3

Understanding the Root

Causes of the

Environmental Crisis

Chapter Outline

The Roots of the Environmental Crisis

Religious Roots

Cultural Roots: Democracy and Industrialization

Biological and Evolutionary Roots

Psychological and Economic Roots

Leverage Points

Making Human Systems and Technologies Sustainable

Changing Our Perceptions, Values, and Beliefs

Unsustainable Ethics

Key Terms

root causes

Industrial Revolution

frontierism

biological imperialism

frontal lobe

ethics

frontier ethic

ecological backlashes

sustainable ethics

Objectives

1. Discuss the religious roots of the environmental crisis.

2. Discuss the cultural roots of the environmental crisis.

3. Discuss the psychological and economic roots of the environmental crisis.

4. Discuss the biological roots of the environmental crisis.

5. Review the actions that could remedy the root causes of the modern environmental crisis.

6. Summarize the difference between “frontier ethics” and “sustainable ethics.”

Lecture Outline

Roots of the Environmental Crisis

A. Religious Roots

1. Lynn White’s thesis was that the roots of the environmental crisis are largely religious and stem from the early influence on western culture of Christianity. He argued that western-style science and technology “got their start, acquired their character, and achieved world dominance in the Middle Ages.” The most important influence on science and technology at this time was Christianity’s view of human dominance over nature. White argued that during the Middle Aged Christianity replaced paganism. Pagans viewed themselves as part of the whole and Christianity promoted a sense of dualism, a view of humanity as separate from nature.

2. Lewis Moncrief pointed out that religious belief certainly influences human behavior towards the environment but to argue that religion is the primary cause of environmental destruction is not supported by the facts. Other civilizations have altered their environments severely long before the influence of Christianity. Religion is likely a powerful influence of belief systems but not the sole root cause of environmentally destructive behavior.

B. Cultural Roots: Democracy and Industrialization

1. Democracy - The influence of democratic ideals after the French Revolution had a significant impact on how the environment was used. Prior to the French Revolution most land and resources in the Western world were owned by royalty or by the Roman Catholic Church. The French Revolution marked the demise of feudalism and this system of land ownership. Land became vested in the hands of the many.

2. Industrialization - The shift from manual labor to energy-intensive machine production is an important force affecting the environment. Moncrief argues that the success of democracy and industrialization resulted in a more equitable distribution of wealth among the human population and, more important, rising affluence and consumption. Pollution and environmental destruction were the results.

3. Frontierism - Movement of people to farm and homestead undisturbed land fostered the philosophy of frontierism. Frontierism views the environment as an unlimited resource. Wilderness was an obstacle to overcome during the process of settlement. Clearing a forest or draining a marsh is acceptable behavior because of the perception that these resources are unlimited and therefore of little immediate concern or value.

C. Biological and Evolutionary Roots

1. Biological Imperialism - The natural tendency of populations to expand in proportion to the resources available.

a. Major environmental transgressions of the past and the present may originate in human biological imperialism.

b. The development of technologies has permitted us to expand almost uncontrollably.

D. Psychological and Economic Roots

1. Human attitudes and beliefs are responsible for many unsustainable practices.

a. Denial - Denial of the reality of our environmental dilemma may delay appropriate action to correct our behavior.

b. Apathy

c. Greed

d. Acquisitiveness

e. Inability to respond to subtle threats. Our brain has evolved to respond to immediate, life threatening situations.

2. Economic beliefs have fostered unsustainable behavior and have not tempered our biological imperialistic tendencies.

a. The unquestioned belief that economic growth is always good.

b. People consume to make themselves feel better. Advertisers promise that the goods we purchase will make us happy or successful.

c. People are encouraged to consume to conform to the norms of society. In order to belong, one must have the right car, the right clothes, the right cologne or perfume, etc.

d. Consumption is also encouraged by the joy of novelty and the usefulness and convenience of many new products.

Leverage Points

A. Making Human Systems and Technologies Sustainable

1. Human technologies and human systems are fundamentally unsustainable.

B. A New Worldview: Changing Our Perceptions, Values, and Beliefs

1. Unsustainable Ethics - In most western nations, human values express a kind of cavalier frontierism that hampers efforts to create a sustainable future.

2. The First Tenet of Unsustainable Ethics - The Earth is an unlimited supply of resources for exclusive human use.

3. The Second Tenet of Unsustainable Ethics - Humans are not a part of nature and are immune to natural laws.

4. The Third Tenet of Unsustainable Ethics - Human success derives from efforts to subdue and control nature.

5. Some Impacts of Frontier Thinking

a. Frontier ethics profoundly affects how people act.

b. Frontier ethics influences how people solve environmental problems.

c. Frontier ethics influences our personal goals and expectations and drives rampant consumerism and unnecessary use of resources.

6. Sustainable Ethics

a. The Earth has a limited supply of resources and they are not all for us.

b. Humans are a part of nature and subject to its laws.

c. Success stems from efforts to cooperate with the forces of nature

d. Our future depends upon creating and maintaining a healthy, well-functioning global ecosystem.

Suggestions for Presenting the Chapter

· Exercises in value identification and clarification are useful at this stage in the course. Topics might include an examination of the importance of “wilderness” or “recycling” in their lives. This could be contrasted with the desire to acquire a new car or large home or even a new pair of designer jeans. The idea is to produce active examination of our values, goals, and aspirations and how these may not consider issues of sustainability.

· Students with experience in American History may be asked about the concept of “manifest destiny.” This topic leads very naturally into a discussion of the “frontier ethic.” Introduction of aboriginal/Native American readings as a contrast in values from the same time period allows contrast and comparison of the frontier mentality to a sustainable, earth-based ethical system.

· A review of the natural history of your area since the formation of the United States is an interesting exercise. The loss of natural diversity in many areas illustrates to students the scope of our environmental impacts. Many students do not realize the immense ecological changes that have occurred as a result of development. A historical perspective often demonstrates effectively the impact of “taming the frontier” and its legacy.

· Instructors should emphasize that everyone has an impact on the environment. Often the most positive impact they can have is on their friends. Students should be encouraged to interact with their family and friends about issues of environmental ethics outside of class time. This interaction plays an important role in encouraging critical thinking and value clarification for the student, family members, and friends.