Page 67 - Cultural Studies of Science Education

Chapter 5
Invoking the Sacred: Reflections
on the Implications of EcoJustice

for Science Education

Maria S. Rivera Maulucci

In the following essay, I reflect on the chapter by Rebecca A Martusewicz, John
Lupinacci, and Gary Schnakenberg. I do so from many standpoints: that of scien-
tist, mother, person of faith, middle-school science teacher, and science teacher
educator. I do not see these roles as distinct; rather they all help to shape my peda-
gogical project in ways that strive for coherence, despite the many contradictions.

Enclosing–Opening Possibilities Through Language

Every word we learn encloses some facet of life by defining, naming, and claiming
ownership. Yet, every word also opens the possibility of asking new questions. So
to learn that something in the world is called a “tree,” is to be able to ask: What is
a tree? What kind of tree is it? How did the tree get here? How long will the tree
live? What does a tree need to live? What animals live in the tree? What do trees
do? How is this tree connected to other living things? What makes this tree beauti-
ful? Thus, words have the dialectical power to enclose–open possibilities for
inquiry and reflection. Dialectical thinking pushes us away from mutually exclu-
sive binaries, such as enclosed versus open. Rather, enclosure and openness may
exist side by side, such that one constitutes the other. A tree may be enclosed by the
conventions of language, no longer subject to naming; however, the meaning or
significance of the tree remains open to the values or discourses driving the ques-
tions that might be asked individually or collectively about the tree. For example,
discourses of utilitarianism or capitalism bring forth questions about the commodi-
fication of the tree. What can the tree be used for? What is the economic value of
the tree as wood, paper, or energy? What are the most efficient and economical

M.S.R. Maulucci
Barnard College

D.J. Tippins et al. (eds.), Cultural Studies and Environmentalism, 43
Cultural Studies of Science Education Vol. 3, DOI 10.1007/978-90-481-3929-3_1,
© Springer Science+Business Media B.V. 2010