Summary of Orr's Article "What Is Education For?"

Introduction

In David Orr's article, education does not guarantee better life or living. It is up to the participants in school to engage in lifelong learning to find solutions to the environmental concerns in the nation. For instance, Orr outlines that it would not be the kind of education that was mindful of the environmental control measures, the world would be under siege. For instance, science brought about family planning which has helped much in controlling the world's population (Orr n. p.). Secondly, scientific discoveries concerning ways of reducing global warming have significantly reduced overheating on the surface of the earth thus giving first creatures a second chance for life. Education has brought about climate stability, has enhanced the productivity of natural systems, has promoted resilience, has enhanced biological diversity amid encouraging the beauty of the natural world.

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It is essential to solving climate change the same way population has been managed. The reason is connected to the fact that climatic degradation will soon affect the coming generation if the kind of education maintains the general appeal (Orr n. p.). Additionally, Orr outlines that human desires should be should be managed together with the adoption of policies that are mindful of the environment. Another importance as outlined by Orr is that it is better and comfortable to reshape ourselves than to wait for a moment in future to reshape the planet to suit our demands and infinite wants (Orr n. p.). Another importance of the proper maintaining ways of enhancing the environment and climate by reshaping our thoughts and actions is that knowledge is increasing the aspect of human goodness.

Summary of Trumpeter

Trumpeter outlines that local knowledge disappears due to the interaction with the possible and available western expertise as it takes place at various levels. Modern knowledge is said to be colonizing as they manipulate the ultimate expertise concerning the ethical aspects towards the universe thus there is the globalization of the dominant systems. The knowledge of the dominant West constraint the world from making the required adjustments towards the adoption of the best practices to solve environmental and climatic problems.

The modern scientific culture lacks openness concerning the outcomes of the experimental adoption in the world today. There is lack of options in solving the present ecological pollution that is led by the continued adoption of modern technological structures. Trumpeter outlines that cracks of fragmentation hinder the application of alternatives in finding possible solutions to problems in the world today (Shiva 3). Monoculture of the mind has challenged the healthy ways of seeing the desirable ways of carrying out an agricultural practice that enhance consistent soil fertility. For that matter, the intense use of the current agrarian developments affects the natural forms of soil rejuvenation thus challenging the original fertility measures.

The primary issue communicated by Shiva (4) is that scientific methods in Agriculture reduce forestry to wood supply and timber. For instance, experimental approaches focus more on enhancing agri-based tree planting which is only focused on solving the problem of lack of timber other than focusing on reclaiming back the lost forest and soil cover. Food production and fertility links have been erased with the split between forestry and timber based tree planting.

Comparison of Orr and Trumpeter's Articles

It is clear that both Trumpeter and Orr's articles show the level of ignorance in the current scientific world. For instance, Orr outlined that environmental degradation is salvaged by immense ignorance of the people who attend education centers. On the other hand, Trumpeter pointed out the problem of scientific approaches seeking to solve short-term problems like the need for timber and fail to reclaim the lost forests. Additionally, the problem of concentrating on theoretical learning rather than the practical approach to education brings about more challenges to the environment (Orr n. p.). Orr outlines that as much as people acquire knowledge, they tend to develop some aspect of ignorance in which leads to lack of proper solutions to the environmental problems.

Both articles outline that ignorance is the cause of environmental concerns and the sooner people stop being ignorant, the sooner climatic change will be prevented. Both Trumpeter and Orr's articles specify the need for creativity, wholeness, and humor in people's life amid its application in the modern educational foundations.

According to Orr, the environmental degradation has been found to be a salvage that is perpetrated by immense ignorance of the people who attend education centers. Also, the author outlined that education systems focus more on theoretical learning rather than a practical approach to education. Thus there are more challenges to the environment than benefits. Orr describes the relevance of avoiding ignorance to solve environmental pollution through changing the characters of people amid their ignorance of the practices that they do to solve environmental problems. On the other hand, the knowledge of exploits is outlined by Trumpeter as he communicates about the adoption of agricultural methods that focus on short-term benefits over long-term environmental issues. Therefore, the modern science and technology should not only focus on short-term gains but also consider the future climate.

Works Cited

Orr, David. "What Is Education For?" Six myths about the foundations of modern education,and six new principles to replace them. (1996).

Shiva, Vandana. "Monocultures of the Mind." Trumpeter 10.4 (1993).