Four Arguments for The Elimination of Television

Article Tools

Image Gallery

Print

E-mail

Comments

RSS

"As a result we don't have a sense of the rightness or wrongness of each new technological wonder. We hear about a 'green revolution' which will feed the starving millions and we buy the expert's word, just as everyone else does. Without any experience with natural balance, we forget that things grow only so fast. If you accelerate the process artificially, something is lost.

"We read studies by scientists which say than the ozone layer is safe despite aerosols, and we read other studies by scientists which say the ozone layer is in danger. We wonder which is true? Which scientists are correct? But this wondering signifies that we have sold out our instinctive knowledge. Obviously, any artificial alteration of the ozone layer changes the volume of radiation which reaches the planet, and is harmful.

"We read that the whales are beaching themselves and we wonder why. Scientists tell us that the leader whale may have parasites in its brain, goes crazy and leads the others to the beach. Millions of people read this story and find it logical, because their knowledge of whales is confined to the length, weight, mating habits, breeding grounds, commercial uses, and optimum sustainable yield. And yet, the Solomon Islanders have long descriptions of whales and dolphins beaching themselves every year for thousands of years. The islanders say it is a human-animal communications ritual, part of a cycle which is obscure to us. I don't know if they are right either. I do know that whales don't have leaders—they operate in groups—and given their brain size they are probably the most intelligent mammals on Earth. I don't believe it's a parasite problem."

She concluded by saying that we have "put all of our eggs into a single basket; we have assumed that empirical objectified processes produce knowledge equal to what the environment offers as information. We have assumed our knowledge is growing. I'm not so sure."

Her speech was received with polite interest. There was general agreement that her statement was both moving and inspired—she was a grand old lady—but there was also considerable embarrassment at the silliness and romanticism of the idea that the environment—whether windowless walls, or rivers—itself teaches. Teachers teach. Education is cerebral not sensory. It was our role to help the teachers know what to teach. We were the ones who know.

The participants agreed it would have been better if the conference had been in a location nearer to nature. It would have been more pleasant that way. (That's what nature is: pleasant!) But as long as we were here on this important mission, we might just as well get on with the work and cease with the diversions.

One year later, I received a 548-page bound volume called an "instrument" which summarized the "emerging issues in environmental education" with details of the findings of the "experts" at this landmark meeting. The instrument was submitted to the Office of Environmental Education which, for all I know, may still be using it today.

RSS | Comments | E-mail | Print