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EDUCATION,
SUSTAINABILITY
AND THE ECOLOGICAL
SOCIAL IMAGINARY
CONNECTIVE EDUCATION AND GLOBAL CHANGE
JEFF BUCKLES
Education, Sustainability and the Ecological
Social Imaginary
Jeff Buckles
Education,
Sustainability and
the Ecological Social
Imaginary
Connective Education
and Global Change
Jeff Buckles
York St John University
York, UK
This Palgrave Macmillan imprint is published by the registered company Springer International
Publishing AG part of Springer Nature.
The registered company address is: Gewerbestrasse 11, 6330 Cham, Switzerland
To Liz, Julia and Peter for their love and support.
To Pet and Tom for the raw material, and to Mike Bottery and Julian Stern
for their help and support in shaping it.
Preface
What do the Pope, Paris, ppm and population all have in common?
Apart from the letter p?
The answer is they all acknowledge global change.
• In May 2015 The Pope released the encyclical letter Laudato Si, On
Care for our Common Home (Pope Francis 2015), highlighting the
harmful impact humankind were having upon the Earth, and what
needs to be done to ameliorate that impact.
• In September 2016 it was reported (Betts et al. 2016) that the annual
mean atmospheric CO2 concentrate at Mauna Loa, Hawaii for 2015
was 400.9 parts per million (ppm), the first time this level had been
breached in 4 million years. By February 2018 it had risen to 408ppm
(Scripps 2018). It was likely to stay at or above that level, and was
caused by ‘anthropogenic emissions arising from fossil fuel burning,
deforestation and cement production’ (Betts et al. 2016: 806).
• In November 2016 the Paris Agreement was adopted by the United
Nations Climate Change Conference, the purpose being to limit to
less than 2°C the effects of global warming compared to pre-industrial
levels. So far 197 countries have signed the treaty and 146 ratified it
(UNFCCC 2017).
• According to the United Nations (UN 2017) the World’s population
will have surpassed 7.6 billion people in 2018, with the United Nations
vii
viii Preface
The four examples given are a mixture of hope and despair. Hope, because
as the Pope and Paris suggest, there is growing understanding of the
effects of human activity upon the Earth, and of a willingness to map out
answers. Despair in that human activity appears to be harming the planet
in a way that is threatening to all life, and there may be limited time to
react to this. This book aims to build upon the hope, suggesting that by
changing how humankind views its place upon the Earth, despair can be
overcome. This requires two things to happen. Firstly, for humankind to
recognise and act upon the foundational truth that all life upon Earth
(including human beings) is dependent upon the living and non-living
processes of the Earth. Secondly, that by asking a key ethical question,
‘what kind of planet do we wish to pass on to our children and all living
and non-living things?’ we (that is humankind), can refocus how we live,
so that the planet that we live and depend upon can flourish.
References
Betts RA, Jones CD, Knight JR, Keeling RF, Kennedy JJ (2016) El Niño and a
Record CO2 Rise Nature Climate Change (6) p806–810. http://www.nature.
com/natureclimatechange. Accessed 1 Oct 2016
Pope Francis (2015) Laudato Si’: On Care for Our Common Home [Encyclical].
http://w2.vatican.va/content/francesco/en/encyclicals/documents/papa-
francesco_20150524_enciclica-laudato-si.html. Accessed 26 May 2015
Scripps (2018) Scripps Institution of Oceanography The Keeling Curve. https://
scripps.ucsd.edu/programs/keelingcurve/. Accessed 20 Feb 2018
UN (United Nations) (2017) Department of Economic and Social Affairs,
Population Division. World Population Prospects 2017. https://esa.un.org/
unpd/wpp/DataQuery/. Accessed 20 Feb 2018
Preface
ix
1 Introduction 1
9 Conclusion 181
xi
xii Contents
R
eferences 189
Index 207
Terms and Conventions
xiii
List of Figures
xv
List of Tables
Table 3.1 Root metaphor of the modern social imaginary and values 37
Table 3.2 Domains and values of the Modern Social Imaginary 46
Table 4.1 Root and educational metaphors 54
Table 4.2 Enlightenment epistemology and education values in the
Modern Social Imaginary 56
Table 5.1 The impact of human activity during the Great
Acceleration (Steffen et al. 2004: 132–3) 80
Table 5.2a Population change in the 21st Century—location (a taken
from UN 2017. b–e taken from UN 2013. All figures
billions unless stated) 83
Table 5.2b Projected populations of the four largest economies
(developed from UN 2017, except third column and
cumulated % UN 2015. All figures billions unless stated) 83
Table 5.3 Temperature rise and decarbonisation (PWC 2012a, b: 9) 88
Table 8.1 Root and educational metaphors 149
Table 8.2 Core ESI values and core educational ideas 171
Table 8.3 Image metaphor—the heart 173
Table 8.4 Image metaphor—the hands 174
Table 8.5 Image metaphor—the head 174
Table 8.6 Image metaphor—the spirit 175
xvii
1
Introduction
Chapters 3 and 4 take us from the past into the present, by looking at
how humankind’s thinking has changed over the last three hundred and
fifty years, and the part that education has played in this. Chapters 5 and 6
look at the present and begin to look towards the future by examining the
evidence for global change, and the different ways in which humankind
can respond to those. Chapters 7 and 8 begin the journey into the future,
by asking how humans need to change their thinking if they are to avert
some of the possible dangers outlined in Chap. 5, and also what educa-
tion might look like if humankind can change the relationship it has with
the planet upon which it lives and depends.
This book is utopian, in the way that Bussey and Inayatullah (2008: 3)
identify utopias as alternative futures, so that humankind can then choose
different futures (deGeus 2002), rather than just be swept along by forces
seemingly beyond their control. Wright (2010: 25) locates utopias within
‘emancipatory social science’, what he defines as ‘a theory of a journey
from the present to a possible future’. This has three elements: a ‘diagno-
sis and critique of society’ which identifies why humankind would want
to leave their current world; a ‘theory of alternatives’, which identifies
where they would want to go; and ‘a theory of transformation’, which tells
them how to get from the current to the transformed world (Wright
2010: 25). This book is located within the first two elements that Wright
identifies, with Chaps. 3, 4, 5, and 6 consisting of diagnosis and critique,
and Chaps. 7 and 8 outlining an alternative.
For Levitas (2013: 84), models of utopia ‘are explicitly holistic, imagi-
nary, critical, normative, prescriptive and (often) future-orientated.’ They
have three modes: archaeological, which critiques ‘images of the good
society’ in current policy (Levitas 2013: 153); ontological, which looks at
the type of person that will be developed; and architectural, which is
about ‘the imagination of potential alternative scenarios for the future’
(Levitas 2013: 153). This book focuses upon the architectural, with
aspects of the ontological. The former is about imagining ‘alternative
ways of life that would be ecologically and socially sustainable and enable
deeper and wider human happiness than is now possible’ (Levitas 2013:
153). In this way, by identifying the key aspects of a utopian model, they
are ‘open to scrutiny and to public critique’ (Levitas 2013: xvii).
Introduction 3
This book is academic, not in the sense of being obscure or using jar-
gon, but in the sense that it is fully referenced. This is for three reasons.
Firstly, in a ‘post-truth’ world, which is just a euphemism for lying
(Levitin 2017), it is important that readers can see where my arguments
and data are from, and what I have done to them to arrive at the conclu-
sions that I do. Secondly, when there is a concerted political resistance to
the application of science to climate change (Lawson 2006; Hansen
2009), it is important that the reader can see where my data has come
from, who I have read, and how I have used their arguments; and thirdly,
by fully referencing I acknowledge my debt to those who have made this
journey before, and it enables those who wish to continue the journey, or
to veer off, to see where they may go.
Positionality This book engages with what Macy (2007: 140) terms The
Great Turning, ‘the epochal shift from the industrial growth society to a
life-sustaining society’. This turning, she argues, can happen in different
dimensions. The first is what she terms ‘holding actions’ (Macy 2007:
143), where consciousness is raised by activism and protest, such as anti-
fracking, or ‘keep it in the ground’ (Guardian 2016), advocating fossil
fuel divestment. The second dimension is ‘structural change’ (Macy 2007:
144) whereby understanding of power, and the constructing of alterna-
tives occur, ‘from local currencies to consumer cooperatives, from eco-
villages to community-supported agriculture’ (Macy 2007: 145). This
book, however, does not engage with these dimensions, but locates itself
firmly in the third dimension, of ‘shift in consciousness’ (Macy 2007:
145), one that requires ‘a profound change in our perception of reality’.
This chapter sets out the key ideas that are explored within the book: the
examination of the idea of a social imaginary; that a social imaginary can
be organised around three key domains; and that social imaginaries are
responses to challenges faced by societies. Taylor (2007) argues that all
societies live within a social imaginary, which describes and guides how
people view the world. It is the implicit background that shapes people’s
thoughts and actions, that explains their reality. Initially three domains
will be explored to distinguish different social imaginaries; the temporal,
spatial and ontological. This will be re-visited and developed in Chaps. 3
and 7. Finally, there will be an outline of some of the probable challenges
facing humankind in the 21st Century. These challenges will tend to
centre on the effect human activity is having upon the Earth, and will be
briefly outlined, being developed at length in Chap. 5.
6 J. Buckles
This chapter will open with further exposition of social imaginaries, espe-
cially the distinction between social imaginaries and ideologies. A model
of how social imaginaries change will then be developed based around an
adaptation of Williams’ (1973) idea of residual, dominant and emergent
cultures. The Pre-Modern Social Imaginary was based around transcen-
dent time, community and hierarchy. In the 18th Century, it will be
argued, a new social imaginary emerged, the Modern Social Imaginary.
This is based around a contempocentric (Speth 2008) view of time, the
Nation-State, and humankind as being the centre of reality. This, it is
suggested, is the dominant social imaginary, the one that explains current
perceptions of reality. Central to the Modern Social Imaginary is the idea
of progress through the use of reason and control of the environment for
humankind’s benefit (Sim 2010). The main values of the Modern Social
Imaginary will be mapped out.
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