Why care for Nature?

Don't you see that the whole aim of Newspeak is to narrow the range of thought? 1 George Orwell This book has been written in a time of environmental neglect. A time in which the expansive needs of multinational corporations, western consumer interests and the politically celebrated ideals of economic growth and technological progress appear to override any consideration for preserving natural beauty as well as consideration for those unable to speak and negotiate on their own behalf: third world citizens, future generations, animals, plants and landscapes. This neglect is evident in the withdrawal of national governments from the requirements of international agr- ments on the reduction of greenhouse gas emissions (Kyoto treaty), it is manifest in the organised inability and unwillingness to establish more equal trade relations between rich and poor countries as well as in the lack of political commitment to p- tect extraordinary sites of natural beauty from economic exploitation (Alaska, the Amazon rainforests, the Dutch Wadden Sea). In times like these, environmental e- cation is a hazardous and primarily ambiguous enterprise, since it easily comes to function as a means to foist present responsibilities onto future generations. Some proponents, for instance, argue that environmental education should 'create a new generation of citizens who are greener than their parents'(Bell, 2004, p. 43). Thus, new born citizens are burdened with environmental responsibilities that we failed to live up to ourselves.

A rigorous, yet accessible introduction into the current philosophical discourses underpinning practices of environmental education Provides a comprehensive theoretical framework, relating philosophical key issues and educational concerns in an intrinsical manner, against the background of current practices and policies of environmental education Thoroughly interdisciplinary and wide of scope Develops an original argument in favour of an alternative neo-republican and care-ethical notion of environmental responsibility and education. This notion is innovative and original in the sense that it draws on divergent intellectual sources that have never before been combined Reflects on a highly topical subject: the international programs of Education for Sustainable Development (ESD), which dominate at present in all countries who participate in the educational and environmental organisations of the United Nations (who recently declared the upcoming decade of 2005-2015 as the United Nations Decade on Education for Sustainable Development)

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What is it that inspires us humans tot take responsibility for our involvement with the natural environment? And how do we familiarise children with practices of environmental responsibility? These questions are at the heart of this book, resulting from a comprehensive inquiry into the ethical and politico-philosophical dimensions of environmental education. Two sources of inspiration and responsibility are discussed in particular. First, as citizens of a civil society, inspiration stems from our commitment to the continuation of the collective practices in which we are already engaged. Second, inspiration emerges from our sensual-aesthetic acquaintanceship with the natural surroundings in the course of our everyday activities. This study concludes that there is insufficient room for these sources of inspiration and responsibility within the prevailing framework of Education for Sustainable Development (ESD). An alternative view on the nature and purpose of environmental education is put forward in light of these shortcomings. This view aims to retrieve an existential human sense of care for our natural environment, beyond the narrowly defined appeals made on behalf of future generations, as well as beyond the romantic appeals made on behalf of the intrinsic sovereignty of nature.

Contenu
Because we are citizens.- Because we are human.- Because we educate citizens caring for nature.