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Introduction: The Critique
Last year at this conference I attempted to suggest what I thought were some of the logical
implications of
environmental ethics for the undergraduate curriculum in American higher education. This year I
hope to press the
gist of that argument further in thinking about the ethical implications of modern environmental
thinking for
university policy and practice in the late twentieth century United States.
As I reported previously (Aper, 1996), the corporatist values of individualism, self-interest,
technocracy, and
free market capitalism (Saul, 1995) that have dominated economic, political, and social behaviors
and policy in the
twentieth century United States have been subject to severe critique by individuals from across the
spectrum of
thought and activity - e.g. - the natural and social sciences, philosophy, and government. Bowers
(1993) perhaps
most cogently summarizes this critique, arguing that 1) the ongoing destruction and degradation
of the natural
environment is a threat to the very physical foundation of human existence; 2) the traditional
market based model of
resource use and individual maximization of benefit is destructive of both social fabric and a finite
resource base; and
3) that a public philosophy based on the promotion of individual interests above common interests
is incompatible
with the aims of democratic polity and the protection of individual liberty. This critique suggests
nothing less than a
revolutionary change from a primordial human aim - to control and improve the earth for the
survival and comfort
of human beings. In many ways humans in the industrialized countries of the world have been
extraordinarily
successful in achieving these aims. Relatively few people in these areas today suffer the privations
of their pre-scientific forebears. Yet the unmitigated pursuit of individual comfort and the
technological imperative that drives us
to develop and then deploy every advance in science and technology is, and must be, under
serious re-examination.
The desire to finally convert the thin layer of life on earth, the biosphere, to a controlled synthetic
environment is the
ultimate, disastrous, and perhaps final, act of human hubris.
The Ethical Frame of Reference
To the ancient Greeks, ethics was largely a matter of asking how people should live in order to
maximize
individual happiness, well-being, and enjoyment of the good. The modern question raised by
those of a more
utilitarian bent asks rather what action maximizes the good? (Melden, 1967). I have sought to
frame my
deliberations in this paper from the perspective
of act utilitarianism as defined by Smart (1961).
Smart stated that
act utilitarianism holds that "the rightness or wrongness of an action is to be judged by the
consequences, good and
bad, of the action itself" (p. 4). In the complex modern world the consequences of actions are
often not readily
determinable, however. A fundamental ethical principle from the environmental movement
articulated by Hardin
(1968), Ophuls (1977) and many authors since them, holds that apparently trivial actions on the
parts of individuals
may have profound aggregate effects. The logic of free market, individualist economic
philosophy presses a constant
refrain of and appeal to global interdependence and competition as catalysts for higher student
test scores, higher
worker productivity, and more aggressive business practices. Yet this frame of reference is not
apparently coupled
with the ethical implications of such interdependence. For example, my choice to use atmosphere
damaging Freon
from Mexico in my air conditioner, to eat hamburgers made from beef cattle raised on the remains
of a Central
American rainforest, or to rely exclusively on noxious emissions-producing private automobiles
for transportation, all
have both local and global consequences.
In spite of scientific and technical advances, for most of us individual reality still focuses on
immediate
personal needs in the same ways that our agrarian forebears did. As Henderson (1978) observed,
"We do not
adequately appreciate how individually rational micro decisions and actions can add up, by
default, to dangerous,
irrational macro decisions" (p. 305). Modern applications of chaos theory to the investigation of
human collective
behavior have further demonstrated the immense impacts that small differences in initial
conditions or subsequent
actions may have, even on large systems (Kiel & Elliot, 1996). Our understanding of the
powerful consequences, both
good and bad, our individual and collective choices can have requires, at a minimum, a
commitment to careful
thought about the possible results of our actions.
This is a large step to attempt in a culture overtly devoted to a
hedonistic ethic-that is, where the maximization of individual wealth, pleasure, and immediate
happiness are literally advertised as the paramount goals of
human existence (Barber, 1992).
The effects of human activity on natural and social systems and defining the
good can be argued from another perspective, as well. Take the concept of
entropy, which is well known to those familiar with the work of Sir Isaac
Newton and his successors. What is referred to as the second lawof
thermodynamics suggests that entropy, or disorder in matter and energy, is
constantly increasing. Order turns to disorder. As Atkins, Holum, and
Strahler (1978) have stated, "Life requires order. A living organism is a
complex orderly arrangement of atoms set apart from its more disorderly
surroundings. When there is no order left in the universe there will be no life.
The second law of thermodynamics implies that life must ultimately disappear
in the final reign of chaos" (p. 54). Life on earth arose, developed ever more
complex levels of organization and sophistication, and continues by opposing
the tendency toward entropy. Every human act that contributes to the
disorganization of living systems in fact undermines the very foundation of
life. Logically, this seems to suggest reason for frustration, if not despair, at
the casualness with which we drive our private automobiles to campus,
contributing to entropy by converting relatively organized fossil materials
into highly disorganized heat energy and gaseous emissions. Thus, in that
routine choice and act, we degrade matter and energy, and foul atmospheric
systems that protect and sustain us and countless other living organisms. As
Commoner (1974) has observed, on the primitive earth simple life forms
rapidly consumed energy and other resources available in the environment to
their ultimate destruction. In the unfathomable eons of cosmic time, it
remains to be see if humanity will ultimately prove more wise and adaptive
than micro-organisms that consume resources and produce wastes as fast as
they can, to their ultimate self-destruction.
Yet humans value more than
the mere fact of physical survival. It seems fair to say that psychological and
even spiritual experience and values are critical to human well being. The
concept of entropy has power as both theory and metaphor in that the values
of a self-centered, consumer, industrial political economy have contributed
not simply to the degradation of physical environments, but to the
psychological/spiritual environments of human beings as well. Human
culture has expanded to construct a synthetic world in which many humans
are expected to live. The dependence on technology, linear and centralized
systems of supply for food, energy, and other essentials, have in many
instances resulted in a simplified and ultimately degraded and degrading
human environment (e.g. - Farvar & Milton, 1972). The most highly
developed human environments, cities, have many places where buildings far
exceed a human scale, where acres of pavement extinguish the place of the
earth's systems in human experience, and the air is thick with the breath of
automobiles and factories (e.g.-Alexander, Ishikawa, & Silverstein, 1997).
In spite of our traditional motivations and contemporary scrambling to
enhance our own immediate circumstances, the modern mania for acquisition,
for having material possessions that ostensibly enhance the quality,
convenience, or enjoyment of life, appears flawed even from the perspective
of maximization of individual happiness. Henderson (1978), building on the
work of Linder (1970) and Weisskopf (1971) noted that "while human
interactions can be increased and made faster with technology, they are rarely
bettered and sometimes worsened" (p. 312). Indeed, as Linder and Weisskopf,
among others, argued almost thirty years ago, limitless material progress is
not entirely consistent with enhancement of the quality of human life. Even
those who have drunk deeply from the well of technical progress and material
well-being have paid a price in intangible goods such as leisure time, personal
relationships, and feelings of personal satisfaction with life. Individual
actions and choices that are guided solely by ancient habits of acquisition and
comfort do not pay off at any level, it would seem.
Thus, the successes
and far-reaching effects and implications of modern industrial society have
made the relation between self interest and right action perhaps the most
important single ethical issue in human history. Yet environmental ethical
concerns ask a larger question than definition for abstract notions of the good.
Environmentalists insist that the collective survival of humanity and its
companion life on earth is a substantial enough premise from which to argue
that the good is that which affirms and sustains life, and that all humans and
human organization are obliged to measure their motives and actions by that
standard before all other considerations. They assert that the ultimate
survival of humanity and companion species on this planet requires change in
the behaviors of human beings, individually and collectively, that contribute to
the degradation of natural systems. These changes must be of such scope and
direction as to remedy the destruction of complex psychological/spiritual,
living, and physical relationships.
A basic quandary remains, namely, that there would seem to continue to
be conflicting goods, and "conflict between ends, responsibilities, rights, and
duties" to quote Dewey (1932, p. 174). It should not be blithely assumed that
the maximization of the collective good is a self-evident premise. There is no
logical contradiction inherent in the position of the Nietzschean superman or
hedonist who "is smugly content with the pleasures he is able to muster for
himself even at the expense of untold harm to others" (Melden, 19647, p. 14).
The aim of this paper is not to attempt a systematic calculus for the relative
goodness of every human decision. As I have elsewhere noted, it does not
seem logical, desirable, nor consistent with the value placed on individual
liberty to construct or enforce a "rigid orthodoxy of thought intended to
provide definite answers to difficult and even unanticipatable circumstances"
(Aper, 1996, p. 8). Yet the "reflective morality" suggested by Dewey (1932)
must be based on some foundational value premises, and these premises are
what I am striving to suggest. I have tried to present the outline of the
argument that the undifferentiated race to produce more in order to consume
more in order to produce more is ultimately destructive to both natural and
human, physical and psychological systems essential to the well being of
humanity and other species who share the earth. The growth of entropy
means, ultimately, a degradation of organization to a final, inert uniformity
that is incapable of supporting the complex systems that sustain life in every
sense. This, then, is the crux of environmental ethics boiled down to essential
elements - it is ethical to sustain, support and contribute to higher levels of
organization; it is unethical to contribute to entropy (disorganization) in any
of its forms (e.g.-Leopold, 1949; Pirsig, 1991). This is perhaps the most
fundamental principle underlying the rise and sustenance of life in the
universe as we understand it.
The Social Role of the
University
The university in American society serves many roles in
preserving knowledge and culture, expanding and applying knowledge,
conveying knowledge , and providing social critique. More than any other
social institution, higher education has a special role in American society.
Academic freedom and faculty tenure survive because there is a widely held
belief in, and official commitment to the value of the university as an
independent agency of learning, thinking and doing. The university is granted
at least the possibility of a leading, exemplary role for the future direction of
society at large. The university is a place that can serve as a nexus of science,
ethics, policy, and popular understanding of each (Sagan, 1996).
For
example, the university, perhaps alone among American political or social
institutions, could play a special role in technology assessment, environmental
impact studies, and similar kinds of needed functions that call for
technical/scientific knowledge as well as ethical, humans systems, and policy
expertise. Who but the university might serve as a third party committed to
fairness, balance, recognition of complexity, and the necessity of change?
Unfortunately, universities in the U.S. have come to be sometimes heavily
influenced by those individuals, agencies, corporations, or foundations that
control the flow of resources (Henderson, 1978; Jacoby, 1991; Slaughter, 1990).
If the ethical perspective suggested above is to influence guiding principles for
the university, then that institution must reassert its independence and make
clear a set of commitments that may not be popular to some constituents. Yet,
if the university is not willing and able to provide guidance and leadership in
the most forward thinking, important demonstrations of science and
technology tempered with environmental wisdom, commitment to the critical
nature of individual decisions that impact the earth's systems, and creativity
in striking new directions for the fulfillment of human promise as a successful
and beneficent presence on earth, that what human institution can?
This
is a critical question in the 1990s: will the American university chart its course
as an instrument of the collective growth in wisdom and technic of the human
species; or will it align itself with the values of corporatism, existing largely,
or entirely as an instrument of social efficiency? If the latter is our choice, then
we seem to follow Barber's (1992) observation on an operational mission of
the university to provide "service to the market, training for its professions,
research in the name of its products..."(p. 204). After the Civil War American
higher education embarked on a path of ever greater responsiveness to a
market approach to admissions, teaching, and research (Trow, 1988). A result
of this responsiveness has been one of the most remarkable collective
investments in education the world has ever seen. U.S. higher education in
this century has grown beyond the wildest imagination of any nineteenth
century college president. There is a hint of Dr. Faust's bargain in the picture,
however. This growth has been purchased at the price of some of the
independence of higher education; of obligation to funding sources and
markets. American higher education has embraced vocational training, social
status, and credential granting as fundamental elements of its mission.
American higher education has allowed research priorities to be shaped by
those with the money to pay for them, and has accepted designation as a
primary engine of economic development and assistance to business and
industry (e.g.-Slaughter, 1990). The environmental ethic suggests a profound
rethinking of the entire enterprise as it now stands. For our universities to
remain obliged to money, power, markets, or social efficiency dictates means
to forsake the primary duty of institutions of higher learning - to be the
paramount source of the generation and implementation of new ideas, new
paradigms, new integration of the collective knowledge, skills, and wisdom of
the human race. As Bok (1986) suggested, universities have a powerful role to
play in addressing the most pressing social, economic, environmental, and
political problems of contemporary society.
The Organization of the
University
Seeking and maintaining higher levels of organization in
systems should not be taken as advocating rigidly structured, hierarchical
organization in human institutions. It is probably unfortunate that our
conceptions of organizations and human cultures are so laden with the
concepts and values of machines (Mumford, 1986). Indeed, as Kiel and Elliott
(1996) explain, our growing understanding of complex systems in nature
continues to reveal the degree to which relative instability and
unpredictability are "essential to the evolution of complexity in the universe"
(p. 2). Though such behaviors may appear random and chaotic, they occur
within finite parameters and are describable mathematically. Rather like
quantum phenomena, the sum of chaotic behaviors at the macro level is
stable, but at the micro level are unstable (Kiel & Elliott, 1996). Advances in
our understanding of complex systems suggests that linearity and regularity
are not very powerfully descriptive of such systems, and as prescriptions
greatly limit the possibilities for change and evolution of such systems. This is
increasingly being understood to apply to both natural and human systems
(Cutright, 1996; Kiel & Elliott, 1996). Ironically, in spite of empirical evidence
that suggests the severe limitations of the so-called rational
model - hierarchical, highly structured, unitary in planning and
administration - this remains the operational definition of most university
organization in North America (Hardy, 1996).
Henderson (1978) argued forcefully that to survive means that organizations,
like all living systems, must evolve and change or risk extinction. She held
that viable organization must move from standardization, competition, and
hierarchy to destandardization, heterogeneity, interaction, and a "new ethics
in harmony with nature" (pp. 225-226). Consistent with contemporary
implications of chaos theory for organizations, Henderson asserted that
effective organizations need to be "less pyramidal, less hierarchical...participatory,
flexible, organic, cybernetic" to deal with "cataclysmic changes" (p. 234).
Terreberry (1985) observed that, as in nature, social, political, and economic
systems find themselves part of a progression from less to more complex
states of organization. If the concept of entropy has metaphorical power in
thinking about organizations, then Terreberry's observation is telling.
Organizations succeed and persist through their ability to learn and perform
according to changing contingencies in the environment (Terreberry, 1985;
Lorsch and Lawrence, 1970). This success embraces a holistic view of the
organization in which it must strive for some larger synthesis of itself and its
environment as part of a coherent whole (Morgan, 1986). Beyond
organizational survival, though, universities are perhaps uniquely positioned
and commissioned in the U.S. to cultivate organizational structure and
behavior that can meet human needs for meaningful and purposeful work and
preparation of people for such work - opportunities for critical thinking,
self-direction and expression, and personal and professional growth.
Organizations must meet such needs as a way to avoid collapses into cynicism
and the self-fulfilling prophecy of powerlessness and cynicism which leads
many Americans to seek worth and meaning in possessions and participation
in the consumer society (Maccoby, 1981).
The model of organization suggested here has both pragmatic and idealistic
implications in that institutions could behave in ways that create
opportunities that would promote human growth, creativity, and freedom as
well as allow greater organizational flexibility and efficiency in problem
solving and coping with changes in the external environment. Yet
improvements in structure and technology alone cannot go deep enough for
necessary adaptations; organizations must transform in ways appropriate to
the emergent environment, or ultimately cease to exist. There is no guarantee
or necessity that universities continue to exit in their present form, or at all,
perhaps, if they are unable to adapt to the larger environment in all the
meanings of that word.
With that hortatory introduction, I will attempt to sketch out one general
possibility for the kind of organizational structure suggested above.
Schumacher (1973) suggested five basic principles for finding and sustaining
the human-scale dimension in large organizations. If followed by
universities, these principles would result in organizations that were
confederations of decentralized, semi-autonomous units over which criteria
for accountability to the larger whole would be minimal and based on
performance in the fulfillment of the unit's purpose. Taken further, the
success of the units would lead to greater freedom within the larger
organization, and only failure would result in closer scrutiny, assertion of
central authority, or accountability reporting. The units would be driven by
sensitivity to the needs of the constituents of the university, and to the intrinsic
motivators of the people who work within the unit. Schumacher suggested
that such organizations must constantly strive to maintain a balance between
order and freedom, since neither one alone will permit the enterprise to
flourish.
Interestingly, such a perspective is consistent with much recent work on
organizational behavior, suggested implication of chaos theory for college
and universities, and some of the traditional structures of universities
(e.g.- Peterson, 1991; Cutright, 1996). Running counter to this literature and
these traditions, however, is the trend in American higher education since the
1960s to enhance central authority in universities, enforce uniformity, and
demand extensive, often standardized accountability data (Aper, 1993). It
would seem that the direction suggested looks rather like this: the university
should acknowledge and support decentralization of systems (material and
administrative), but find and maintain ways to support self-sufficiency,
efficient use of resources, conservation, alternative methods and sources of
materials with an emphasis on decentralization, integration, and
sustainability. Specific
Actions
More concretely, what might the university do if it
operated on the basis of environmental principles? Below, I have suggested
general practices that derive from a commitment first to the understanding
and preservation of living systems, organized according to the functions of
the university to convey, apply, and create knowledge, and as a living and
working community in itself. I suggest the following 'laundry list' as no more
than a starting point for the widely varied possibilities.
The curriculum would be grounded in principles derived
from environmental studies and ethical considerations (e.g.- Aper, 1996).
Rectifying the root causes of environmental concerns implies an initial,
enormous task simply to help people recognize the reality of it, since there are
strong personal and social reasons for ignoring or disregarding the direct
personal implications of such issues. Further, study would be based on a
foundation of interdependence and sustainability of systems and resources. A
paramount aim of undergraduate education would be to contribute all
possible to a post-university life for students that will be meaningful,
productive, and creative. Henderson (1978) urged the development of
integrative academic disciplines that could help illuminate the "intricate
chains of causality and interdependence in complex societies and their
reciprocal exchanges with equally complex host ecosystems" (p. 288).
Applying Knowledge
The university would provide material support for research and extension
activities aimed at maximizing recycling behaviors, and improving the
usefulness and uses of recycled and recyclable materials. The university
would support demonstration and/or pilot projects related to research, policy,
practices, and attitudes that enhance awareness of, application of, and
understanding of sustainable and non-destructive human activities:
e.g.- agriculture that does not depend on petrochemicals or other potentially
dangerous destructive substances; transportation that does not rely on
individual personal automobiles and fossil fuel combustion; improved battery
technology and other methods of storing and utilizing renewable sources of
energy. Support would be provided for the identification and use of
renewable and alternative resources of energy, food, and other requirements.
This would include efforts to help people achieve greater levels of
self-sufficiency in terms of food and energy production as well as responsible
consumption.
Creating Knowledge
The university would support research activities aimed
at reducing dependence on non-renewable resources of all kinds, including
efforts to enhance conservation and resource renewal. The university would
further support research and activities related to transfer of technology and
its application in less developed areas of the world. Support would also be
provided for research and activities related to preservation of
world gene pools ( to combat
extraordinary rates of species extinction) as well as research into novel
applications of materials, renewable and non-renewable, occurring in nature.
A Working and Living Community
The university would undertake priority efforts to recycle, conserve, and
reduce dependence on non-renewable resources, including the reduction
and recycling of paper and all organic materials. All paper products would
be recycled materials, for example, as would other materials
(e.g.- plastic garbage bags). Metal and plastics recycling would be maximized,
again with maximum use of products made from recycled materials.
Material support and incentive would be provided for resource conservation
in all university facilities and activities. Institutional efforts might also quite
reasonably include efforts to encourage student volunteerism - especially in
community-campus improvement, to support efforts to enhance
the "human scale" and esthetic qualities of the environmental
values - e.g.- preventive health measures, emphasis on quality of
experience over simplistic measures of economic efficiency. The university
would support efficient public transit, the construction of safe and convenient
walking and biking routes to and around campus, the development of safe
residential neighborhoods in vicinity of the university to increase the numbers
of faculty, staff, and students who would and could live within walking or
biking distance of campus.
A Conclusion of Sorts
Having wrestled at some length with the specifics of the implications of environmental ethics for American higher education, I have above presented some ideas about what this might mean for the university. The reality, however, is that an institution of higher learning might develop in many directions and ways stemming from a commitment to the environmental imperative. If there is any point of certainty, it would seem to be that such a perspective and commitment could enrich the university in many ways - intellectually, spiritually and ethically, as a premier social institution at the forefront of social change and improvement, and as a full member of a complex interweaving of communities both smaller and larger in scale, local, regional, national, and international - the full and extraordinary sweep of human endeavor to be at home on this planet.
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