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Chapter 4:
The human person in the
environment

Objectives:

1. To probe into a distinct frame about gaining valuable insights regarding the human
person in the environment
2. To demonstrate the virtues of prudence and frugality towards his/her environment
3. Appreciate the beauty of nature

Sensitivity check

1. Interactive work:
Search for Louis Armstrong’s song What a wonderful world. Listen and sing the
song together. You can watch video clips can be used as a guide.
After singing, discuss:

a. How did the song regard the environment? How did the song see the human
person in the environment?
b. What is the tone of the song?
c. Which lyrics serve as most meaningful? Why?

2. Interactive work:
Hold each others’ hands and share with the persons in your right and left your visions or
how do you imagine the world to be.

4. Introduction

”What is the world made of?” “How did the world come into being?” and “How can we
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explain the process of change?” were philosophical questions already brought up approximately
600 B.C.E. (before the common era) in the Western Ionian seaport town of Miletus across the
Aegean Sea from Athens, Greece. Because Ionia was a meeting place between the East and
West, Greek philosophy may have Oriental as well as Egyptian and Babylonian influences. In
both East and West, philosophers were asking questions about the universe we live in and our
place in it. Eastern sages probed nature’s depths intuitively through the eyes of spiritual sages,
while Greek thinkers viewed nature through cognitive and scientific eyes (Price, 2000).

The speculations of the pre-Socratic philosophers represent a paradigm shif – a change

from the mythical explanation of the origins of the cosmos to a more rational explanation.
These philosophers were looking for the underlying laws of nature. They wanted to understand
the processes by studying nature itself, not by listening to stories about the gods. Though not as
sophisticated in the 21st century standard, the pre-Socratic philosophers do represent the first
intellectual and scientific attempt to understand the origins of the universe.

This lesson will probe into a distinct frame about gaining valuable insights regarding the
human person in the environment. Specifically, the learner should be able to demonstrate the
virtues of prudence and frugality towards his/her environment.

Consider these two frameworks (Payne, 2010):

1. Anthropocentric Model

Human

Culture

Individualism

Mind

Calculative

Human over/against
environments

Global/technological
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2. Ecocentric model

Nature
Wild
Holism

Nature/cosmos
Body
Relational
Earth/wisdom
Ecology over/against
humans

According to Payne, classrooms cannot set aside the importance of aesthetics as well as
the environment that suggest valuing that include: aesthetic appreciation; enjoyment,
relaxation, satisfaction, calm, peace, social interaction, growth towards holism and self-
understanding. Every day we experience or heard of how nature is destroyed and thus there
are floods, flash floods and landslides among others. Accordingly, this chapter helps the learner
look at the multidimensional concept of being human.

Our limited understanding of our environment opens for a need for philosophical
investigation of nature, applying aesthetic and theological dimensions as well as appreciating
our philosophical reflections with the concept of nature itself. In the earlier chapters, we have
the underlying qualities of human being as holistic and transcendental. Not only should we
value the concepts of other people but to consider carefully, the moral, ethical, political, cultural
and ecological realities of where we are situated in.

Guided learning:

1. Independent research:
Distinguish the ecocentric from the anthropocentric models. Cite examples.
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2. How do humans react to nature? Explain. In what way are your answers positive or
negative?

4.1. Notice disorder in the universe

The domination of humanity is linked to the domination of nature based on the

anthropocentric model. An unfair or unjust utilization of the environment result to ecological
crisis. From this view, it follows that human arrogance towards nature is justifiable in order to
satisfy human interests. Sometimes, humans adopt an exploitative attitude whenever nature
is merely considered as an instrument for one’s profit or gain. For example, quarrying or
cutting down age old trees could justify our exploitative attitude toward nature.

Images

http://www.gettysburgdaily.com/witness-trees/
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http://www.pc.gc.ca/eng/docs/v-g/dpp-mpb/sec5.aspx
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http://www.change.org/p/hon-rogelio-l-singson-stop-cutting-trees-for-road-widening-projects

Current research exposed the environmental consequence of international politico-economic

specialization for specific countries and global regions. Research also shows the implications for
both abuses of natural resources and of the generation of waste and emissions. Numerous
concepts and indicators have been used to understand environmental impact such as the
carbon footprint (CF). For instance, the emission of greenhouse gases, such as carbon dioxide,
methane, fluoride, nitrous oxide that are part of the production goods and services consumed
in many countries. Studies reveal that the higher the income, there is a substantial change in
consumption patterns, which result to higher CF. Below is an example is a chart of a household
in North America and the average consumption vis-à-vis CF.

Carbon footprint has eight categories:

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(1) Construction
(2) Shelter
(3) Food
(4) Clothing
(5) Mobility
(6) Manufactured goods
(7) Services
(8) Trade

http://ui.uncc.edu/sites/default/files/CarbonFootprint29708.PNG

The Ecocentric model (see above), in contrast, puts the ecosystem first and assumes that the
natural world has intrinsic value. Nature is not valued for the future survival of human species
per se, but is invaluable in itself. For instance, humans have a responsibility toward the land.
However, because of the anthropocentric attitude, humanity claims ownership or authority over
land. For the ecocentric model, instead, love, respect, admiration for nature and a high regard
for its value is essential. For instance, in the ecocentric model, land will be considered not an
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instrumental mode of production but will be preserved with integrity, stability and beauty. It is
incorrect when it tends otherwise.

If humanity overworks the soil and substitute domesticated species of plants and
animals for wild ones, human made changes threaten the health of nature. Unlike changes in
the evolutionary process, our human interventions have swift and even, violent effect on
nature. A study blames human activities for drastic decline in wildlife population. Due to
hunting and fishing, 52% of wildlife population deteriorated. Whether nature can adapt to
these changes and self renew becomes a vague issue.

The study for instance, established that the damage is not inevitable but a consequence of
our choices. Accordingly, humanity needs to develop an “ecological conscience” based on
individual responsibility. Ecologists challenge us to adopt a lifestyle that involves simple living
that honors the right of all life forms to live, flourish and create a rich diversity of human and
nonhuman life. For ecologists, the right to live and blossom should not just be for human
beings but must be valid to all forms of life. This belief stems from an awareness of our
dependence to other forms of life, not a master-slave relationship.

In 2004, indigenous grandmothers, representing tribes from the Arctic Circle, Nepal and
Tibet, held a meeting to be able to preserve their community. Deeply concerned with
destruction of Mother earth, including the contamination of air, water and soil, war, poverty and
destruction of indigenous way of life, they have committed themselves to form an alliance that
will embrace prayer, education and healing for our Mother earth, for all her inhabitants, for the
future generations.

The 2007 United Nation’s Declaration grants the indigenous people “the right to
conservation, restoration and protection of the total environment and the productive capacity
of their lands, territories and resources, as well as the assistance for this purpose from States
and through international cooperation”. The relationship of the indigenous people with the
environment is thus spiritually and materially, strengthened (Ramiscal, 2013).
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Images

Destruction of property: Devastation brought by

Yolanda and Ondoy

File photo by EPA

http://www.lifesomundane.net/2010/10/rendezvous-with-ondoy.html

War
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http://www.philippinerevolution.net/images/28

Poverty
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Soil Erosion linked to food supply

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http://warincontext.org/2012/12/17/how-soil-depletion-is-putting-the-global-food-supply-in-jeopardy/

Guided learning:

Interactive work:

1. In your opinion, how can we protect, conserve and restore our environment? You can
further assess your answers by planning a nature walk or gardening.

A. How can you promote the human person in the environment through nature walk or
gardening?

B. Design: Conceptualize your designs if you will choose gardening. If you choose
nature walk, your teacher must suggest safe place such as La Mesa Dam, etc.
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2. Based on the previous images, what could be improper? Are you happy with what you
see or experience in nature? How will you organize or improve the environment or
world that you belong to?

4.2 Notice things that are not in their proper place and organize them in an

aesthetic way

A. Ancient thinkers
Early Greek philosophers, the Milesians, regarded Nature as spatially without boundaries,
i.e., as infinite or indefinite in extent. One ancient thinker, Anaximander, employed the term
“boundless” to convey the further thought that Nature is indeterminate – boundless in the
sense that no boundaries between the warm and cold or the moist and dry regions are
originally present within it (Solomon and Higgins, 2010).
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Anaximander

http://classicalwisdom.com/wp-content/uploads/2014/07/Anaximander-3.jpg

Creation and Destruction. According to Anaximander’s sketch of the genesis of the world
(cosmogony), the evolution of the world begins with the generation of opposites in a certain
region of Nature: a portion of the Boundless first differentiates itself into a cold-moist mass
surrounded by a roughly spherical shell of the warm-dry. Once the warm-dry has been
separated out, surrounding the cold-moist, it begins to evaporate the moisture of the latter, and
this process forms a vaporous atmosphere. Eventually, the expanding vapor or steam bursts the
enclosing fiery shells into rings, and, rushing outward, envelopes them. The opposite forces
caused an imbalance that necessitated their ultimate destruction (Price, 2000). What appear to
us as heavenly bodies are in reality parts of the fiery rings that we glimpse through openings left
in their steamy, vaporous envelopes. The revolution of the stars, sun, and moon around the
central earth is in reality the rotation of the vapor-enveloped rings of fire.

Pythagoras

http://www.mathstutorhelp.com/wp- content/uploads/2014/03/Pythagoras.png
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Another ancient philosopher, Pythagoras, described the universe as living embodiment of

nature’s order, harmony and beauty. He sees our relationship with the universe involving s
biophilia (love of other living things) and cosmophilia (love of other living beings.) (Perhaps, we
could consider the early him as an ecologist.)

The Chinese cosmic conception, on the other hand, is based on the assumption that all that
happens in the universe is a continuous whole like a chain of natural consequences. All events in
the universe follow a transitional process due to the primeval pair, the yang and the yin. The
universe does not proceed onward but revolves without beginning or end. There is nothing new
under the sun; the “new” is a repetition of the old (Quito, 1991). Human being’s happiness lies
in his conformity with nature or tao; the wise therefore conforms with Tao and is happy.

B. Modern thinker
In his third critique, Critique of Judgment, Immanuel Kant expresses that beauty is
ultimately a symbol of morality (Kant, 1997). According to Kant, we must ignore any practical
motives or inclinations that we have and instead contemplate the object without being
distracted by our desires (Goldblatt and Brown, 2010). For instance, one should not be tempted
to plunge into the water in a seascape portrait. In a sense, therefore, the stance that we take
forward the beautiful object is similar to that which we take toward other human beings when
we are properly respectful of their dignity.
The beautiful encourage us to believe that nature and humanity are part of an even bigger
design. This sense of order in a beautiful object is not translatable into a formula or a recipe.
Rather, the concept of a larger design, the belief in an ultimate goal in which every aspect of the
sensible world has its place in a larger purpose, draws our thoughts toward a supersensible
reality. Ultimately, Kant believes that the orderliness of nature and the harmony of nature with
our faculties guide us toward a deeper religious perspective. This vision of the world is not
limited to knowledge and freedom or even to faith, in the ordinary sense of the term. It is a
sense of cosmic harmony.
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Immanuel Kant
http://www.mensagenscomamor.com/images/interna/new/frases_de_immanuel_kant.jpg

Understanding our relationship with the environment can also refer to the human beings
with ecology and nature. For Herbert Marcuse, humanity had dominated nature. There can
only be change if we will change our attitude towards our perception of the environment.
Moreover, for Mead, as human beings, we do not have only rights but duties. We are not only
citizens of the community but how we react to this community and in our reaction to it, change
it.
Consider this American Indian prayer (Gallagher, 1996):

O great spirit, whose voice I heard in the winds

And whose breath gives life to the world, hear me.
I come to you as one of your many children…
I am small and weak. I need your strength and you wisdom.
May I walk in beauty.
Make my hands respect the things you have made,
Make my ears sharp to hear your voice.
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Make me wise so that I may know the things that you have
Taught your children…
The lessons you have hidden in every leaf and rock…
Make me strong so that I may not be superior to other
people,
But able to fight my greatest enemy; which is myself.
Make me every ready to come to you with straight eyes
So that, when life fades as the fading sunset,
I may come to you without shame.

Guided learning:

1. Discussion: Compare the importance of nature since the ancient to the modern era.

2. Self-review: Review the ecocentric model and evaluate your personal views and attitudes
towards nature.

3. Visually guided learning:

A. In groups, answer how you can organize the following images in a more aesthetic way.

B. Draw and submit to class. You must be able to discuss your drawings in class.

C. Consider how you can organize the images in an aesthetic way:

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http://3.bp.blogspot.com/-s6_-7MxxF5I/Tv-uAZwc76I/AAAAAAAAAt0/sBIRR0UGoq8/s1600/DSC08079.JPG
 98

http://www.bangalorewishesh.com/entertainment-movies-films/tip-of-the-day/34098-wilting-flowers
 99

http://www.all-creatures.org/anex/dog-meat-31.jpg
 100

http://comenius-inter.blogspot.com/
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4.3 Show that care for the environment contributes to health, well being

and sustainable development

There are numerous theories to show care for the environment aside from the ecocentric
model such as deep ecology, social ecology and ecofeminism to name some.

A. Deep ecology

For this theory, ecological crisis is an outcome of anthropocentrism, which is already

discussed. The controlling attitude of humankind is extended to nature, when in fact, humanity
is part of nature. Deep ecologists encourage humanity to shift away from anthropocentrism to
ecocentrism.

B. Social ecology

For this theory, ecological crisis results from authoritarian social structures. Destroying
nature is a reflection wherein few people overpower others while exploiting the environment
for profit or self interest. Social ecologists call for small scale societies which recognize that
humanity is linked with the well being of the natural world in which human life depends.

C. Ecofeminism

This theory argues that ecological crisis is a consequence of male dominance. In this view,
whatever is “superior” is entitled to whatever is “inferior”. Male traits as in the anthropocentric
model are superior as opposed to female traits as in the ecocentric model. Domination works
by forcing the other to conform to what is superior. Nature must be tamed, ordered and submit
to the will of the superior. For the adherents of this view, freeing nature and humanity means
removing the superior vs. inferior in human relations.
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These theories value the care, conservation, preservation of nature and humanity. Our
search for the meaning of life must explore not just our own survival but calls for a new socio-
ecological order. Erich Fromm believes that it is about time that humanity ought to recognize
not only itself but the world around it. For Fromm, as human beings our biological urge for
survival turns into selfishness and laziness. Fromm argues that as humans, it is also inherent in
us to escape the prison cell of selfishness.

The human desire to experience union with others is one of the strongest motivators of
human behavior and the other is the desire for survival. From these two contradictory strivings
in every human being it follows that the social structure, its values and norms, decides which of
the two becomes dominant. Culture that fosters the greed for possession, are rooted in one
human potential. Cultures that foster being and sharing are rooted in the other potential. We
must decide which of these two potentials to cultivate (Fromm, 2013).

Guided learning:
Three minute essay: Write your thoughts regarding these passages of this section. For
each passage below you are given three minutes to complete the task.

a. The controlling attitude of humankind is extended to nature, when in fact, humanity is

part of nature.
b. Destroying nature is a reflection wherein few people overpower others while exploiting the
environment for profit or self interest.
c. Fromm argues that as humans, it is also inherent in us to escape the prison cell of
selfishness.

4.4 Demonstrate the virtues of prudence and frugality towards environment

Arising from the discussions, Fromm (2013) proposed a new society that should
encourage the emergence of a new human being that will foster prudence and moderation or
frugality towards environment: These are some of the functions of Fromm’s envisioned society:
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1. The willingness to give up all forms of having, in order to fully be.

2. Being fully present where one is.

3. Trying to reduce greed, hate and illusions as much as one is capable.

4. Making the full growth of oneself and of one’s fellow beings the supreme goal of
living.

5. Not deceiving others, but also not being deceived by others; one may be called
innocent, but not naïve.

6. Freedom that is not arbitrariness but the possibility to be oneself, not as a bundle
of greedy desires, but a s a delicately balanced structure that at any moment is
confronted with the alternatives of growth or decay, life or death.

7. Happiness in the process of ever-growing aliveness, whatever the furthest point

is that fate permits one to reach, for living as fully as one can is so satisfactory
that the concern for what one might or might not attain has little chance to
develop.

8. Joy that comes from giving and sharing, not from hoarding and exploiting.

9. Developing one’s capacity for love, together with one’s capacity for critical,
unsentimental thought.

10. Shedding one’s narcissism and accepting that tragic limitations inherent in
human existence.

The ideals of this society cross all party lines; for protecting nature needs focused
conservation, action, political will and support from industry. If all these sectors agree on the
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same goals, the possibility of change would seem to be considerably greater; especially since
most citizens have become less and less interested in party loyalty and slogans.

Erich Fromm

http://d.gr-assets.com/authors/1221544425p5/8788.jpg

Guided learning
1. What is happiness? If possible, relate Fromm’s view with other philosophers
discussed.
2. What is freedom? Relate Fromm’s view with other philosophers discussed in previous
lessons.

3. What is joy? Do you agree with Fromm’s view?

Summary
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This lesson highlights the early Greek thinkers and Taoists views that the human being is
merely a part of nature. Many environmentalists argue for limiting all types of consumption
and economic activity when these damage the environment. Care and respect for all life forms
should not be seen as a fad but as an imperative. As humanity become ever busier, we are
reminded of our dependence on other life forms. Co existence with community and re
examining our attitude to nature calls for a new order.

Finally, this lesson adheres to coexistence with all things thus, enlarging our awareness
of the universe. This lesson concurs with Taoist belief and other thinkers who view humanity as
merely one element, no more and no less important than all the other elements of the natural
world.

Assessment

A. Check your knowledge

1. What are the different environmental theories discussed in this lesson? Compare the
theories.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

2. What is carbon footprint?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
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______________________________________________________________________________
________________________________________________________________________

B. Check your understanding

1. Based on your own understanding, compare and contrast the Anthropocentric and
Ecocentric Models. Write your answers inside the circle.

Anthropocentric Model
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Ecocentric Model

2.Research about animal rights. In your opinion, do animals deserve respect? Why or
why not?
3. How do you understand the meaning of frugality and prudence toward the
environment? Cite three examples.
______________________________________________________________________________
______________________________________________________________________________
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______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
________________________________________________________________________

C. Apply what you know

1. Open field: Nature walk

Organize a local tour. Students will have a nature walk where they will not just be able
to exercise by walking but be at one with nature. Teachers or guardians must be present to
assist students. Terrains of the site must be studied carefully prior to the occasion. Give
feedback and reflection on this activity.

2. (Optional) Gardening
If nature walk is not possible, students can opt for gardening. If the school has a yard,
improve the school’s landscape. If the school has no garden yet, this is the chance to plant
seeds and/ or put in pots of flowers or vegetables to create a view of panoramic “greens “.
Design the perimeters creatively (i.e. paint). Take pictures and write your reflection on this
activity.
3. If your class cannot do either of these suggested activities, you can invite speaker/s
from PAW (The Philippine Animal Welfare Society), WWF (World Wild Fund for Nature),
or DENR (Department of Environmental and Natural Resources) and hold a symposium.
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