Introduction:
In the following essay I will discuss the
issue of Nature-Deficit disorder in relation to the global shift towards Sustainability
and the pertinence of Environmental Education. I will start out by defining and
unpacking; Nature-Deficit disorder, Sustainability and Environmental Education.
Secondly I will discuss these issues in a global context identifying ongoing
discourses surrounding them with relevant examples. Thirdly I will discuss
these issues in a South African context. Fourthly, I will discuss local Cape
Town organisations as case studies that deal with these issues daily, in a
tangible manner. Fifthly, I will examine and analyse how these organisations
communicate themselves by first establishing the relationship between the
broader issues they combat in relation to tools such as Constructionism, Claims
making as well as Framing of the issues. Lastly I will draw my own assumptions
on these issues and theoretically propose how these organisations may improve
on their communication and my viewpoint on the issues as a whole as well as my
perception of the Case Studies and the issues of their validity and
effectiveness.
1.
Nature-Deficit
disorder, Sustainability and Environmental Education
“Here is this vast, savage, howling mother of ours,
Nature, lying all around, with such beauty, and such
affection for her children,
As the leopard; and yet we are so early weaned
From her breast to society, to that culture which is
exclusively
An interaction of man on man.”
- Henry David Thoreau (quoted in Louv, R. 2005.)
(KQUEDondemand,2008)
Nature-Deficit disorder (NDD) is not a
medical condition, but a term introduced by Richard Louv used to describe the human
cost of people’s detachment and alienation from nature, particularly in children
and younger generations and the adverse affect this is having on emotional,
spiritual, behavioural, social and physical development and growth. (Louv,R.
2005 pg 2)
Nature-Deficit Disorder is a modern day
problem that has come into being through the advent of the Age of Technology,
urbanization and an astronomical increase in media consumption. (National
Environmental Education Foundation, 2012)This shift in consciousness has led
society to unconsciously alienate children from direct contact and interaction
with nature. This notion is reiterated through institutions, cultural
inclinations and the media associating nature with doom and danger, the
outdoors has become feared by modern day parents, being viewed as unsafe with
the threat of stranger-danger constantly being reinforced by the media. All
this results in the discourse shifting away from connotations of freedom,
creativity and enjoyment. (Louv, R 2005 pg 1,2).
Sustainability was first defined in1987 in
a UN summit as the ability to meet the present needs of a generation without compromising the ability
of future generations to meet theirs. This has been unpacked further since, to be seen as the integration of
natural systems with human patterns while celebrating continuity, uniqueness
and place making (Early 1993) (Washington State University, 1999)
In 2012, the only
constants are change and human kinds insatiable need to consume. Sustainability
has become the biggest Twenty First century buzzword: a box companies and
brands are required to tick. Sustainability may be viewed as a trend, yet it is
however an irrevocably necessary one that should have caught on sooner. (Stibbe,
A. 2009)
The world’s population
is in a constant state of expansion, with the population growing to reach over
six billion throughout the twentieth century. More people: the same planet,
there is only so much that can be taken. The trajectory of society is dire more
people means more consumption which consequentially leads to increased demand
for energy, fuel, water and natural resources. Our previous and current
reliance on affordable fossil fuel to create energy is threatened due to
restrictions imposed by climate change, the exhaustion of ecosystems and oil
production reaching its inevitable peak and decline. This threatens everything
that relies upon the energy created by fossil fuels. (Stibbe, A. 2009)
This thus makes the
pursuit of sustainability a necessity, not only being aware of what it means to
be sustainable and to follow the trend but to implement it into every aspect of
our everyday. This can only come about through Sustainability Literacy and an
invested interest and intimate relationship with our natural environment. (Stibbe,
A. 2009)
Our sustainable
existence relies on future generations relationship with nature, something that
is currently under threat with Nature-Deficit Disorder running rampant. How the
youth respond to nature and how they will eventually raise their own children,
will shape the future conditions of society. If the youth grows up disconnected
with nature, they will raise their children to be even further disconnected.
This thus leaves the question of; what hope of sustainability is left in a
future society that is not emotionally and spiritually invested in their
natural environment? (Louv, R 2005 pg 3)
Environmental
Education is one way in which the question of future sustainability can be
answered. Environmental Education can be defined as the development of skills
and perspectives to comprehend and respect the interrelatedness of humans,
their culture and the Environment and their impact upon it. It aims to create a
positive behavior towards the natural and social environment in our day-to-day
on goings and world-view. (InforEEp,
2000) Environmental education first and foremost relies on
a reintegration and establishment of a tangible and emotional connection with
our natural environment. This needs to occur from a young age.
This connection is not
only necessary for our planets future well-being, but it is also indispensible
for the future well-being of our now plugged-in denaturalized children. The
best way to stimulate children into adopting a mindset that integrates
sustainability and environmental awareness and a connection to nature is
through practical, non-linear education. (Blincoe, K. 2009).
This process involves
stepping away objectively from the linear left-brain orientated approach to
learning that is now practiced and moving towards a systemic approach embodied
in right-brain orientated thinking understanding interconnectivity, being
holistic, critical, creative, appreciative, inclusive and ethical. This type of learning
should be natural, hands-on, inclusionary, reality and action based. Putting
learning back into the realm of doing instead of the passive absorbing
experienced in left-brain learning. (Blincoe, K. 2009).
2. NDD, Sustainability and Environmental Education in a Global Context.
2. NDD, Sustainability and Environmental Education in a Global Context.
World-wide technology now allows nearly
twenty four hour access to media, A recent survey found that the America’s 8-18
year olds spend a staggering 7 hours and 38 minutes in front of a screen on an
average day consuming entertainment or recreational media be it: television,
gaming, social networking, instant messaging, reading, blogging, listening to
music, browsing the internet or using their cellular phones. These more often
than not are being done simultaneously, this is known as media-multitasking and
it is the youth’s everyday, they are assaulted with a constant and continuous
slew of information. Media-multitasking increases their media consumption, actually
allowing them to pack a 10 hours and 45 minutes worth of media use into the 7
and a half hours they spend glued to a screen. (Kaiser Family Foundation, 2012)
This fast-paced constructed virtual reality
leaves little time for the natural reality and interaction with our tangible
natural environment. This distancing from unstructured natural play and hands
on interaction with nature which research is proving stimulates the use of all
five senses, helps with disorders such as attention deficit disorder and other
behavioural issues by stimulating creativity and freedom of thought. (Louv, R
2005) Natural play is active and physical play. This is the perfect
preventative measure for childhood obesity, something that has doubled in the
past thirty years and an estimated sixteen percent of US children aged six to
nineteen suffer from. (National Environmental Education Foundation, 2012)
Sustainability and sustainable practice, although
a necessity, is born from a wave of global anxiety over the future of our
physical environment and our continued existence. There is still some
resistance in accepting that the causes of “outer” problems like the threatened
environment are rooted deeply within our inner selves. The adoption of
sustainability as a required practice is reflective of the fact that the human
condition is finally starting to realise that self-actualization cannot solely
rely upon material consumption as in the long run consumerism is the cause of
ecological instability and it does not spiritually or emotionally satisfy us on
a meaningful level. The advent and spread of Sustainability, Sustainability
Literacy and implementation in a global context is the step away from the path
of consumerism and the stepping onto the path of self- sufficiency. (Maiteny, P. 2009)
Globally, Environmental Education is
finally being viewed as integral to our development, the ultimate example of
this being the introduction of the No Child Left Inside Act of 2009 that was introduced
in The USA. This act seeks to strengthen the Environmental Literacy of the American
youth from pre-school through to Grade Twelve. It aims to nurture
understanding, analytical and systemic thinking in order to shift towards
solving the major environmental issues facing human kind. Knowledge and
understanding leads to the youth being reinvested in their planet and the state
of their surroundings. This legislation aims to mainly deal with
environmentalism but it also confronts issues such as healthy living and
countering NDD and the host of negative traits associated with it, the bill is
the embodiment of its name, simply put its about getting the youth outdoors,
getting active, involved and invested in their natural environment. (OpenCongress,
2009)
3. NDD, Sustainability and Environmental Education
in South Africa.
During Apartheid massive relocations of
the black majority into shantytowns outside of white-only area’s usually into barren
fringe districts occurred, the de-beautification of these living environments
was a tool used by the Apartheid regime to semiotically reinforce the feeling of
oppression and eradicate communal gatherings in green open spaces. (Luvuyo
,W .2004)
The removal of trees was particularly
significant as in the majority of African cultures the tree is a significant
meeting place where judgements and gatherings of importance as well as forums
for discussion between tribal elders took place beneath the shade of trees.
(Freschi, F. 2007)
Today, although Apartheid is a thing of
the past, the majority of South Africans still live in townships or low-income
housing located in the same areas that they were established in during
Apartheid. This means the majority of the South African youth has grown up in
de-greened environment alienated from the environment. (ETU, 2007)
How can we expect these children who face
a host of social, health, emotional and financial problems on a day-to-day
basis, to understand and want to actively change the state of the Environment
and Environmental issues when they are even more alienated from nature than
other youth groups across the world. They not only have to combat the age of
technology, a heightened fear for their safety but a living environment that
was designed to oppress and create a disconnect with natural beauty.( Pithouse,
R. 2009)
South Africa rests in a similar place to
the rest of the world in the context of the shift towards Sustainability and
Sustainability Literacy and implementation. South Africa is a westernized developing country and as the
case is with other developing countries, having the right infrastructure to
implement and educate people on issues of sustainability is not as easily
available as it is to do in first world countries such as the United States of America
or Germany.
However South Africa, in particular Cape
Town is at the forefront of design and as all design now has the responsibility
to be sustainable there is an abundance of creative thinkers that integrate and
advocate Sustainability. With Cape Town being named the 2014 Design Capital of
the world Sustainability and awareness is spreading.
The need and responsibility of
Sustainability Education along with Environmental Education has fallen onto the
shoulders of various NGOs and NPOs even though numerous legislations that have
been implemented.(City of Cape Town, 2012.)
There are various NGOs and groups that are
fighting to reintegrate the South African youth into nature and make them forge
a visceral connection with the well-being of their natural surroundings. These
NGOs aim to educate the youth about biodiversity, urban greening, biology,
systemic thought, ecology and permaculture. All these things are most
successfully taught in a practical outing based approach. They work on getting
children into nature, interacting with it, smelling it, feeling it, seeing it
and hearing it. Reconnecting the South African youth with their natural
environment is even more important as it exposes them to the host of career
opportunities that will arise with the implementation of sustainability and
environmental care in years to come. (Nzimakwe, T. 2008)
4. Cape Town Organisations as Case Studies
4. Cape Town Organisations as Case Studies
I will be looking at two separate
Non-governmental Organisations (NGOs) as local case studies. These two NGOs are
poised to combat Nature-Deficit Disorder and confront issues of Sustainability
and Environmental Education, but both through different means.
The first organisation I will be examining
is the Beyond Expectation Environmental Project whose focus is to introduce the
youth, particularly the previously disadvantaged youth, back to nature. They
aim to reinvigorate and maintain their interest and emotional investment in the
environment and nature through a hands-on learning experience in the Table
Mountain National Park. (Beyond Expectations Environmental Project, 2010)
Their objectives are to create access to
the natural environment for young people that wouldn’t otherwise be exposed to
it, educate the youth on issues of climate change, water scarcity and global
warming while they are in an environment that will be directly affected by these
issues. To teach the youth about littering and their responsibility regarding
it. To teach the importance of conservation and the unique and fragile
biodiversity of Cape flora and fauna. To help the youth in starting food
gardens either at home or in their schools. Finally they aim to help the youth
explore and unpack the challenging social problem encounter daily and find
practical ways to overcome them. Finally they aim to uplift the youth of
through personal development that will empower them. (Beyond Expectations
Environmental Project, 2010)
The youth is taken out of the township on
a two-day excursion into the Table Mountain National Park. Taking them onto table mountain is about helping them to develop a
sense of ownership and belonging as well their recognizing and claiming their
right to National and natural heritage. (Beyond Expectations Environmental Project, 2010)
Thus BEEP combats Nature-Deficit Disorder,
through taking township youths out of their intense everyday context and
re-entering them into a context of intense natural beauty that is far removed
from any social hardship they may be facing at home. This is in theory a
nature-shock. It allows them to leave home at home and to just be children
experiencing something new together for the first time, while learning about
pertinent environmental issues in a hands-on way that confronts them with
nature and establishes an emotional connection towards it. This emotional
connection is integral to them understanding the reasons behind sustainability,
it brings them face to tree, hand to bark, nose to leaf and tongue to waterfall
with the reason for Sustainability and that is to preserve nature and her
resources for our generation as well as future generations This is further
reiterated by the new set of Environmental Terms and issues they are taught
about on the two day hike, making them a source of information on the
environment and sustainability, allowing them to relay this information to
others not given the chance or opportunity to be exposed to it themselves, this
includes other children and their parents. (Beyond Expectations Environmental
Project, 2010)
=
The “home-work” or real life integration of their experience is realised if the choose to create a food garden, either at home or at school. That is the physical manifestation of them dispelling their Nature-deficit Disorder, taking their own measured steps towards self-sustainability and implementing what they learnt through Environmental Education. (Beyond Expectations Environmental Project, 2010)
The “home-work” or real life integration of their experience is realised if the choose to create a food garden, either at home or at school. That is the physical manifestation of them dispelling their Nature-deficit Disorder, taking their own measured steps towards self-sustainability and implementing what they learnt through Environmental Education. (Beyond Expectations Environmental Project, 2010)
The second organisation I will be
examining is SEED a
small Public Benefits Organization that is based in the barbarous Cape Flat
school environment and are now the operators and creators of a countrywide
school-based program that grows outdoor classrooms in South Africa’s more
underprivileged schools. Their experience ranges from environmental education
curriculum development to green entrepreneurship. (Seed, 2000.a)
SEED’s methodology is based on permaculture;
the essence of permaculture is that it uses natural ecosystems as a biological
model for our own settlements, buildings and gardens. The aim of permaculture
is to produce systems that have a high yield, require low level of inputs and
have a mild or favorable ecological impact on natural ecosystems, yet still
managing to have a high proportion of edible or usable produce. (Whitefield, P. 2009.)
SEED uses this as a design system for sustainability and draws focus towards ethical environmentalism, people care, earth care and surplus share at its heart. SEED’s vision is to ignite ecological interest and intelligence and reconnect children with the ecosystems that support them. SEED is about real-life hands on sustainability that has given birth to the Rockland’s Urban Abundance Centre in Mitchells Plan, their ecological hub of demonstrations, training and community enterprise: one of them being their gourmet mushroom project, it also has the capacity for school-group visits that allow the learners to engage with their curriculum in a tangible manner. (Seed, 2000.b)
SEED combats Nature-Deficit Disorder
differently; it brings the nature to the children, introducing it into their
everyday existence instead of taking the children out of the everyday and
putting them into nature. With youth of today having exceptionally short
attention spans this is a clever way to re-introduce them to nature in a way
that disrupts their everyday, grabbing their attention and getting them
interested in nature and growth. Bringing nature to them also uplifts and
beautifies the communities or schools that receive outdoor permaculture
classrooms. Bringing the nature to the denaturalized is a good way of getting
them to become comfortable with nature quicker as well as watching it develop
from nothing into something to be used communicates the interconnectivity and
systemic nature of natural growth.
These green pockets in an urban context are integrated to form the
practical interactive part of the mainstream curriculum; this normalizes
interaction with nature and adds a greater degree of interest to the
theoretical learning. (Seed, 2000.c.)
The second phase of the urban gardens moves
away further from the theoretical and closer towards the practical production
and use of the gardens. The schools identity a need that the garden could
satisfy, for example the feeding of scholars or families going through a
difficult time financially, the garden will thus then become a productive
organic system geared towards growing food. Children then get to observe first hand the wonder of
organic gardening and self-sustainability. (Seed, 2000.c.)
The introduction of a functioning, productive
ecosystem into their previously barren context, from seed through growth up
until fruition confronts the children with how reliant we are on the natural
world to survive and how it in turn is reliant on us to nurture and protect it,
by never taking more than we put pack. This thus personalizes nature, creating
a greater understanding and emotional connection with it introducing them
directly to the issue of Sustainability allowing them to understand it on a
practical level, not only a rhetorical one, as is the case with many supporters
of Sustainability. (Seed,
2000.c.)
5. Constructionism, claims making and framing of
their issues.
Constructionism also known as the
constructivist perspective on social problems is the argument that suggests
that social problems are not an objective societal condition that can be
recognized and independently studied by what is being said about it. Instead
rather, that various problems only come to be recognised as issues through
communication and discourse, which thus constructs them as problems or issues
for political concern. (Hansen, A. 2010 pg.14)
Thus constructivism suggests that problems
only become social issues when someone starts communicating their opinion or
information about them, they make a claim in public, the important part of
constructivism comes in through, which claims become apparent, are publicised,
expanded upon and as is the case with human nature opposed or questioned. (Hansen,
A. 2010 pg.15)
Therefore in the context of Nature-Deficit
Disorder Richard Louv, the writer of “The Last Child in the Woods, Saving our Children
from Nature-Deficit Disorder” is the claims maker. His claim was picked up and
supported due to previous claims making about threats to American or modern day
children which first surfaced in the nineteenth century and continuing to do so
until an intensification in the 1980s. Group after group of child advocates
reared up to protect children from modernity, capitalism and the mass media.
This resulted in a shift in parenting, with parents viewing their children as
targets ready for the picking. Mass-media coverage of abductions, school
shootings, sexual predation and the threat of the Internet resulted in children
spending more time ”safe” indoors. (Louv, R. 2005 & Mechling, J. 2008)
This is the context in which Louv made his
claim, this gap between nature and children that was socially constructed due
to the advent of technology and hyper-cautious parenting. This combined with
the baby-boomers idealizations of their childhoods and the nostalgia they feel
towards the free natural outdoor play they experienced gave his claims legs.
Other factors that helped his claim along were the discourses already
surrounding the dire state of the Environment and the global need to shift to
Sustainability, the older generation realizing that the future of the
Environment and our continued sustainable existence in the long run relies upon
the youth and how they bring up their young. This global realization was paired
with another simultaneous realization that although children in modern day
society are exposed to and know about global warming, climate change and issues
the peaking of fossil fuels, their relationship with them is a virtual one, an
apathetic viewing of something they’re told about and see from behind a screen.
(Louv, R. 2005 & Mechling, J. 2008)
The perfect way to compare and analyse how
these Organisations communicate themselves is by examining both of their
“Films” in terms of Framing. Entman described framing as the selection of
certain aspects of a perceived reality in order to make them more notable in communicating a text, in such a way that it communicates a certain viewpoint.
(1993:56 quoted and paraphrased Hansen, A. 2010)
click here for BEEP video
click here for BEEP video
First I will analyse the BEEP video in
terms of Ibarra and Kitsuse suggested foci: In this video there are Rhetorical
Idioms of poverty, escapism, calamity and hope. These are communicated through
the use of contrasts. The contrast of the township in relation to the natural
splendour of Table Mountain as well as the contrast of Xhosa children speaking
English. (Annamtelfor, 2010 & Hansen, A. 2010)
Motif’s encountered are drugs, poverty,
crime, desperation and hope through being removed from those motif’s the
children contest with in their everyday lives. This is where the sympathy
factor and emotional manipulation occurs. It is not simply a documentation of
the two day trip but a video created and framed to ignite the need to give, get
involved and help more children escape their dangerous daily lives and become
empowered youth ambassadors for Environmental Education. (Annamtelfor,
2010 & Hansen, A. 2010)
This is done through the claim making of the affected, the
proverbial victims. There are three personal interviews of BEEP members, the
first a boy that tells of his former best friends drug addiction and the dire
situation his friend faces of being a drug addict at such a young age as well
as his decision to step away from that due to his renewed connection to nature.
The second interview is of a girl, the victim that “overcame” the physical
embodiment of what BEEP hopes to achieve. (Annamtelfor, 2010
& Hansen, A. 2010)
The last interview reignites sympathy and
awakens guilt by interviewing a boy who had lost his brother, no longer feels
safe walking down his street and would rather bring his family to live on the
mountain where he does not feel so alone and is calm and content. Finally the
setting of the film is predominantly on Table Mountain, it alternates between
close-ups of the children’s faces to wide panned shots of their majestic
surroundings, which once again are contrasted by the first shots of where
theses children come from, the township. (Annamtelfor, 2010 & Hansen, A. 2010)
Secondly I will analyse the video for SEED
there are ongoing rhetorical idioms of change and accomplishment as well as one
of poverty and upliftment. Motifs of criminality, drugs, gangs and hopelessness
which are associated with the Cape Flats, however this motifs are altered
towards ones of community involvement, interaction, growth and even borderline
abundance. This Film is more of an informative nature than a solely emotional
nature and it unpacks the issues that SEED deals with while still inspiring the
desire to want to help, it doesn’t use guilt to do this but rather utilises
positive emotions associated with watching another human being unexpectedly
succeed and flourish. (Cartmill, J. 2010 & Hansen, A. 2010)
The Claims-makers are qualified Permaculture
experts, team leaders, founders and the students involved in the sustainable
urban greening and this gives the Film the connotation of credibility. The
entire Film is shot outside in the Permaculture Gardens, giving the viewer a
sense of time elapsing as well as seeing the growth and joy of the children of
all ages working in the gardens. The children’s environmental and
sustainability literacy is evident and Film is shot in such a way that it
follows the garden from the seed all the way into the processed and cultivated
end product, giving you a holistic view of what they do and showcasing
Sustainability in practice not only in the rhetoric. (Cartmill,
J. 2010 & Hansen, A. 2010)
6. Conclusion:
In concluding this essay I am left with
the viewpoint that Nature-Deficit Disorder is an actual problem affecting the
youth of today and not an unwarranted claim. I believe that it is something
that if not addressed will lead to serious long-term repercussions. The youth
are plugged in electronically but disconnected emotionally and spiritually. This
is something that needs to be amended if we ever hope of having the chance of
to achieve holistic Sustainability. Parents have the responsibility to unplug
their children’s electronic devices regularly to allow their children to just
be children and play outside in order to interact with other children face to
face, activate their senses and stimulate their imaginations. Because I believe
that being imaginative and emotionally invested is the only way human discourse
will shift away from the predominant mindset of we are what we buy towards a
discourse that rather embodies we are what we put back or give.
Environmental Education and hands on
learning is the answer to the question of Sustainability. Both of the
organisations I used as case studies deal with this issue. BEEP deals with it on
a more emotional level as the first step towards showing and introducing these
children to the entire world that exists beyond what they know and what they
have been taught or told they can achieve. It builds confidence and a sense of
achievement while opening a door to hope. SEED deals with Environmental
Education in a way that is the holistic embodiment, implementation and
realization of Sustainability. It deals with the emotional while remaining
tangibly practical and “privileged” communities should take a page out of their
book.
Thus I believe both Organisations are
effective in their own way and that they are enriching the lives of the
underprivileged youth by helping them develop skill sets. However out of the
two, BEEP still has room to grow and flourish while SEED has bloomed and is on
its way to bloom again.
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htt
KQUEDondemand,2008. Nature Deficit Disorder. [Video]Available: http://www.youtube.com/watch?v=972SgOmbUnM [ 22 April 2012]
All images relating to BEEP used are untitled and were taken on Table Mountain by Unkown Photographers Available: http://beep.org.za/index.php?option=com_content&view=category&layout=blog&id=12&Itemid=10
All images relating to SEED used are untitled and were taken at various SEED projects, they are by unknown photographers and available from their Facebook page here:https://www.facebook.com/pages/SEED/152379438141624?sk=photos
htt
KQUEDondemand,2008. Nature Deficit Disorder. [Video]Available: http://www.youtube.com/watch?v=972SgOmbUnM [ 22 April 2012]
All images relating to BEEP used are untitled and were taken on Table Mountain by Unkown Photographers Available: http://beep.org.za/index.php?option=com_content&view=category&layout=blog&id=12&Itemid=10
All images relating to SEED used are untitled and were taken at various SEED projects, they are by unknown photographers and available from their Facebook page here:https://www.facebook.com/pages/SEED/152379438141624?sk=photos