Perhaps the most attractive feature of the future is uncertainty. The root of uncertainty is change, and in accordance with the world we live in, the most significant is environmental change. The uncertainty brought by environmental change is whether or not the planet can continue to sustain the population. The battle for environmental preservation is being fought by UNESCO, a branch of the United Nations in which I intend to be a human rights lawyer for, focusing on development strategies. Development can be seen as progression when implemented for positive change, conversely, it is counter productive when the targeted issues of development exclude the countries in which the issues arose from. Currently, UNESCO prioritizes development for
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Economically developed nations such as the United States and China among others (Appendix 1) (Bergmann) have high literacy rates 99% and 96% compared to African nations (Appendix 2) (CIA Factbook). Due to their higher development, environmentally destructive educational curriculums are left unchecked, and as recognized by David Orr’s What is Education For? are rooted in environmentally-inconsiderate ideologies and superiority over environment (Orr 7-12). Although Orr is focusing on the Unites States (Mitchell, Mueller 1), his theory, I believe, is applicable to almost all highly literate and economically developed …show more content…
Realistically, an environmental focus in Africa will not lead by example but an environmental focus in China or the United Stated will, simply because of the economic and social power held by the two. Using Orr’s ideology that “all education is environmental education” (Orr 12) I would prioritize an interdisciplinary approach to ecoliteracy which allows environmental problems to be evaluated through all disciplines. This approach is acknowledged in UNESCO’s strategy, but only as an objective. The dire state of the planet must be unanimously comprehended and recognized internationally by all citizens in order to be acted upon. The priority of environmental education in all disciples will create a visceral learning experience for all since future careers are chosen on desirability. Consequently, if included in all disciplines, both knowledge and behaviour deficits, as described by Hempel to be the root of inaction (Hempel 49) are eradicated. Priority creates urgency, and only through urgency do people act (46). My solution of the inclusion of literate and economically developed nations as priorities has the potential to revolutionize the Anthropocene
Economically developed nations such as the United States and China among others (Appendix 1) (Bergmann) have high literacy rates 99% and 96% compared to African nations (Appendix 2) (CIA Factbook). Due to their higher development, environmentally destructive educational curriculums are left unchecked, and as recognized by David Orr’s What is Education For? are rooted in environmentally-inconsiderate ideologies and superiority over environment (Orr 7-12). Although Orr is focusing on the Unites States (Mitchell, Mueller 1), his theory, I believe, is applicable to almost all highly literate and economically developed …show more content…
Realistically, an environmental focus in Africa will not lead by example but an environmental focus in China or the United Stated will, simply because of the economic and social power held by the two. Using Orr’s ideology that “all education is environmental education” (Orr 12) I would prioritize an interdisciplinary approach to ecoliteracy which allows environmental problems to be evaluated through all disciplines. This approach is acknowledged in UNESCO’s strategy, but only as an objective. The dire state of the planet must be unanimously comprehended and recognized internationally by all citizens in order to be acted upon. The priority of environmental education in all disciples will create a visceral learning experience for all since future careers are chosen on desirability. Consequently, if included in all disciplines, both knowledge and behaviour deficits, as described by Hempel to be the root of inaction (Hempel 49) are eradicated. Priority creates urgency, and only through urgency do people act (46). My solution of the inclusion of literate and economically developed nations as priorities has the potential to revolutionize the Anthropocene