<<Biblioteca Digital del Portal<<INTERAMER<<Serie Educativa<<Education for a Sustainable Future in the Americas
Colección: INTERAMER
Número: 67
Año: 1999
Autor: Eloísa Trellez Solís and Gustavo Wilches Chaux
Título: Education for a Sustainable Future in the Americas
Humanist and Technocratic Visions
One of the main obstacles to understanding the worlds dynamics from
a multidimensional and holistic perspective is the way in which we have come
to accept the arbitrary compartmentalizing of knowledge. If sustainable development
depends on our capacity to perceive and understand the determinants of natural
and social reality, and on our ability to intervene in these same processes
consciously and critically, changing their course in favor of more equitable
human and environmental relations, then we must recover the ability to comprehend
the world as a whole.
The proliferation of information and the ever-increasing tendency toward
specialization leads inevitably away from a Renaissance conception of knowledge.
In fact, one of the challenges facing education for sustainable development
is the need to promote in-depth knowledge of partial realities without obscuring
or eliminating an awareness of totalities. As we work toward the future, education
must provide us with the conceptual, methodological, emotional and ethical tools
needed to explore the possible meanings of wholeness.
In this context, Lacans dialogues of imaginaries
including dialogues of ignorance and knowledge - are increasingly important.
Dialogues between humanists and technocrats, politicians and bureaucrats, and
dialogues of all of these groups with citizens, are required to construct an
image of reality. In particular, an image is needed that can be understood by
both the citizen and by the specialized expert who has lost sight of the totality.
The objective of such dialogue is not to eradicate specialization, but rather
to approach it with holistic criteria and thus subordinate it to sustainability:
i. e., to the satisfaction of human needs on a planet that provides conditions
favorable in the long-run to the existence of life. In such a multidimensional
educational atmosphere, humanists would construct their knowledge on the contributions
of science and technology. At the same time, scientists and technicians would
assume their mission with full awareness of their social responsibility, both
at the global and the local levels.
Scientists and the public are becoming more aware that no neutral science
exists, from an ethical point of view. In practice, however, few educational
programs actually train us to question the apparently neutral position of scientific
methods and applications.
Challenge for the Future
- To promote the study and appreciation of processes, in order to shape the mentality required to pursue a sustainable form of development.
- To focus learning less on discrete events isolated from their context, and more on holistic criteria, which can subsume and incorporate specialization.
- To construct new bodies of knowledge based on dialogues of knowledge and ignorance among different disciplines and forums for action.