With most of the population living in cities it has become more difficult to take on the role of stewards living in a built environment that does not resemble anything in nature. There is even a term for children suffering from ‘nature deficient-disorder’ which is the modern disconnection between society and the biosphere. Could the solution be found in ecological literacy? that is the ability to both read and understand environmental literature knowing what is countable; as well as observing nature with insight and critical reflection. The combination of education and experience can empower individuals to think and act in an ethical manner. Perhaps this means a greater role of education institutions, particularly with young children, to teach ecological literacy and bridge the gap between modern society and the environment. Being reflective adds to personal experience which motivates and equips us to develop more socially just and ecologically sensible ways of living.
How do we establish stewardship within a world where cultures have different values? It is within the globalisation paradigm that Barry (2002) recognises that we are not only dependent on the Earth, but also on each other. Though globalisation has its own contentions, it removes cultural divisions and reveals us all simply to be ‘human’, stripped of beliefs, values and other conditions used to define and separate humanity. Perhaps it is in this simplicity and unity that we can repair our relationship with the environment, and became true stewards of the Earth.
References
Barry., J. (2002). ‘Vulnerability and virtue: Democracy, dependency, and ecological stewardship.’ In Democracy and the claims of nature: critical perspectives for a new century. Ed. By Minteer, B.A. and Taylor, B. P. Lanham: Rowman & Littlefield: 133-152.
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