The Ecopedagogical Manifesto

How does one go about “correcting” a problem, which refuses to identify itself as a problem?  In the case of environmental education in society, also known as bioregional literacy, Richard Kahn would have society creak out of its capitalistic bonds and rise in support of an equal Marxist society with schools whose primary focus in education is the environment and the well-being thereof.  Kahn asserts that “...education remains a primary institution towards affecting social and ecological change for the better...and so it deserves to be fought for” (18), and punctuates the thought with a direct challenge to the reader: “What will you do?” (18).

To answer that question, the current educational system must be altered, but not necessarily destroyed, as Kahn would have it.  Kahn’s ideas stem from the belief that public schools are not broken, they were made this way, designed to propagate capitalist ideas and destroy the environment for profit.  In order to create a non-stratified society with a healthy environment, particular emphasis must be placed on cooperation at an early age, and not so much on competition.  If students of all ages can work together on common goals for the greater good, without worrying about getting ahead of the next kid or gaining as much personal benefit as possible, most of the worlds problems would solve themselves.  Unfortunately, to err is to be human and it is for that reason that this idea, and especially the characteristics it borrows from communism, could never hope to succeed in the real world.

On the other hand, one of the most effective ways to overcome a weakness is to change it into a strength.  By grabbing the capitalist bull by the horns and forcing students to compete for better and more efficient solutions to certain problems, the world actually sees more innovation than it would without the psychological cattle prod of competition.  In order to avoid a massive pillaging of all the world’s resources for the sake of pure competition and unregulated business, students must be taught at an early age to respect and treasure the environment.  Religions that place nature above the individual, such as Shintoism, must be promoted and practiced in schools; this would not violate moral conflicts with practicing religion in schools because the current version of the “Pledge of Allegiance” still contains the word “God,” though students are often permitted to leave out this word if they so choose.  Certain elements of the Bible used as literary references of historical records are still taught and analyzed in classes.  In the same manner, students may choose not to participate in any Shinto ceremonies, but they will be obligated to learn and respect the beliefs and principles behind the religion, specifically those pertaining to nature and not necessarily the more spiritual ones.  Regardless, a deeper and stronger respect for the environment must be embedded in societal cultures.  Students must also be formally taught about different aspects of the environment, ranging from items which should be common knowledge, in order to increase bioregional literacy, to more technical knowledge such as the sciences, so that the human impact made on the environment can be lessened.

To err is to be human and no plan of action, regardless of the level of perfection, could ever fully address such a widespread and deeply-ingrained issue; ecopedagogy is but a single potential solution and this essay examines but a single possible implementation thereof.  “What will you do?” (18).

Works Cited

Kahn, Richard. "The Educative Potential of Ecological Militancy in an Age of Big Oil: Towards a Marcusean Ecopedagogy." Policy Futures in Education 4.1 (2006): 31. Web. 24 Sept. 2012. <http://richardkahn.org/writings/ecopedagogy/towardsecopedagogy.pdf>.