Educational Reflections on the “Ecological Crisis”: EcoJustice, Environmentalism, and Sustainability

Abstract

There is a tendency by scholars arguing for a more just and sustainable future to position the ''ecological crisis'' as a fundamental reason for major educational reforms. Relying on crisis-talk to fuel social and environmental justice and environmentalism reinforces the thinking of the past, which inadvertently perpetuates the acceptance of present cultural attitudes which frame our relationships with others and the natural world. To evaluate previous cultural thinking and associated traditions of Euro-West society, Chet Bowers asserts that we ought to analyze how assumptions are carried forward as metaphors, which are associated with attitudes towards science, technology, and nature. This pedagogy is called ecojustice education and serves to conserve and sustain cultural diversity and the biodiversity of Earth's ecosystems, which are threatened and vulnerable. But, also carried forward in the language of ecojustice philosophy (and other ecological works) is a presumption that feeds into scientifically proving that a crisis exists, which is associated with organizing schools around an implicit shock doctrine of fear and urgency. This paper explores these assumptions and others associated with a supposition of ecological crisis. The ecological crisis has the potential to marginalize many diverse people who are needed during these times of increasing ecological awareness and uncertainties. Situating education (and the world) in the frenzy associated with crisis, versus the assertion that schools should increase awareness around the belief that a more sustainable lifestyle is beneficial for the individual, the community and the environment is a worthwhile debate and is rich with respect to research opportunities in education.

Effect of Outdoor and Laboratorial Environment Science Activities on Middle School Students Understanding on Conservation

“…Since the 1970s, increasing environmental problems have slowly changed perceptions about the relationship between nature and economic growth (Mueller 2009). In an attempt to change awareness and attitude some communication strategies have been proposed, including changes at school curricula by the introduction on environmental science, conservation biology and environmental educational activities seeking for change students' behaviors and enlightens them about sustainable development (Pádua & Jacobson 1999;Rennie 2007;Wyner & Desalle 2010).…”

On Science, Ecology and Environmentalism

“…Likewise, Oreskes argues that the domain of environmental policy is dependent on scientific 'truth' claims to justify demands for government intervention (Oreskes, 2004). Increasingly, scientific proof of an ecological crisis is being accepted as a moral imperative and motive for the '"greening" of the individual, corporations, and society' (Mueller, 2009(Mueller, , p. 1032.…”

On ecological reflections: the tensions of cultivating ecojustice and youth environmentalism

“…Although this assumption has been influenced by many scholars (e.g., Berger and Luckmann 1966), I point out two who have been influential in my analysis of ecojustice philosophy (Mueller 2009): Nietzsche (1887/1996 and Bateson (1972). I speak to ecojustice because it serves to clarify ideas in Zeyer and Roth (2009) study.…”

“…Ecojustice philosophy is used as a way of analyzing how metaphors are used to conceptualize the status of shared experiences such as mentoring relations which may have a lower impact on ecosystems (Mueller 2009). Many well-intentioned scholars fail to recognize some deeply embedded conceptions that weaken cultural and natural systems which may make ecosystems more susceptible to degradations.…”