood that the nurturing of healthy, well-balanced individuals begins in the womb and continues to the termination of an individual’s life.
Hence, in creating a sustainable-future paradigm, the overriding goal in cultivating healthy, well-balanced people requires comprehensive exposure to a holistic-oriented philosophy of education. Some educators, myself included, recommend cultivating in all world citizens a deep understanding of Truth, Goodness, and Beauty, the transcendental trifecta discussed in previous posts. In addition to information provided in earlier posts, following are some brief interpretations of the three transcendental spheres.
Every aspect of learning begins with a deep devotion to seeking Truth in determining what is real, based on well-established, evidence-based findings and sense-making processes. Such a demanding goal requires a set of learning skills that prepares us for coping successfully in dealing with life-long challenges, including acute curiosity, comprehensive in-depth knowledge, and critical systemic thinking.
Goodness is exemplified as the moral and ethical values humans use when constructively engaging with one another, as well as with other lifeforms (animals, insects, plants, etc.) and all life-sustaining properties (soil, water, minerals, etc.). Ideally, all relationships are cultivated and sustained through an ongoing spirit of mutual goodwill founded on empathetic and altruistic motives. The desired goal is to create mutually beneficial cooperation and collaboration in creating a sustainable socioecological existence that’s compatible with the limited time-frame and scope of evolutionary processes. In short, Goodness involves observing and serving the Common Good and the Greater Good, the latter mostly when morally justified.
Rounding out the transcendental trifecta, Beauty represents the enlightened awareness of human consciousness that engenders recognition, respect, and appreciation for the unique intrinsic qualities of everything that exists. Cultivating conscious awareness — the foundation of artistic sensitivity in individuals and society — needs to begin at conception and continue throughout life, with ongoing life-nurturing experiences that inspire curiosity, imagination, sensitivity, and creativity.
Socioecological educators believe that instilling life-affirming values in all humans is best achieved by means of educational philosophies and programs that place a strong emphasis on Nature. Some notable educational programs known for using natural principles are Nature-based learning and Forest Kindergarten. Both educational programs offer preschool education for children (ages three to six) based on learning that occurs mostly outdoors, typically in a forest setting, and preferably with a learning-center building for some indoor needs.
Similar educational programs are represented by Waldorf Education, Montessori Education (with a strong outdoor focus), Place-based Education, and Eco-literacy programs, all of which aim to foster a deep connection to the natural world through direct experiences, hands-on learning, and observation of natural phenomena within the local environment. Apparently, there’s substantial agreement among a growing number of educators that spending time in nature throughout the entire educational system helps create well-rounded, eco-centric world citizens.
Another worthwhile educational proposal is offered by co-writers Marcus Ford and Sandra Lubarsky in their article, “Wider” Education and Communiversities. Rather than following the conventional, capitalistic higher-education model, which is designed to prepare people (as consumers) for economic success and self-sufficiency, the duo proposes a communiversity form of educational system, the purpose being to develop citizens who can serve effectively in communities described as “non-hierarchal, inclusive, public centers of education for the enrichment and advancement of community life.” Even better if educational systems also provide methods and techniques that help in reconnecting with Nature.
Identifying the Knowledge and Skills Needed for a Sustainable Future
In planning for a sustainable future, socioecological educators recommend providing exposure to a range of knowledge, skills, and experiences, such as:
1) resilience and adaptability knowhow, including flexibility in responding to changing circumstances;
2) a systemic understanding of sustainability principles, topics, and terminologies;
3) interdisciplinary learning methods that integrate wide-ranging knowledge and expertise from a variety of fields;
4) cultivation of global citizenship and responsibility to engender an empathetic interconnection with all beings and things;
5) digital literacy skills, including an understanding of technology’s role in society (assuming digital technology remains viable);
6) active social engagement in addressing community social and ecological needs, such as tree planting, water conservation, waste reduction, and energy conservation (home insulation, EVs, public transit, etc.);
7) emergency preparedness training, including disaster response and survival skills; and
8) integration of practical expertise with academic subjects, such as science (biology, botany, physics), math, and social studies.
Admittedly, the above proposals pose an ambitious amount of education to implement, but it will surely help prepare future citizens to cope more effectively. In addition, attention should also be directed towards learning lost skills, including:
1) hands-on learning in such practical skills as woodworking, construction, mechanics (engines, tools, and equipment repair, plumbing and electrical systems);
2) gardening and agricultural experiences associated with schools, community gardens, and local organic farms to learn about sustainable food production, composting, water conservation, and biodiversity;
3) animal-husbandry projects involving small livestock (chickens, goats, rabbits), and bee keeping, in the process learning caregiving skills and gaining a deeper understanding of the interconnected relationship humans share with other lifeforms;
4) traditional crafts and artisan skills, such as blacksmithing, weaving, pottery making, and herbal-medicine applications;
5) food preservation and traditional preparation, including canning, fermenting, and drying fruits and vegetables; and
6) wilderness and survival techniques, such as simple-shelter construction, matchless fire starting, edible-plant identification, and basic first aid.
In addition to such low-tech alternative technologies, it will help to have exposure to some technical expertise applicable in resource-constrained environments, such as irrigation systems, passive solar installation, and other appropriate renewable energy technologies suitable for specific situations.
Wrap Up
All of the above recommended ideas and actions are inspired by the belief that, in our modern-times flight from (and fight with) Nature, we humans desperately need reconnection with our natural origins. As mentioned earlier, the essential lessons and experiences for reconnecting begin at birth, which requires parental knowledge, understanding, skills, and care in rearing children. But regardless of how proficient child-rearing adults may be, pre-school public education can begin at the kindergarten level.
Some pertinent topics may have overlooked or not addressed, but I think we’ve covered some of the more essential issues needed as we proceed with the final steps of understanding our human story. At this critical juncture in history, humanity’s primary goal should be developing a paradigm shift towards creating a resilient and sustainable future for all beings and things. Whether or not this lofty goal is possible will largely depend upon how quickly the global community decides to pursue transformative measures.
Effective long-term action will necessarily involve drastically reducing material consumption (chiefly fossil fuels), along with reducing and/or ceasing all forms of toxic pollution and waste products. Moreover, creating a safe and peaceful world requires the cessation of violence, especially the types of destructive acts that inflict harm on all lifeforms and ecosystems.
If at all possible, we need to avoid reliance on techno-optimistic solutionism. Going forward, humanity cannot afford to continue depending solely on innovative technological strategies in solving all crises. If we haven’t learned by now that every technology developed by humans has the potential for producing both positive and negative consequences (the dual-edged sword analogy), we deserve whatever happens. And what could happen is potentially disastrous, simply because everything we’ve grown accustomed to in modern life is at stake – including life itself for an increasing number of endangered species.
Although the information covered throughout our six-part process of envisioning a sustainable future has fluctuated, with both uplifting and depressing information, we can wrap up our human-story exploration with a more reassuring message. In the subsequent and final four-part section, we transition from envisioning a future paradigm to imagining and designing a potentially resilient and sustainable future.
I think you’ll find the final section presents a more hopefully path forward, including positive concepts and actions. So, please join us for the four-part concluding section of Our Human Story—Designing a Sustainable Future, Part 1.
|
ABOUT THE AUTHOR
Clifton Ware, D.M., retired professor (voice), professional singer and author of four published books and two unpublished works, retired in 2007 from the University of Minnesota-Twin Cities School of Music, where he taught for 37 years. Since retiring, as a self-described socio-ecological philosopher he has spent 15 years focusing on sustainability issues, in the process of acquiring an evidence-based, big-picture understanding of all principal societal and ecological systems, including the symbiotic interconnections and role of humans as an integral part of Nature. In 2013 he founded Citizens for Sustainability in St. Anthony Village, MN, produced Sustainability News + Views (2014-2019), a weekly newsletter featuring a variety of articles and a commentary, co-composed 13 Eco Songs with his wife, Bettye, organized Sustainability Forums, and performed eco-oriented programs and presentations for several organizations.
|
