Introduction note from the Editor

Science, Technology And The Myth Of Progress

STEM education's very assemblage of science with technology and engineering is an example of a major cultural problem that ecojustice has identified. The myth of progress has been clearly addressed by ecojustice education and, as Bowers suggests, conflating scientific and rational processes with technology coexists with the myth of progress that leads to ecologically disastrous consequences. Progress is understood to convey “the idea that certain changes are inevitable and good. Change is improvement. Modernity carries forward the assumption that change moves society forward and makes human society better off. [For example,] when we write histories teaching that despite a few bad turns, things keep getting better every century” (Martusewicz, Edmundson and Lupinacci, 2011, p. 72).

Bowers (1993) has found this cultural myth in science textbooks. He writes the textbook authors' efforts to make the connection “between scientific discoveries and the development of new technologies (computers, genetic engineering, telecommunications, etc.), further strengthened through use of appropriate visual images, further promotes the cultural myth that change is linear and progressive in nature.” Bowers locates the business of attending to “technological progress” by science textbooks as muddying the waters of philosophies of science and technology.

First off, as to be expected, science textbooks present the cultural myth of scientism/rationalism as described in the previous section. Most present “the authority of the scientific mode of thinking” (p. 136); if anything is mentioned of scientific doubts, it is casual, as one textbook quote demonstrates: “'one peculiarity of the scientific method is that a hypothesis can never be formally proved but can only be disproved'” (p. 138). Second, the authority of science is coupled with its relations to technological innovation. By associating the two, technology carries the authority and rationality put upon science.

Why is the cultural metaphor of progress, especially as it relates to technology, a myth, and, why does it lead to ecological and social crises? The answer to both questions is the same: technological innovation currently implies immediate implementation, with no basis for longterm understanding of its consequences. Part of this is due to the other cultural root metaphors discussed above, such as individualism and androcentrism. As Bowers (p. 1993) suggests, science textbooks do as good a job as any convincing readers of the myth, although “the myth is beginning to unravel as the media present incident after incident of the ecologically disruptive effects of technology (oil spills, toxic wastes, pollution, and so forth” (p. 139).

On a social level, technology also changes cultural and psychological processes in ways that are similarly not anticipated.

The development and introduction into society of each new technology based on scientific knowledge also represents the initial stages of a cultural experiment. Changes within the culture that would result from the introduction of computers, for example, were not known at the time they were introduced into the work place and the classroom and proclaimed a great leap forward for humanity. We are just now beginning to recognize the unforeseen consequences of this technology in introducing new forms of dehumanization in to the work place and increasing surveillance of people's activities by employers and the state (139-140).
When these catastrophes catch up with us, Bowers suggests that people “are likely to turn on the scientists and technologists with a vengeance that could be Biblical in scale. When the myth of progress ceases to be part of people's natural attitude, the claim that science can be viewed as separate from human concerns (and cultural beliefs) will be likely viewed as basically irresponsible and self-serving” (p. 141).

As with science textbooks, the very discourse of STEM education is quite guilty of proliferating the myth of progress. Associating science with technology, adding a dash of rational, objective, value-free math, comes together as the perfect storm for progress. It is as if they say, “STEM will solve our problems, STEM has delivered us from past troubles, STEM will continue to do so.” However, it is not difficult to point to STEM as the cause of our problems. Bowers discussion of the computer revolution brings to mind Microsoft's interest in STEM education.

The ecojustice STEM must challenge the assemblage of STEM and its associated myth of progress. ecojustice STEM realizes the forces that created it and must reject upfront their cultural myths of progress and rationalism outright. In its ecojustice version, STEM must redefine technology and engineering. First and foremost, they must be divorced from the associations to science and mathematics and redefined. For help with this, I now turn to E.F. Schumacher's “technology with a human face.”
“Technology With A Human Face”

Resonating with Bowers' concerns over technological progress, Schumacher (1973) characterizes the technological crisis as follows:

Suddenly, if not altogether surprisingly, the modern world, shaped by modern technology, finds itself involved in three crises simultaneously. First, human nature revolts against inhuman technological, organisational, and political patterns, which it experiences as suffocating and debilitating; second, the living environment which supports human life aches and groans and gives signs of partial breakdown; and third, it is clear to anyone fully knowledgeable in the subject matter that the inroads being made into the world's non-renewable resources, particularly those of fossil fuels, are such that serious bottlenecks and virtual exhaustion loom ahead in the quite foreseeable future” (p. 147).
In this way, technology has superseded its original definition and “acts like a foreign body” (p. 147). Schumacher calls for a return to technology's purpose. “The primary task of technology, it would seem, is to lighten the burden of work man has to carry in order to stay alive and develop his potential” (p. 148).

Part of Schumacher's vision considers the amount of time spent “engaging in real production,” (p. 149) a phrase describing work that excludes all types of desk work and includes only the work related to what people need for survival. The ways technology has developed, so Schumacher argues, leads to a very minimal amount of engagement in real production, and this actually diminishes such engagement to practical nonexistence and a lack of social value attributed to it. As a consequence, “Modern technology has deprived man of the kind of work that he enjoys most, creative, useful work with hands and brains, and given him plenty of work of a fragmented kind, most of which he does not enjoy at all” (p. 151).

On the other hand, “technology with a human face,” will embrace the knowledges coming from science and elsewhere to “lighten the burden of work” without eliminating our connections to work. Work satisfies the soul and should consume us, but not necessarily in the ways it did before we gained knowledges that can make this work equally, or more satisfying. For example, gardening is an example technology, lightening the burden of finding food as a hunger/gatherer might. Just as the gardener nurtures the plants health and vitality, the technology of gardening nurtures the gardener. However in the technology of industrial farming, only the plants and animals are nurtured, and marginally at that. This technology has sliced the work of food growing into various disconnected segments, with workers not necessarily overseeing the entire project and much of the work being done by machines and chemicals.

For Schumacher, lightening the burden of work does not mean devaluing work and attempting to eliminate it. The sense of mainstream STEM education is the opposite, that in some ways science and technology will deliver us entirely from the burdens of work, perhaps even of the labor of living in our bodies. Scientist Ray Kurzweil has predicted that within 20 years, nanotechnologies will be capable of replacing all our vital organs and even reverse the aging process (Willis, 2009). This prediction, of course, could only be the case if science and technology continue to work hand-in-hand and are supported as they have been for the past 100 years. It would also require this “progress” remain unencumbered by significant obstacles, like an ecological catastrophe for instance.

C.A. Bowers (1993) notices a trend among what he calls the “ecological conservatives,” among whom are Schumacher, Wendell Berry and Wes Jackson. Bowers descriptions of the uses of technology provide more examples of “subordinating” technology “to the larger concerns of an interdependent biotic community... In effect, their form of conservatism, as it relates to technology, would involve using technology to supplement or only slight modify the workings of natural systems. The use of natural predators over pesticides, solar power, and organic and multicrop farming over petroleum-subsidized monocrop agriculture are just a few examples” (p. 66).

Accordingly, ecojustice STEM needs to recognize such dangers in the trajectory of “progress.” A science and technology program that ultimately delivers us from our bodies is perhaps the best example of the disassociating of people from their nature, or what makes them feel satisfied. If disassociating from our work leads to dissatisfaction, as Schumacher implies, imagine what will happen when we do not struggle with life and death or when we are half robot. No, ecojustice STEM, as I suggested before, divorces science from technology and embraces Schumacher's broader definition of technology. It outright rejects the myth that technology delivers us from our burdens. Technology, as defined in ecojustice STEM, commits itself to human happiness, satisfaction and community with the nonhuman species on earth.

Having wrestled with the troubling juxtaposition of science and technology in mainstream STEM education, I again return to the equally troubling inclusion of mathematics in all of this. Earlier, I described how mathematics contributes to the myth that STEM is a neutral, objective field. Besides rejecting this myth, I describe in the next section how else ecojustice STEM might work with mathematics.
The Role Of Mathematics In Ecojustice Stem

Having discredited math's role in mainstream STEM education, that is, its claims of objectivity, leads to the question, what role will math play in ecojustice STEM? This requires a bit of theorizing on a variety of mathematical activities, particularly the activities of statistics and pure mathematics. I will demonstrate how these two are relevant to the goals of ecojustice STEM. Some of these ideas resonate with my earlier work on theorizing the connections between math education and anarchist theory and anarchist educational theory (Wolfmeyer, 2012). Anarchist theory and anarchist educational theory is considered relevant to ecojustice education, as indicated by ecojustice writings of Rebecca Martucewicz (2012), and by my discussion earlier of Murray Bookchin, an anarchist. For these reasons, I begin by reviewing my theorizing on anarchism and math, especially as they relate to ecojustice STEM.

First, ecojustice STEM education would embrace pure mathematics for its potential as an art form. As with anarchist education, ecojustice STEM education necessitates a freedom from coercion as ideas are explored. In suggesting the connections between math and anarchism, I highlighted Marcuse's (1978) assertion that “art breaks open a dimension in which human beings, nature, and things no longer stand under the law of the established reality principle...The autonomy of art reflects the unfreedom of individuals in the unfree society” (p. 72). For the details on how mathematics is artistic, again I suggested looking at the descriptions of mathematics from the mathematician Paul Lockhart: “dreamy and poetic,” “radical, subversive, and psychedelic” and a discipline that allows “freedom of expression”(p. 23). Lockhart presents mathematics as an art because the artist (mathematician) plays in completely imagined worlds. For example, thinking about and proving that the sum of two even numbers is even is a purely imaginary activity, free from encumbrances. Similar to the painting of a picture, the artist enjoys the experience for what it is.

Again, help comes from the ecojustice writer C.A. Bowers (1993) when he writes on the connection art has to spirituality. First, he asserts that cultural phenomenon is at the root of spirituality, or as he understands it, the connectedness of people to other people and their habitat (pp. 204-205). Bowers draws on Ellen Dissanayake's purposes for art: to be understood “as a behavior involving the intent to 'make special'” (p. 213). “Making special” involves converting reality “from its usual unremarkable state -- in which we take it or its components for granted -- to a significant or especially experienced reality in which their components, by their emphasis or combination or juxtaposition, acquire a meta-reality” (p. 213). Theorizing art this way resonates with the freedom suggested by Marcuse. Redefining spirituality with art at its core suggests the role art can play in ecojustice education. Once again, considering pure math as an art form, an abstraction from reality that “acquires a meta-reality” develops the spirituality of individuals and groups.

To be sure, the art of pure math is to take an abstraction and use the rational process to make conclusions. Because of this, embracing pure math in the ecojustice STEM is a tremendous problem, especially since ecojustice STEM must so strictly reject the rationalism/scientism that has led us to the ecological and social crises we now face. My suggestion is to restrict the rational process to the realm of spirituality and art. The rational process is something to be enjoyed for its artistic, imaginary qualities. In my view, this does not de-value mathematics and the rational process, in fact it might do quite the opposite.

Statistics is the other mathematical activity that is quite relevant to ecojustice STEM, mostly because it can be used as a means for illuminating the particulars of the ecological and social crises. Mathematical activity that critiques societal problems has been written about for at least 4 decades, especially within a branch of math education often referred to as social justice math. The aims of social justice math are typically related to the social crises of hierarchical class structures and disenfranchised populations. Nevertheless, the descriptions of the ways math is used to critique said social crises are relevant for the ways math can critique the social and environmental crises.

Eric Gutstein's (2006) work is a good example from social justice math education. His goal of “liberation from oppression” (p. 22) utilizes a pedagogy comprising “teaching mathematics for social justice” (p. 29). His pedagogy of teaching math includes “reading the world with mathematics” (p. 26), or looking at racial and economic inequality with mathematical analyses and “writing the world with mathematics” (pp. 26-27), or seeing the power in mathematics for social change. An example of reading with mathematics would be the quantitative descriptions of ecological catastrophes as described by Martucewicz, Edmundson and Lupinacci (2011), e.g. “Average temperatures have climbed 1.4 degrees Fahrenheit around the world since 1880” (p. 2). As the Bowers quote from the previous suggestion on technology suggests, statistics education, with its rational ways, should be “subordinated to the biotic community.” This would mean seeking statistical answers to the questions that empathize with all aspects of the biotic community, certainly not just those that affect humans, which would indicate a commitment to the cultural trend of anthropocentrism.

Thus, ecojustice STEM will reorient mathematics in two ways: by including mathematics as a pure art form for its spiritual component, and by subordinating its technological uses to viability of the entire biotic community. Ecojustice STEM should reject the mathematical myth of rationality, especially since it has been rejected by many philosophers of math education, because this contributes to the rationalist/scientist cultural trend of mainstream STEM education. By way of example, I conclude these suggestions with the ways that teacher educators can begin to incorporate an ecojustice STEM education into teacher preparation.

Ecojustice Stem In Teacher Education

In the final section I will suggest two opportunities for teaching ecojustice STEM within a general framework for a primary school teacher preparation program. Given the political push for mainstream STEM education, as outlined earlier, it is no surprise that future elementary teachers are required to take coursework devoted exclusively to the methods of science teaching and math teaching at the elementary level. In this way, mainstream STEM education structures provide the opportunity for teaching ecojustice STEM.

A word of caution with anyone considering this approach comes from literature on teaching for social justice. For example, when teaching courses with overt commitments to social justice, Lee Anne Bell and Pat Griffin make clear the consideration of what students will perceive as safe, especially “in order to be willing to express and examine deeply held feelings, confusions and assumptions” (p. 80). To that end, Bell and Griffin suggest careful sequencing of activities to ease into the big ideas and, perhaps, controversial topics. While their considerations pertain to designated social justice courses, the point of careful sequencing is applicable to teaching ecojustice STEM in math and science methods courses because students may not expect to learn alternatives to the mainstream in these courses. In other words, to successfully convey ecojustice STEM, I suggest a teacher must begin the course giving what the students expect, especially the nuts and bolts of teaching scientific concepts and slowly sequence in the ideas of ecojustice STEM within these aims.

There is a natural entry point in science methods courses to begin an ecojustice STEM sequence. Science education generally includes environment and ecology standards, as is the case in my home state of Pennsylvania. In reviewing the curricular standards for science instruction, dedicated time can be taken to explore these standards, clarify the terms sustainability, etc. However, as Martucewicz, Edmundson and Lupinacci (2011) write, such environmental education does not go the distance of ecojustice; it defines ecology “as the scientific study and management of natural systems assumed to be outside of human communities” (p. 10). Keeping in mind the careful sequencing brought to light by considerate social justice education, such points with regard to environmental education can be teased out of students, especially by offering readings on conservation by Wendell Berry (1992, pp. 27-44).

In my experience, the ecological crisis is well understood by younger students, in line with the public opinion polling quoted in the introduction to this paper, and such readings are not entirely frustrating for students to read. Out of these readings comes the consideration of other “hierarchized dualisms,” such as Val Plumwood’s (2012) likening of dominating nature to the oppression of women. All the while these considerations coexist with students’ grappling of the nature of science. The intention is an emerging tension between the two, with a push to a subordination of the scientist/rationalist cultural pattern.

With respect to developing a complex nature of science, typical science education textbooks do little more than the typical science textbooks. For example, Abruscato and DeRosa (2011) tell future elementary teachers that part of the scientific world view is that “The world is understandable” (p. 12). Such a statement as quoted here should be troubled by the class, especially in light of the students having read Berry and Plumwood. This and other deficiencies should be seen as an opportunity for educators of ecojustice STEM.

As for math, I am still seeking opportunities to initiate a sequence for the development of ecojustice STEM within a typical math methods course. For now, I suggest developing a more detailed project out of the typical “Why teach math?” section typically found in a math methods textbook. In Van de Walle, Karp and Bay-Williams (2013) the only answers to these questions are for “A changing world economy,” especially because “math lovers” have been argued by economists as always having career opportunities and options (p. 9). Surprisingly, little in this commonly used textbook is even stated about the role math can have in a democratic society, something typically given lip service in math education but not well detailed in most mainstream writings. However, most students in math methods courses will be willing to explore the “why” question. After all, it is practically a cliché these days that a math student will ask “Why do I have to learn this?” and future teachers of math will likely want to engage with finding answers to the student question.

Therefore, I include several readings on math education that, while not specifically addressing this question, are intended to begin providing answers. These include Bob Moses' Radical Equations: Civil Rights from Mississippi to the Algeba Project and John Allen Paulos' Innumeracy: Mathematical Illiteracy and Its Consequences. The former attends to the ways math education reproduces inequality and seeks to level the playing field with equal opportunity for algebra. In the latter, the consequences of not knowing math include manipulation by others and lack of participation in a democracy. Both speak directly to citizenship education, especially as UNESCO defines it. Other works, like those of Danny Martin and Eric Gutstein, tie more directly education for liberation to math education. However, these are difficult readings to integrate into an introductory math methods course.

Lastly, aesthetic education can be integrated into the math methods course via Paul Lockhart's (2009) A Mathematician's Lament: How School Cheats Us Out of Our Most Fascinating Art Form. In the title and throughout the work, Lockhart points to the artistry of mathematics. Further, he states “there is nothing as dreamy and poetic, nothing as radical, subversive, and psychedelic, as mathematics” (p. 23). However, he does not explain what he means by radical and subversive, or exactly how math is such. Left undefined, there is a vague implication that the freedom and artistry of math opens us to do something beyond what is expected. Again, in the title Lockhart calls mathematics “our most fascinating and imaginative art form [emphasis added],” so this brings to mind the aforementioned works of Bowers and Marcuse as outlined above. Teaching math as an art is part of an education that serves the purposes of sustainability, happiness and liberation.

Providing contrasting views to the reasons for teaching math begins to open the doors for teaching ecojustice STEM in a math methods course. Linking the notions of oppression over other humans and nature, as in the case of juxtaposing Moses and Paulos, as well as providing an entirely impractical, and spiritual, purpose for math education, are indeed contrary points to what is typically stated about the purposes for teaching math.

In this way, addressing the philosophies of teaching math and science, and the very philosophies of science and math, into STEM methods courses is one means of providing an ecojustice STEM counterpoint within mainstream STEM structures. As I suggested in the opening of this paper, the fury over STEM might equate with impending ecological disaster. I believe this is why, in my experience, introducing ecojustice STEM into math and science methods courses does not appear out of place to all involved. Now that I have gotten through these points, I should be careful to address that the associations I made with the STEM craze and the concerns over stresses on the earth is rooted in the discourse of progress. Our cultural tendencies point to science. Science will get out of this mess. Science and technology will move us forward. My intention is to appeal to these beliefs, to validate them, and then to carefully and consistently encourage the understanding that such progress has contributed to the very problems we face.

In concluding this meeting of ecojustice education with mainstream STEM education, I reiterate the several points that emerge as I sketched an ecojustice STEM. First, ecojustice STEM must reject its mainstream counterparts commitments to rationalism. This occurs via the reorientation of pure mathematics as an important spiritual, as well as impractical, activity. In ecojustice STEM, using the rationalist process in practical ways is always subject to the needs of the biotic community. Science should not be rendered illegitimate, but viewed as one of many ways of knowing, and one of many sources for inspiring technology. Finally, technology’s role is not to eliminate our work, but to improve our satisfaction in it, especially as it communes with a given ecosystem.

References
Abruscato, J. & DeRosa, D.A. (n.y). Teaching children science: A discovery approach. New York: Allyn and Bacon.

Bell, L.A & Griffin, P. (2007). Designing social justice education courses: Teaching for Diversity and Social Justice: 2nd edition. New York: Routledge.

Berry, W. (1993). Sex, economy, freedom & community. New York: Pantheon.

Bookchin, M. (2005). The ecology of freedom: The emergence and dissolution of hierarchy. Oakland: AK Press.

Bowers, C.A. (1993). Education, cultural myths, and the ecological crisis: Toward deep changes. Albany: SUNY Press.

Drew, D. (2011). STEM the tide: Reforming science, technology, engineering and math education in America. Baltimore: Johns Hopkins University Press.

Ernest, P. (1998). Social constructivism as a philosophy of mathematics. Albany: SUNY Albany Press.

Gutstein, E. (2006). Reading and writing the world with mathematics: Toward a pedagogy for social justice. New York: Routledge.

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Hersh, R. (1997). What is mathematics, really​? New York: Oxford.

Leiserowitz, A., E. Maibach, C. Roser-Renouf, G. Feinberg, and P. Howe. (2012). Climate Change in the American mind: Americans’ global warming beliefs and attitudes in September. Yale University and George Mason University. New Haven, CT: Yale Project on Climate Change Communication. Retrieved December 5, 2012, from http://environment.yale.edu/climate/files/Climate-Beliefs-September-2012.pdf.

Lockhart, P. (2009). A Mathematician’s lament. New York: Bellevue Literary Press.

Marcuse, Herbert. (1978). The aesthetic dimension: A critique of marxist eesthetics. Boston: Beacon.

Martusewicz, R., Edmundson, J., & Lupinacci J., (2011). Ecojustice education: Toward diverse, democratic, and sustainable communities. New York: Routledge.

Moses, R.P. and Cobb, Jr., C.E. (2001). Radical educations: Civil rights from Mississippi to the algebra project. Boston: Beacon.

________ (2013). Robert Noyce Teacher Scholarship Program. National Science Foundation. Retrieved December 7, 2012, from www.nsf.gov/funding/pgm_summ.jsp?pims_id=5733.

Paulos, J.A. (2001). Innumeracy: Mathematical illiteracy and its consequences. New York: Hill and Wang.

Plumwood, V. (2012). Feminism and the mastery of nature. New York: Psychology Press.

Schumacher, E.F. (1973). Small is beautiful: Economics as if people mattered. New York: Harper and Row.

_________(2013) Membership. STEM Education Coalition. Retrieved January 15, 2013, from www.stemedcoalition.org/membership.

They Might Be Giants (2009). Here Comes Science. Music Album. Performed by They Might Be Giants. Los Angeles: Disney Sound. Compact Disc.

Van de Walle, J., Karp, K.S., Bay-Williams, J., & Wray, J.,. (2013). Elementary and middle school mathematics: Teaching developmentally. New York: Pearson.

Willis, A. (2009). Immortality only 20 years away says scientist. The Telegraph, September 22, 2009.

Wolfmeyer. (2012). In defense of mathematics and its place in anarchist education. Educational Studies (48)1: 39-51.

Cease and Resist!: Problems in Radical Ecology

Sasha Ross

Earth First! Journal Collective: Portland Field Office

The Radical Turn?

After reading the first sentence, I opened a new .doc with the intention of confronting Deep Green Resistance with a point-by-point analysis and deconstruction of its central arguments. Then I got to the third sentence, and I realized that my analysis would have to become a sentence-by-sentence, line-by-line destruction of the mode of thinking carried forward by DGR.

Although Derrick Jensen’s name provides some radical credibility and Lierre Keith evokes the figure of the leader, Aric McBay is clearly the central theoretical figure. McBay deploys a method steeped in rationalism to assess different movements and mobilizations on the principle basis of efficacy. Efficacy, itself, is not measured in terms of a resistance organization’s eventual domination over the preceding system, but in terms of taking the decisive steps that destroy that system. One might ask who makes the decision, and where these steps appear? Conveniently, it appears that the steps can be mapped out by preceding examples, which need only to be compiled into a matrix of strategies and tactics and run through a computer-like process for the calibration for the perfect resistance machine.

Yet the problems latent within McBay’s matrix-based analysis emerge from the very beginning of the book: profound categorical confusion wherein he proposes a schematic that places Liberal and Radical tendencies at opposite ends of a political spectrum, and advances a bifurcated list of oppositional qualities which mark one or the other side.

Liberalism, we are told, lies strictly within the realm of Idealism and Idealist thought, while Radicalism stands squarely in the threshold of Materialism. One muses immediately: What does McBay really think Liberalism is as opposed to Radicalism? (We will get to the problematic Euro-centrism of this thinking soon.)

Liberalism must be returned to its foundational spot in capitalist economics (Jeremy Bentham, Adam Smith, etc.) and Radicalism must be recognized for its definition: a return to the root of a problematic. One can certainly meet a radical capitalist who professes Materialist claims as the only philosophical solutions to “underdevelopment”—back to the basics, austerity, pull yerself by the bootstraps, and so on. At the same time, one can have a Radical Materialist (Stalin, for instance), who reduces everything to material conditions and becomes the ultimate vulgarizer. Then, of course, there are Radical Materialists who are also capitalists, such as Ayn Rand, and whose Liberal philosophy has influenced this entire generation of neo-liberals.

Let us return to the subject of Radicalism with a new dialectic of Liberalism which mediates between Idealism and Materialism. Liberalism was for many a profoundly emancipatory doctrine of the 18th and 19th Centuries. We find, for instance, the grand tradition of the French Revolution and the Jacobins (Robespierre, Danton, Marat) championed by contemporary radicals, just as in England at the same time the Liberals were a hated and feared ideological set who regulated society in order to exploit the inchoate proletariat and environment. Just as we should recall CLR James’s report that not one of the French Revolutionary Jacobins, save for Marat, strove to liberate the colonies, we should also remember that the legacy of the Liberal revolt against the land-based enslavement of the European peasantry under the lash of the nobility went on to inspire future anti-Imperialist thinkers. It was Marat, for instance, who protected the proto-communist revolutionary thinker Babeuf from the Terror. The veins of Liberal Revolution that fed the body politic of the 18th Century returned to the heart of radical action via the arterial communist insurgencies of the 19th Century.

In a similar vein, Hegel, perhaps the most bourgeois of all philosophers, inspired through his method a generation of extreme radicals, such as Max Stirner, Mikhail Bakunin, and of course Marx. Here, the radical turn moves from Liberalism to Idealism, from the philosophy that all men are equal and free to the dangerous insistence that each individual has the power to create their own world for themselves and others. This turn from Liberal to Idealist to Materialist is present in Marx’s relentless critiques of Proudhon, in which he scoffs at the French Socialists’ vainglorious allusions to the tenets of Liberty and Equality. For Marx, the capitalist ownership over the means of production and subsequent extraction of surplus value ruled out the concepts of Liberty and Equality by rendering the proletariat subject to the condition of wage slavery; only by self-emancipation could the proletariat liberate itself from the object-relations of capitalism and embrace an empowered communal existence. Here is Proudhon retaining some of Hegel’s Idealism, carried over from Liberal Jacobin concepts, and Marx’s materialist attack on the nature of idealized concepts, themselves.

The Function of Fascism

But let us turn from Hegel and his influence on the formative generation of radical communism and anarchism to Schiller, perhaps the greatest Idealist of all time. Schiller’s aesthetics rivaled those of Hegel’s, and his plays inspired revolution in even the most intransigent reactionaries. Schiller was also a proto-fascist—in his letters after the French Revolution, he bemoaned the failure of liberation and proposed standardizing the interior decorations of every household to maintain the goals of the revolution. How is it that Schiller can at one point seek ultimate totalitarian domination while at another point agreeing with Max Stirner, the powerful Hegelian anarchist, on subjects of the environment, the ego, and individual?

Are we not confronted with the problem that the separation between Liberalism and Idealism at its purest is simply a radical inward-turn? Beyond that, the crucial revolution of Marx, Comte, Dilthey, et. al., was the second radical turn from Idealism toward Materialism, Positivism, Functionalism, etc. It was this final turn of the screw that culminated at the beginning of the last century in the battle between Communism as a far Left tendency, Anarchism as a far Right tendency, and Fascism which emerged at the time (in Germany) as a Centrist movement. By this time, Liberalism was a kind of neutral platform. It had become known for condoning the existence of the state, but its most favored champion was not a capitalist like Bentham, but the well-respected academic, Max Weber, whose own anticapitalist writings had generated tremendous popularity.

It was the blandness of Weber’s Liberal Democrat party and the disingenuousness of the Social Democrat party in Germany that lent itself to the grand appeal of Communist ideals and representatives like Rosa Luxemburg. Figures aligned with the Social Democrats therefore assassinated the leaders of the Communist party, throwing the political spectrum into a frenzy that the brutality of the Nazis would pull under its control. The Nazi party was by no means Liberal by today’s standards; however its theoretical apparatus, led by Martin Heidegger, was perhaps most influenced by the progenitor of Max Weber, Wilhelm Dilthey—the Isaac who begat the 20th Century’s terrible Jacob and Essau. This connection functions as a primary reason for the domination wrought by Nazi politics and economics through a kind of polluted Functionalism: bureaucratized state economic control over industry coinciding with a disgustingly reactionary cultural myth of the German folk, free from the tight grips of financial control. In other words, the freedom of the German mythic way of life was predicated, of course, upon the most rigidly controlled and tightly managed bureaucratic machine. If we can, then, take the historical short-cut by saying that Max Weber’s Liberalism is really Fascism-lite (Monopoly Capital with a post-modern distaste for bureaucracy, which is most clearly visible in Bill Gates’s “frictionless capitalism”), then we should also navigate the long way around to find the path from Liberalism to Idealism to Materialism (or Functionalism prefigured by Dilthey) that has provided a kind of Lacanian “architecture of pain” for the tectonic quakes of Anarchism, Communism, and Fascism.

Along this rather long arc, we find that we do not have to go far from Schiller’s understandings of the living space of the French populous to the scientific and philosophical avenues of Ecology being opened up 100 years later, during the very beginnings of the catastrophic conflicts between radical ideologies. Taken from the root word oikos, or household, Ecology was derived in the late 19th Century as a field of study that determined the human interaction with the environment. Using as its fundamental basis the division between Innenwelt (innerworld) and Umwelt (perceptual environment), the field of Ecology, particularly developed by Jakob von Uexkull’s Theoretical Biology (1926), inaugurated a kind of study of nature over and above objective reality. Each species could be said to have its own Umwelt, its own life-world of instinctive attractions and inhibitions, fields of possible understandings. It is, unfortunately, true that perhaps the most practical Materialists in the world today are graduating from the tradition of Ayn Rand, and researching how to “disinhibit” consumers from purchasing useless commodities that they know will confine them to an ecology of (sub)urban isolation.

Here is, once again, the usurpation of Idealism over Liberalism (the positing of the possibility of multifarious individual worlds colliding at once) within a milieu utterly removed from metaphysics and therefore beyond Idealism, itself (ie, Materialism). It is thus self-evident how Idealism can rise to meet the highest radical challenges of the mind, and then smash them into a kind of vain Materialism that becomes a crude instrument of Liberal, totalitarian power. How many Ecologists are there who remain in the land of Liberalism, convinced by the rhetoric of Liberty that there is nothing more to do than perfect the system?

What is more, I can hear the laughter of Jacques Derrida, Gaston Bachelard, even Emma Goldman, as I consider the idea that one could pigeon-hole, quantify, and isolate some “rational” road to resistance!
Decisions About Colonialism, or Colonial Decisions?

How, then, do we look at McBay’s analysis of “decisive” action? It appears that McBay believes only certain actions can be decisive, and most of those appear to be perfectly executed plots of militant groups or above-ground actions effected by individuals, groups, or organizations. The matrix of possibilities—property damage, assassination, etc.—returns to the question of effect and plausible outcomes.

The IRA assassinated torturing police officers, which apparently, according to McBay, led to their ultimate success. We are, of course, not to forget that the orchestrator of these “deep”, “decisive” actions, Michael Collins, was assassinated in 1922 by the same organization for which he played hitman. Forget neither that said organization—which in 1917 declared adherence to founding theorist James Connelly’s devotion to communist redistribution of the means of production as well as land owned by the Church—in 1940 was collaborating with the Nazis to invade the North of England.

Let’s look at a similar case that DGR does not mention. Victor Serge and Leon Trotsky, two radicals who proudly extolled the anarchy taking effect in peasant communes during the first years of the Soviet Revolution, compromised those radical principles by insisting that radicals who complained about the Soviet system had to be purged by State Terror. It did not take long for both of them to be exiled from the USSR; in Serge’s case, his expulsion, brought on by his open rejection of Stalin’s treatment of China, involved “failing” to “understand” the exacting and rigorous “principles” of “dialectical materialism”. Materialism, indeed!

As we are expected to receive an IRA reimagined through rose-colored glasses, McBay presents the Black Panthers and American Indian Movement in an almost unflaggingly negative light. Pursuing the common presentation of sexual deviancy within the Black Panthers and macho hierarchy in AIM, McBay completely fails to offer anything more than a caricature of the people involved in these organizations. Why, might we ask, are organizations created by People of Color reduced to the most perfunctory condemnations while the IRA glows with tactical purity?

Perhaps we can glean the most from McBay’s work through an engagement with the movements that he does not mention—mostly movements from the Third World. For instance, the Vietminh or the Algerian National Liberation Front. What about the Nicaraguan Sandinistas, the Salvadorian FMLN? How about radical thinkers and revolutionaries like Amilcar Cabral, Ricardo Flores Magon, Leila Khaled, and so on?

Most of the examples of successful liberation movements around the world come during moments of extreme spontaneity: take for instance the liberation of Indonesia, during which nationalist leader Sukarno simply declared to the public that they had been liberated from colonial rule while the Japanese occupation transition to British rule, and the relations between land, state, and labor were irrevocably changed. Think also of the Cuban Revolution, in which a very small group of guerillas who had become isolated from the political spectrum of Cuba almost entirely garnered the support of the landless and swept into power on a wave of populist sentiment. Who has seen it does not recall blissfully the epic photograph of Che lounging on his bunk with an edition of Goethe in his hands? Idealism in the hands of successful revolution? Is it Liberal? Is it Radical? It does not matter very much, because, incredibly, the Third World has a host of radical philosophers and radicals who have little to nothing to do with Kant, Hegel, Liberalism, or what have you.

Unfortunately, most of McBay’s practical examples come from a tragically Euro-centric perspective, so this discussion is generally silenced (one returns sadly to the notion advocated by Octavio Paz that, had South America produced a Kant or a Hegel it would not be “backward” as it was). The Irish Republican Army, the French Resistance, Holocaust resisters, and so on. Why compare the hierarchical and strictly disciplined IRA with the “French Resistance”, which took numerous forms, had a dispersed base, and was only consolidated in the last instance by the slightly-fascistic Charles De Gaulle? While each movement is hermetically different; they are supposedly united by their likeness to DGR, which remains pinioned by this failure of method.

The shifts from different movements leave the reader with small anecdotal connections without any real critical comparison. Thus, DGR has replaced combinatoric systems analysis with a kind of retreat into the traditional US American Pragmatism of, for instance, Richard Rorty: a kind of one-size-fits-all rescaling of the environmental movement by convoluting the strategies and tactics that organically grew out of totally different times and places. At this point, such false identities remain unhelpful, because they are total fictions, figments of a historian’s imagination, better relegated to the cocktail party than the strategy meeting.
There is No Other

As an organizing tool, the main problem with the DGR schema is that there is no critical intervention in the human subject. The theme bounces from point to point without settling anywhere to hone a truly radical analysis of the human condition in its contemporary settings. We are meant to pick up DGR and at once thrust ourselves into the radical environmental agenda without actually going through an inner transformation. If resistance is the nature of the re, the enforcement against, and the sistare, the redoubling of stare, to stand, the root word of state, then resistance must be the doubling of the subject, its re-enforcement, and in a sense, the construction of a state of being.

The resistance begins with a state of things, a subjective correlate to what is seen as the objective world. There is then a split within the subject, not where the subject confronts the object in a new way, but where the object literally transforms into something unrecognizable. The subject then re-enstates itself by arriving at terms with the world that has changed, creating new values, new relationships, modalities of life, and so forth.

In psychoanalysis resistance comprises any break, disruption, interruption of the free-flow of consciousness. Resistance is the basis of ego-formation, which is reflexively necessary to present an understanding of the outside world (Umwelt). The problem with DGR is that it relies so heavily on the ego-formation of the triad of leaders that it fails to open discursive patterns and practices that will actually emancipate or even decolonize. Criticizing such a movement’s ideology without critiquing the leaders themselves becomes problematic, since the ego formation of those leaders are so tied up in the ideological structure of the movement, itself. Open discussion over real, necessary strategies and tactics that can come from the present conditions at hand becomes stifled. The egos of the authors promotes a double-resistance: first, against the status quo of dominionism (industrial civilization) and second, against its own readers, as it develops a reactionary assault against open discourse and community through ill-conceived hierarchical model that fails in every historical instance.

The most blatant problem of subject formation, which creates a cult of personality, stems from the subjective resistance at play in DGR which takes its central place in the castigation of other radical tendencies or groups. Keith’s attack on anarchists and vegan activists is the most blatant form of resistance to a movement that takes shape without her consent; in other words, she imposes her definition of a movement ontop of a movement that already exists, like a cookie cutter that breaks away the undesirable or out-of-order. Here we find a populist “Othering” of groups within the movement who appear to be compromising the integrity of the core of resistance, which is to find its focus on wilderness. We know also from outside documents that Keith’s denunciations extend also to trans-folks, whom she believes undermine the authenticity of her own essentialized femininity. Here, we strike upon the classic mode of subject-forming resistance in the deepest psychological sense: deep-seeded patriarchal attacks on non-binary gender roles.

Who is Lierre Keith? The question can only be answered from within her own interpolation, which posits itself as an eco-feminist in opposition to the free play of gender and sexuality not only available but present throughout the world, even (or particularly) in indigenous cultures that she idealizes and essentializes almost as much as herself. Civilization is bad; indigenous peoples are good, but as Proust shows in Memory of Dead Times, war itself can be seen both as the most primitive and civilized of all human actions; the two are matters of oppositional engagement that pursues a specific direction. When we think of national liberation movements that have worked—the Vietnamese army supported by Ho and Giap, for instance—there was no real glorification of the uncivilized; rather, there was a sincere understanding, both among anti-war activists in the North Atlantic and Vietnamese freedom fighters, that there had to be another way beyond these inane categories.

After all, we are taught by feminist psychoanalysis that the productive side of subjective resistance is formation based on transference (“as if through a glass, darkly,” to recall Patton). No wonder, then, that there is nothing original to be found in DGR—at its most honest, it is simply an amalgam of sloppily cross-referenced theoretical data; at its times of bad faith, it is an oppressive concretion of radical energies into a reactionary bloc at the hands of sheer demagoguery.

Cease and Resist?

In DGR, we have some lucid moments, some vivid writing, but no adequate resistance beyond the subject-formation of the ideologues and demagogues. Instead, we have what Lacoue-Labarthe calls “desistance”, or the problem of the failure of the subject to adequately define itself, to come to terms with being in the world. What is resistance? What is insurgency? How are the two different? We don’t find the answer in this text; we find a de-velopment of a reactionary subject that functions as a fig leaf for the ego formation of its leaders.

“The subject desists,” writes Lacoue-Labarthe, “This is why it is fictionable at its very origin and only accedes to selfhood, if it ever does, through being supplemented by a model or models which precede it.” DGR fails to honestly give an account of itself, because it is constructing itself from the egos of its authors and from prior models of resistance that decline actual material circumstances. Therefore, it is fundamentally a reactionary project. “The problem is probably that desistance resists,” explains Lacoue-Labarthe, but it resists in a dialectical fashion in a struggle against itself to produce an alternate self.

Rather than mobilizing within or really acknowledging pre-existing structures of resistance, DGR coins a new struggle and co-opts all the underlying components. Earth First!, the Earth Liberation Front, small, radical biodiversity groups—why exist outside of the leadership of the three enlightened authorities? Instead, however, of adding momentum, DGR alienates the subject, contains it, sets new, abrupt and parameters according to a convenient metric plot that corresponds only internally to DGR’s ideological position, and not externally to those movements that it co-opts.

The activists who operate under the DGR banner are not subject to the will or direction of its leaders. There is no purpose in following them under the conditions of such intellectual ineptitude and ossification. A new generation of DGR writers must arise from the backwardness of its current leaders. Rise up, DGR, from the glorious ashes of revolution. Forever, for the Earth!

BOOK REVIEW

Best, S., Kahn, R., Nocella II, A. J., & McLaren, P. (Eds.). (2011). The global industrial complex: Systems of domination Lanham, MD: Lexington Books. 344 pp. $37.99 (paperback) $95.00 (hardcover)
Unpacking the Dominant Paradigm: A Review of Global Industrial Complex
Jan Smitowicz
The Global Industrial Complex: Systems of Domination is an important and extremely informative compilation. It lays bare, for all to see, the myriad horrors of the modern industrial megamachine, the system that has parasitically pervaded every sector of our lives. As a whole, the book demolishes the dominant culture’s industrial model, and for this reason it is a seminal text.

Global Industrial Complex (GIC)—edited by Steven Best, Richard Kahn, Anthony Nocella, and Peter McLaren—is a collection of twelve essays by a wide variety of academics and activists. Each one focuses with laser-precision on a different specific sector of society that has adopted the industrial model, and demonstrates the numerous pernicious effects of that particular institution or institutions. Each piece is so packed with fascinating and/or significant information, analysis, and statistics that, in hindsight, it would’ve almost been more efficient to highlight the passages that I felt weren’t extremely important, and worth revisiting.

There are many standout essays, and every single one has many great things to offer. In his Introduction, Steven Best discusses how in a general sense the industrial model uses “seemingly infinite methods and techniques…to regiment populations, pacify resistance, neutralize activity, and eliminate opposition” (xiv). In Ward Churchill’s essay “The Security Industrial Complex”, he offers more specific examples and analysis of Best’s assertion. This is highly, appropriate, since Churchill is doubtlessly one of the foremost experts on the history of state repression and suppression of legitimate, even legal dissent. In addition to examining how programs like the FBI’s COINTELPRO have done just this, he demonstrates exactly how the powerful elites of the modern corporate-industrial state depend “upon the unhampered continuation of business as usual,” and how this is “of necessity carried out by routinely targeting individuals and organizations guilty of no criminal activity whatsoever” (p. 43). Examples abound. This is so very important, because anybody who has an iota of compassion or conscience extending beyond the scope of their own individual lives must know how the ruling elites of industrialized nations will do whatever they can to suppress and divert attempts to challenge the murderous, sociopathic status quo; only in knowing this, and examining the specific methods by which the state upholds this status quo, can caring people make informed decisions and perform legitimately effective activism. In Carl Boggs’s “The Corporate War Economy,” he echoes Churchill’s sentiment that those in power make the decisions and brook no argument when he writes (and shows) how, “When it comes to the actual making of U.S. foreign policy…even pretenses of democratic participation fall by the wayside” (p. 37).

One of the most interesting essays in GIC shows how even nonprofit organizations have become industrialized and unworthy of support from radical activists; this is something I knew a little about, but Andrea Smith goes into great detail and provides a fierce analysis of it in “The Revolution Will Not Be Funded”. She talks about how it is not this or that nonprofit to blame, but rather the whole system—how the nonprofit has been bastardized and subsumed into a deleterious paradigm. They are used, she compellingly argues, to, among other things, “monitor and control social justice movements”, “redirect activist energies into career-based modes of organizing instead of mass-based organizing capable of actually transforming society”, and that the nonprofit-industrial complex “allow[s] corporations to mask their exploitative and colonial…practices through ‘philanthropic’ work” (p. 134). Ultimately, she says, we must “switch our focus from organization survival to movement survival” (p. 148). As an animal and Earth liberation advocate, this brilliant line made me think immediately of groups like PETA (People for the Ethical Treatment of Animals), HSUS (Humane Society of the United States), Greenpeace, and the Sierra Club, all of which seem to have become co-opted by the capitalist drive to amass greater sums of money as their first priority, rather than effecting real, meaningful social change. This is a disturbing and disheartening development that must be quelled (or at the very least our support for these groups withdrawn)—if, that is, our goals actually are to make real lasting change, rather than to make money feeling like we’re making a difference.

“Higher Education’s Industrial Model” by Cary Nelson shows just how hilariously absurd, surreal, and even Kafka-esque things can get when institutions that should be benign are taken over by the pervasive system. He shows how many schools of so-called higher learning have been invaded by corporate interests, their credibility shot. I couldn’t help but laugh in disbelief when Nelson mentions such real-world academic positions as Washington State University’s Taco Bell Distinguished Professor of Hotel and Restaurant Administration (should the phrases “Taco Bell” and “Distinguished Professor” ever be in the same sentence?), MIT’s Lego Professor of Learning Research and the Chevron Professor of Chemical Engineering, and the General Mills Chair of Cereal Chemistry and Technology at the University of Minnesota, to name just a few of the dozen-plus listed. These things would be riotously funny without reservation—were it not for the disturbing ramifications and inevitable conflicts-of-interest they invariably produce.

Probably my favorite essay in the whole collection is Vandana Shiva’s “The Agricultural Industrial Complex”. She was one of India’s leading physicists and has now become an activist for environmental justice, women’s rights, and sustainable agriculture and farmer’s rights. Shiva is without question one of the world’s foremost authorities on food and its ties to corporate takeover and unsustainability. Her piece focuses on the triple threat to survival on Earth, which are climate change, peak oil, and the food crisis. She demonstrates unequivocally how industrial agriculture is completely fallacious and unsustainable; it eviscerates the soil and water and environment as a whole (accounting for 40 percent of global greenhouse gas emissions, the majority of this caused specifically by animal-based agriculture); it jeopardizes and even kills the small farmer—200,000 farmers in India alone have committed suicide in the last decade as a direct result of corporate practices, especially those of the loathsome Monsanto and its dangerous GMOs; and industrial agriculture produces food that is far less nutritious than more sustainable and traditional methods. Indeed, it is the very “technologies and economic systems that are offered as solutions to hunger that are actually creating hunger” [emphasis added] (p. 172). She also indirectly demonstrates how the catastrophic effects of overpopulation—namely, mass hunger, as 33 countries at the end of 2008 were experiencing moderate to severe food crises—predicted by Thomas Malthus in the early 1800s and reaffirmed by Paul Ehrlich in the late 1960s are now unquestionably a reality.

My only real issue with the collection didn’t come until the Afterword by Peter McLaren. He claims that “we have to stop treating the symptoms of the present crisis in order to create a future outside of the social universe of capitalist value production—a socialist future” (p. 295). Yet the entire preceding text of twelve essays and nearly 300 pages was not about the capitalist model, but about the industrial model! There is a difference—socialism and industrialism are far from mutually exclusive, as history amply demonstrates. To say that evolving to a socialist global future would dig at the roots of these crises, rather than being just another attempt to reform the symptoms, is completely inaccurate, as the entire collection of Global Industrial Complex demonstrates! Any radical change of the dominant paradigm that doesn’t address rampant overpopulation and vast overconsumption—which socialism doesn’t inherently do—is simply inadequate. If the problem truly is industrialism, (and GIC very resolutely affirms that it is), then the answer is to eliminate industrialism. I don’t know why that is such a difficult concept to grasp. However, in the end, Global Industrial Complex provides us with the informational tools to make this cognitive conclusion ourselves, and that is the most important thing. The solution is clear—and the book rigorously demonstrates this clarity. For that, its value cannot be overstated.

BOOK REVIEW
Fassbinder, S. D., Nocella II, A. J., & Kahn, R. (Eds.). (2012). Greening the academy: Ecopedagogy through the liberal arts. Rotterdamn, The Netherlands: Sense Publishers. 256 pp. $48.60 (paperback) $89.10 (hardcover)

A Review of the Book: “Greening the Academy: Ecopedagogy through the Liberal Arts,” edited by Samuel Day Fassbinder, Anthony J. Nocella II and Richard Kahn.

Aristotelis S. Gkiolmas

University of Athens, Greece
Constantine Skordoulis

University of Athens, Greece
Introduction.

It is a widespread belief nowadays that Environmental Education is: (i) mainly an issue concerning the lower levels of Education (Primary and Secondary) (Ham & Sewing, 1988; Breiting & Mogensen, 1999) and (ii) when referring to Tertiary Education (University) then Environmental Education simply reflects a teaching and using only of Sciences, such as Chemistry, Physics, Ecology or of Mathematics or of Technology in an Environmental-oriented manner (Hicks & Holden, 1995; Stables, 2001).

The major contribution of this great book / collection of papers by Fassbinder, Nocella II and Kahn, is—in our opinion—exactly that it denies the two aforementioned arguments. The book states that: (i) Environmental Education must totally penetrate Tertiary Education too, if the latter is to produce critically thinking and “resisting” scientists of all fields, resisting to the industrial complex and the militarization of sciences and (ii) Environmental Education in the Tertiary Education should definitely not limit itself to the Science, Mathematics, Ecology or Technology Curriculums but also cover the Human Sciences of all kinds, the Law, Economy and what is called “Liberal Arts” (Giroux, 1988), all the necessary human science curriculum subjects, needed to provide critically and progressively thinking scientists and citizens.

Main Review

The use of the term “greening” has for long been put in a variety of contexts and meanings in sciences, academia, movements, and even in the prevailing today martial and political vocabulary (Prothero & Fitchett, 2000; Wickenberg, 2000; Benton, 1996). Everyone—politicians, educational stake holders, military movements, activists, academia, international institutions like IMF or UNO—use it in a different way, depending on their theoretical background, their beliefs, the things they are struggling for, their financial or political interests and benefits etc.

But what the authors of this brilliant book seem to define as “greening”, seems to coincide with what we (working in an Educational Department of a Greek University, but also being politically active and alert scientists) define as “greening”: Environmental education should immediately—with no further delay—be put in the core of all levels of education, Primary, Secondary and Tertiary (Kahn, 2010). But certainly, this does not refer to environmental and ecological education simply as a scientific field, providing knowledge and expertise in a technical and scientific sense. (Hungerford & Volk,1990; Kollmuss & Agyeman, 2002; Tilbury, 1995; Jensen & Schnack, 1997). On the contrary, it means that environmental, as well as ecological education and justice education are formed and introduced in the curricula, in order to create citizens and scientists of all fields (Cole, 2007) who are critically thinking, who are politically aware and active and who are forming academic communities that are sites of resistance to the capitalist and industrial complex that invades and practically dominates the Western World Universities of today.

The authors and the editors chose to reflect upon only on the role of the so-called “Liberals Arts” (Blaich et. al., 2004), in the transformation of Tertiary Education towards a direction of environmentalism, ecological justice and non-anthropocentric critical thinking. The reason is that these Arts are the ones mainly responsible for creating citizens and scientists with an active and communicative role in the society (Seifert et. al., 2008). Besides, only Human Sciences were, correctly, chosen as a site of study, since – as was earlier discussed, the role of Science (Physics, Chemistry, Biology, Earth Science etc.), of Mathematics and Technology in Environmental Education and Ecological Education has thoroughly been discussed in the literature (Lucas, 1980; Gough, 2002; Hodson, 2003). Apart from that, these latter scientific fields mainly treat the term “greening” in a rather reductionist, rationalist and technocratic manner, a manner which tends today to suit the needs of Capital, of the Multinationals and of the Martial Alliances (Best, Nocella II & McLaren, 2009). The only possible drawback one could find in the volume would be the absence of a Chapter on “Greening Law Studies”.