Page 504 - Cultural Studies of Science Education

39 Ecodemocracy and School Science 479

Charity, Empathy, Generosity, and Humility

The absurdity implicit in cultural studies and environmentalism intensifies the need
for charity, empathy, generosity, and humility in the search for pluralistic truths
within ecojustice. When we can set aside our pursuits and listen to the narratives of
others, grant them our respect, and say something with them, we begin to know
what charity is about. Throughout this book, we have encouraged the educators
responding to each other to respond in a way that will help and not hurt, to amend
and extend ideas, in a way that is fruitful for science education and elsewhere. The
purpose is to stir up a passion for the principle of charity as part of what it means
to engage in cultural studies and environmentalism. That is, recognizing that we
have common grounds in which to ponder our common interests that requires rela-
tionships around mentorship and charity. Being generous is a worthwhile pursuit
for those who believe in the confluence of ecojustice, place-based (science) education,
and indigenous knowledge systems. We can feed off each other. In confluence, we
are more evocative than by ourselves. Together, we are much more passionate. Of
course, humility is grace we provide each other as we lift up our common pursuit
in the truth (the antonym of democracy is autocracy or one’s pursuit of truth in
justice, place, and wisdom). Ecodemocracy ought not be autocratic. Humility is a
condition of democracy when we share pursuits, conversation, and limit freedoms
in a way such that we do not severely limit others’/species’. Freedom gained is
freedom lost somewhere. Humility is at the heart of our efforts to move forward
with conversation around ecojustice, places, and truths in place. Rather than
sympathy, let us move ahead with empathy for each other and for other Earth species
(and in this manner, we benefit ourselves and those who we care for us, past, present,
and future).

Coda

Phew! What a project of confluence! Let us move forward with conversations of
how to further analyze what is fair and just for the needs of protecting diverse cul-
tural systems and natural geography. Analyzing cultural assumptions and the ways
in which worldviews play a role in how we frame the world will cultivate perpetual
notions about how we treat other humans and the Earth. This is a first step toward
enriching science education. Concordantly, we might examine how schooling plays
a big role in what is endorsed. To do this, we need to highlight how experiences or
place activities have associated impacts for people, animals, plants and geography.
Schooling is a very small part of the larger educational realm of neighborhoods,
communities, and rural/urban/suburban landscapes. Once recognized, the larger
educational domain will have its way. Finally, let us aim for more sustainable ethical
theories that drive aspirations to engage in cultural studies and environmentalism,
and develop a love for lifelong learning and commitment to the planet.