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Humans as “Part and Parcel of Nature”: Thoreau’s Contribution to Environmental Ethics

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Matzke J. P.

Ethics in Progress

2014

vol. 5

issue 2

170-186

Henry David Thoreau (1817-1862) develops an understanding of human beings as “part and parcel of nature” that includes the idea that we are physically, spiritually, and attitudinally (more or less) connected to the world around us. The image he offers is one in which life spent too much in civilization, where work and social expectations determine the quality of one’s daily life and personal character, lead to lives of boredom, conformity, and misplaced priorities. Time spent in more natural environments is the antidote. Such experiences have the potential to jar us out of the conformist and-to his mind-personally stunting existence into which most fall. Growth and liberation come from experiencing the “More” of which both nature and we are a part. Thoreau calls us to reevaluate our values and priorities by being in a right relationship with nature, which does not require that we accept all of his particular ontological commitments. The argument that emerges for greater protection of the environment is admittedly quite human-centered. However, Thoreau’s insight that we are part and parcel of nature is important because, as Aldo Leopold later argues, we can only progress beyond a prudential approach to nature when we see ourselves as part of the larger whole. The world looks different when it is our home and community as opposed to being mere material to be used or a stage on which our lives unfold.

Connections and Abstractions: Blending Epistemologies of Love and Separation in Environmental Education

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Dereniowska M. A., Matzke J. P.

Ethics in Progress

2012

vol. 3

issue 1

71-81

Understanding the epistemological dimension of the subject–object dichotomy is crucial for environmental learning. Contrasting the epistemologies of separation and love, Arthur Zajonc argues that learning is seriously limited unless we focus more attention on fostering deep connections of respect, love, and participation with the objects we study. Although an attitude of detachment and objectivity is sometimes appropriate, understanding such things as social justice and the environment demand an approach that softens the sharp dichotomy between knower and thing–to–be–known. While largely agreeing with Zajonc, we emphasize that the epistemologies of separation and love should not be seen as wholly distinct or unrelated. A deep understanding of ourselves and the world around us depends upon a shifting back and forth between these approaches, though this will, admittedly, not be susceptible to any strict set of methodological rules. Learning depends upon not only understanding how to use these two epistemologies, but, importantly, learning how to shift between them with ease. Furthermore, we suggest that Zajonc’s use of the dual concepts of the logic of discovery and of justification to illustrate his two epistemologies can be made more descriptively accurate and prescriptively useful by noticing that in the process of learning-of discovering-investigators can and do move fluidly between seeking detached objectivity and connectedness. We embrace a broad pedagogical approach to environmental education consistent with Zajonc’s view and that is place–based and multi– and trans– disciplinary. This includes a rejection of the priority of science over the humanities, a narrowing of the gap between knower and thing–to–be–known, and a move away from attempts to excessively abstract from particulars to generalities and laws

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2 Ethics in Progress

2 Matzke J. P.

1 Dereniowska M. A.

1 2014

1 2012

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Humans as “Part and Parcel of Nature”: Thoreau’s Contribution to Environmental Ethics

Connections and Abstractions: Blending Epistemologies of Love and Separation in Environmental Education