Page 124 - Cultural Studies of Science Education

7 Engaging the Environment 101

They must also be able to think about some future bombardments of commercials
and “green” trends. They will become the designers of these things. Other scholars
argue for the explicit connection to character development for students and relating
character to green socioscientific issues that have a direct impact on their lives
(Zeidler et al. 2005). In recent years, studies by researchers such as Richard Layard
of the London School of Economics demonstrate that happiness does not coincide
with increased wealth. And to make matters worse, the wealthier people become,
the more stress they will encounter and the more competition will enter their lives.
Finding ways to educate people so that they will enjoy the more tangible (and
simple) things that the Earth already provides in the wind, soil, forest, and how to
limit their consumption of these agricultural and natural resources equates with
happier lives for many people. Why not include these ideas in environmental educa-
tion? When they are included, they provide a greater rationale to teach about the
environment.
What sorts of mediation could be associated with environmental activities and
goods so that future costs are addressed at the onset of a “purchase” (meaning the
actual purchase of goods, but also the engagement of youth in buying into a curriculum).
Who takes care of car tires, appliances, and other products, once they are broken or
discarded? Should these things come with a government-mandated warning label
similar to cigarettes and cigars until corporations find responsible ways to deal with
how they are treated once people dispose of them? Why should disposal always be
the responsibility of consumers?
On the other hand, in the USA, people purchase items without having to be
responsible for knowing a “cradle to grave mentality.” Cradle-to-grave questions
might well be tackled by students at various levels as they are involved in projects
that directly relate to their impact on the local community or environment. What
sort of activism would students engage in by informing consumers of the “grave?”
How would the unlocked potential of creativity and innovation of youth be redi-
rected in ways that demonstrate that Generation R understands that buying more
stuff has a direct link to cutting down rainforests? When we ask for more stuff
rather than being happy with what we have or could share, do we inadvertently ask
businesses to continue to cut down more acres of rainforest to grow more soy
beans and cattle to supply their demands for consumption? Having environmental
and science education questions that explicitly guide thinking about the relation-
ships and associated exercises corresponding with them do much to foster
Generation R! Because we as a species are continuing to use greater amounts of
resources and energy from the Earth, it seems prudent to continue to increase our
responsible efforts toward strengthening environmental education so that this current
Generation E of human beings does not become one of the most vilified in human
history.
Teddie: Actually, I think that the last generation (MTV, X, and Y) and decision
makers during the past 10 years will be more to blame than this current Generation
R. I have strong hopes for environmental education and R! We are making much
more headway in encouraging critical thinking and introspection than 5 years ago
at the height of the standardized testing buy-in. Marketing companies continue to