Environmentalism

Outlooks: Readings for Environmental Literacy by Michael L. McKinney

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By Michael L. McKinney

An anthology of appoximately forty fresh environmental articles from present magazines and technological know-how journals. each one article has a precis of rules provided, and questions on the finish to aid readers concentrate on the details of the dialogue. a very good resource of knowledge for readers.

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Outlooks: Readings for Environmental Literacy

An anthology of appoximately forty contemporary environmental articles from present magazines and technology journals. every one article has a precis of rules awarded, and questions on the finish to aid readers specialise in the details of the dialogue. a great resource of knowledge for readers.

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Knowledge has social, economic, political, and ecological consequences as surely as any act of Congress, and we ought to demand representation in the setting of research agendas for the same reason that we demand it in matters of taxation. Inclusiveness would slow research to more manageable rates while improving its quality. And there are good examples of participatory research involving practitioners in agriculture (Hassanein & Kloppenburg 1995), forestry (Banuri & Marglin 1993), land use (Appalachian Land Ownership Task Force 1983), and urban policy (Bryant 1995).

Slow knowledge, in contrast, occurs as a co-evolutionary process among humans, other species, and a shared *The words are those of George Sturt, one of the last English wheelwrights, quoted from his The Wheelwright's Shop (p. 66, 1923/1984) Cambridge University Press, Cambridge, United Kingdom. Page 12 habitat. Fast knowledge is often abstract and theoretical, engaging only a portion of the mind. Slow knowledge engages all of the senses and the full range of our mental powers. Fast knowledge is always new; slow knowledge often is very old.

Highinput, energy-sensitive agriculture is also a product of knowledge applied before much consideration of its full ecological and social costs. Economic growth is driven in large measure by fast knowledge, with results everywhere evident in environmental problems, social disintegration, unnecessary costs, and injustice. Fast knowledge undermines long-term sustainability for two fundamental reasons. First, for all of the hype about the information age and the speed at which humans are purported to learn, the facts say that our collective learning rate is about what it has always been: rather slow.

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