Lesson 4: The Human Person in The Environment 1.1

Lesson 4: The Human Person in the Environment
1.1 Introduction
What is the world made of?”, How did the world come into being?”, and “How can
we explain the process of change?” were philosophical questions already brought up
approximately 600 B.C.E. in the Western lonian seaport town of Miletus across the
Aegean Sea from Athens, Greece. Because lonia 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 shift – 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
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.
Exercises 4.1
Guided learning:
Independent research:
1. Distinguish the ecocentric from the anthropocentric models. Cite examples.
2. How do humans react to nature? Explain. In what way are your answers
positive or negative?
1.2 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.
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). 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:

1. Construction
2. Shelter
3. Food
4. Clothing
5. Mobility
6. Manufactured goods
7. Services
8. Trade
Exercises 4.2
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.
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?
1.3 Aesthetic Way

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).
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.
Exercises 4.3
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:
1.4 The Care For The Environment

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 wellbeing 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.
Exercises 4.4
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.
1.5 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:
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.
Exercises 4.5
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?
Practical test
A. Check Your Knowledge
1. What are the different environmental theories discussed in this lesson?
Compare the theories.
2. What is carbon footprint?
B. Check Your Understanding

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

Lesson 4: The Human Person in The Environment 1.1

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Lesson 4: The Human Person in The Environment 1.1

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Lesson 4: The Human Person in the Environment

Consider These Two Frameworks (Payne, 2010):

According to Payne, classrooms cannot set aside the importance of aesthetics as

1.2 Notice Disorder in the Universe

Current research exposed the environmental consequence of international

Carbon footprint has eight categories:

1.3 Aesthetic Way

1.4 The Care For The Environment

1.5 The Virtues of Prudence and Frugality Towards Environment

B. Check Your Understanding

A. Apply What You Know

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