Multi-dimensional parameters exist from which one’s world view is formed and within which learning and teaching must relate. For people to change, to adapt, to practice good behaviors, their multiple world-context must be addressed. The decision-making hexagon provides an illustration of multi-disciplinary parameters that should be addressed in an interdisciplinary manner. These parameters are at the foundation of all decisions. The context includes:
1. The earth’s physical and biological systems without which nothing functions properly;
2. Economics (money and trade) regulates the exchange of goods and services;
3. One’s personal psychology, personality, wants, needs, and “investment” in the issue;
4. The norms of the group, society and cultures which enable or restrict the actions of individuals and the group as a whole;
5. Power structures through laws and political systems that protect or suppress the rights of individuals and society; and
6. Implementation opportunities or barriers with appropriate technologies, skills and administrative authorities to perform desired tasks are encouraged, discouraged, or nonexistent.
More about the Hexagon
Students of the land need to keep all contextual considerations in mind. Learners should understand each parameter and to make decisions based on an integrated process.
The earth and biosphere have physical and biological attributes and limitations that function as one living organism. Each part of the earth is impacted by bio/physical processes in an interrelated web of life and death that is complex and dynamic. From the standpoint of our biosphere, there is no right and wrong, only change. We should develop a sense of ecological place among society by lessening our disconnect from nature and teach pertinent facts and information from various disciplines. Perhaps ecology is the discipline which can most adequately, but not entirely, influence long-term thinking since it includes many other pertinent disciplines that can encourage environmental consciousness.
Society uses economics (money and trade) to exchange goods and services. Individual and group needs depend upon exchanging natural resources directly or on the products derived from bio/physical resources and human ingenuity. Decisions about money are often at the forefront of decision-making and must be considered in environmental education.
Because humans are part of the earth’s living system, they are both personally impacted by and cause impacts to the system. Humans have needs for survival, security, personal expression and personal worth. They desire legitimate use of the world’s resources and in so doing make limited and lasting impacts. Individuals may be optimistic or pessimistic, conservative or liberal, conservation-minded or exploiters. Their personalities are formed by many processes, but humans can accept or reject environmental actions simply because they want to.
Individuals form into groups and societies with unique norms and cultures. Race, religion, ethnicity, gender, skills, professions, politics, and education are some of the linkages which help to expand or limit thinking and behavior. Groups can encourage or suppress individual thought and action. Actions by groups can help or hinder environments.
Society functions through legal and political systems where heads of families, local chieftains and national leaders rise to power and reflect norms or help to establish
new norms. Persons in political power protect, suppress or lead what individuals and societies can do for the environment.
Within all physical and biological systems there are limitations to what can be known or expected from the environment. Likewise, in human systems, there are barriers caused by the level of individual skills, how opportunities are administered by leaders and whether appropriate technologies are developed and available. The land cannot get help if one lacks appropriate skills, if one’s supervisor does not allow action, or if there is no known solution at the time.
1. The earth’s physical and biological systems without which nothing functions properly;
2. Economics (money and trade) regulates the exchange of goods and services;
3. One’s personal psychology, personality, wants, needs, and “investment” in the issue;
4. The norms of the group, society and cultures which enable or restrict the actions of individuals and the group as a whole;
5. Power structures through laws and political systems that protect or suppress the rights of individuals and society; and
6. Implementation opportunities or barriers with appropriate technologies, skills and administrative authorities to perform desired tasks are encouraged, discouraged, or nonexistent.
More about the Hexagon
Students of the land need to keep all contextual considerations in mind. Learners should understand each parameter and to make decisions based on an integrated process.
The earth and biosphere have physical and biological attributes and limitations that function as one living organism. Each part of the earth is impacted by bio/physical processes in an interrelated web of life and death that is complex and dynamic. From the standpoint of our biosphere, there is no right and wrong, only change. We should develop a sense of ecological place among society by lessening our disconnect from nature and teach pertinent facts and information from various disciplines. Perhaps ecology is the discipline which can most adequately, but not entirely, influence long-term thinking since it includes many other pertinent disciplines that can encourage environmental consciousness.
Society uses economics (money and trade) to exchange goods and services. Individual and group needs depend upon exchanging natural resources directly or on the products derived from bio/physical resources and human ingenuity. Decisions about money are often at the forefront of decision-making and must be considered in environmental education.
Because humans are part of the earth’s living system, they are both personally impacted by and cause impacts to the system. Humans have needs for survival, security, personal expression and personal worth. They desire legitimate use of the world’s resources and in so doing make limited and lasting impacts. Individuals may be optimistic or pessimistic, conservative or liberal, conservation-minded or exploiters. Their personalities are formed by many processes, but humans can accept or reject environmental actions simply because they want to.
Individuals form into groups and societies with unique norms and cultures. Race, religion, ethnicity, gender, skills, professions, politics, and education are some of the linkages which help to expand or limit thinking and behavior. Groups can encourage or suppress individual thought and action. Actions by groups can help or hinder environments.
Society functions through legal and political systems where heads of families, local chieftains and national leaders rise to power and reflect norms or help to establish
new norms. Persons in political power protect, suppress or lead what individuals and societies can do for the environment.
Within all physical and biological systems there are limitations to what can be known or expected from the environment. Likewise, in human systems, there are barriers caused by the level of individual skills, how opportunities are administered by leaders and whether appropriate technologies are developed and available. The land cannot get help if one lacks appropriate skills, if one’s supervisor does not allow action, or if there is no known solution at the time.
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