Albuquerque's Environmental Story

Educating For a Sustainable Community

The Home, School, and Neighborhood as Mini-Environments

The Human Environment - Opening My Eyes

The approach used in the Eye-Opener Worksheets and Activities that follow is different from that used previously, but the basic message is the same. Human beings have become increasingly incapable of living in harmony with their environment. It is essential that we establish people as part of nature, not its masters. We must examine the damage done to our environment as a result of the anthropocentric view of the world that has evolved along with our technological society.

The orientation of this part of Section III, however, is deliberately anthropocentric and egocentric. The student is encouraged to look at two environments--the world around him, and his inner physical and emotional environment from a ME-centered point of view.

The rationale for such an about-face in this one part of the book is that it is important for students to look from behind their eyes outward, and inward; to see themselves and their relationships to their total environment with heightened awareness. The more self-understanding they can achieve, the better they will be able to relate to the world around them. The higher their self-image, the greater the possibility that they can acquire a feeling of stewardship for their environment.

The interactive roles of environment and self-image are something with which we are all familiar. Our feelings about ourselves are colored by the physical and psychological atmosphere in which we live. Conversely, our feelings about, and actions toward, the people and things in our surroundings are frequently affected by how we feel about ourselves. It is this interrelationship that "The People of the School Community . . ." is addressing.

With every student being at the center of a series of concentric circles, the projects and activities suggested here prompt each one to focus on his roles and relationships in all of the communities of which he is a part: body, family, class, school, the neighborhood, the city, and society beyond the city. The learning from such studies can be enlightening, puzzling, and even disturbing. The need for introducing these activities with sensitivity and understanding is obvious.

The Eye-Openers in this part of the book, and the activities related to them, view the student's relationship with his surroundings from four perspectives:

• Eye-Opener 9: "How Does the Community Serve You?" The student considers the societal systems that supply his needs and wants during an average day, and learns to differentiate between needs and wants.
• Eye-Opener 10: "ME" Each individual looks at himself and the things around him which affect how he feels about himself and his life. He develops understandings of the psychological workings of his "inner environment," and, it is hoped, grows in acceptance of himself and others.
  
• Eye-Opener 11: "How Well Do You Treat Your 'Inner Environment'?" The student becomes aware of another part of his inner environment--the physical. He gains insight into his responsibility to be an alert consumer and a steward of a very special environment--his own body.
  
• Eye-Opener 12: "How Can You Get Something Done?" The egocentric approach of the previous Eye-Openers is broadened to provide understanding of the other "ME's" in the school society. Their niches and problems are examined, as are the interrelationships that weld the various individuals into a smoothly functioning community.

(Up to Section IV, Back to Background, On to Bibliography)

Copyright © 2008, Friends of Albuquerque's Environmental Story