Cultural ecology is a system of knowledge about
environmental management. It has been created from the
inputs of teachers and students at all levels of education. The aim
is to stimulate discussion of ideas and projects about how to bring
people and nature into equilibrium. The approach is through
planning for sustainability based on good science and robust
economics in which well-being of planet and personal beliefs are
interdependent.
The following definitions are provided to guide
its use and development.
Cultural
ecology provides windows from many subjects into issues of
environmental management.
Cultural
ecology is about human communities as makers. In
making things, humans are now the main functional components
influencing planet Earth’s biological cycles of materials
and energy flows.
Cultural
ecology is an educational experience that demonstrates the
importance of crossing boundaries of traditional subjects in
order to understand and solve environmental problems.
Cultural
ecology is a set of notions about nature illustrating how
everyone interprets the world from within a particular multi
factorial framework of perception and thought, which often
gives rise to difficulties and dangers in using ones own
perspective to judge the values and behaviour of others
towards environmental issues.
Cultural
ecology is a gathering of local information about the good
and bad aspects of neighbourhood. It provides a knowledge base,
through environmental appraisal, which is necessary for
citizens to participate constructively in local government plans
for sustainable development- the Local Agenda 21-
particularly in the context of community regeneration.
Cultural
ecology is a practical activity. It shows how individuals,
families, and organisations can create action plans to set
limits on the environmental impact of their day to day uses of
materials and energy that flow through home, neighbourhood,
workplace and leisure environment.
To bring conservation management to the heart of
family life requires an ability in each individual to conceptualise
the wholeness of self and environment as a set of beliefs to live
by and a context that gives meaning to life. This ability may be
described as ecosacy; a third basic ability to be taught
alongside literacy and numeracy. The term ecosacy comes directly
from the Greek oikos meaning house, and household management
includes making decisions about the natural resources that flow
into it. To be ecosate means having the knowledge and mind-
set to act, speak and think according to deeply held beliefs and
belief systems about people in nature, which is
conceptualised as a community of beings.
The educational framework of ecosacy is cultural
ecology. The term has its origin in the work of Steward in the
1930s on the social organization of hunter-gatherer groups. Steward
argued against environmental determinism, which regarded specific
cultural characteristics as arising from environmental causes.
Using band societies as examples, he showed that social
organization itself corresponded to a kind of ecological adaptation
of a human group to its environment. He defined cultural ecology as
the study of adaptive processes by which the nature of society and
an unpredictable number of features of culture, are affected by the
basic behavioural adjustments through which humans utilize a given
environment.
Cultural ecology originated from an ethnological
approach to the modes of production of native societies around the
world as adaptations to their local environments. It has long been
accepted that this anthropological view is too narrow. It isolates
knowledge about the ancient ways of resource management from
possible applications to present day issues of urban consumerism.
Conservation management is now an institutional process of
political adaptation to the environmental impact of world
development. Conservation systems are concerned with stabilising
the functional relationships between people and the environment,
and managerialism has to be integrated into people's perceptions of
how they fit within environmental systems.
Because traditional systems often involve
long-term adaptations to specific environments and resource
management problems, they are of interest to resource managers
everywhere. Also, there are lessons to be learned from the cultural
significance of traditional ecological knowledge with regard to the
sometimes sacred dimensions of indigenous knowledge, such as
symbolic meanings and their importance for social relationships and
values.
However, if conservation management is to be
brought into the general education system from its current
professional periphery, it has to have cross-topic connections for
learners to navigate to and from a range of departure points. A
mind- map to begin building this navigation system has been
produced from the subject of natural economy created by the
Cambridge University Examination Syndicate for education in world
development. A topic map of cultural ecology presents world
development as the replacement of traditional systems for utilising
natural resources with scientific systems for managing industrial
production systems. Conservation management is the bridge between
these historical aspects of human social evolution. It carries
value judgments and perceptions about environment, where scientific
knowledge is not necessarily the clearest representation of what
reality is from the standpoint of Homo sapiens being just one of
many living things in a community of beings.