The Role Of Contemporary Education On A Sustainable Global Society

Anthropocene is a term used to describe earth’s history including when humans dominated a majority of natural processes globally. Anthropocence was a term used throughout the article to discuss the impact humankind had on the environment that caused many changes that had a negative impact over many years. Another term used was anthrones, the human footprint, which describes how much human kind has made lasting impassions on the earth. These terms have made me come to the realization anthropology operates at the crossroads of social and physical sciences, along with humanities to examine the diversity of humankind across many cultures and time.

The Anthropocene additionally enables us to rethink the connection amongst people and whatever is left of the normal world. Regardless of when it started, the idea of the Anthropocene is noteworthy. It features the size of our effect on Earth. By characterizing another epoch, we are announcing that the effect of our activities is worldwide and irreversible. It enables us to join various talks in regards to the condition of the planet, from environmental change to loss of biodiversity to natural degradation, by distinguishing the one thing they have in like manner; they have all been influenced by human impact.

In the scientific community, climate change is practically undeniable and its universal importance not trivial. However, in respects to a new concept called the Anthropocene, debate has waged over the struggle of its classification. In the article The “Anthropocene” epoch: Scientific decision or political statement?, California State University geological sciences professor Stanley Finney and U.S. Geological Survey geologist Lucy Edwards unmask the current representation of the Anthropocene and explain its implications of being recognized as a geological unit to the ICC. Finney and Edwards examine the basis of the Anthropocene’s validity and lead the reader towards potential political and social motives for proceeding in admitting the Anthropocene

Has Earth entered into a new geologic epoch, characterized by human influences? A recent study, spear-headed by the British Geological Survey, has come to the conclusion that man’s global impact has become distinct enough to end the Holocene and effectively begin the Anthropocene. Published in Science, the study identifies how man’s impact on our oceans, resources, climate, and vegetation has altered the sedimentary makeup of the planet. Massive species invasions, increased rates of extinction, genetically modified plants, redistributed metals, sediment, hydrocarbons, fossils, increased levels of carbon, nitrogen, and phosphorus all combine to create signals that geologists interpret to denote a break in the Holocene

Anthropocene is a time period where the “effects of the humans on the global environment have escalated” (Crutzen 23). The Earth is no longer in its natural state but is “moving into a less biologically diverse, less forested, much warmer, and probably wetter and stormier state” (Steffen 614).

Regrettably, the reader may feel disoriented by the book’s unusual format. The volume is divided into two unnumbered sections, ‘Monsters of the Anthropocene’ and ‘Ghosts of the Anthropocene’. Both sections are positioned upside-down in relation to one another, and each

According to the article “The Anthropocene: Can Humans Survive A Human Age?”, our society is now passing through a new geological age so called Anthropocene, characterized by a centralization of the human being in the society. However, looking at the humanity today, it does not seem to be so. I would rather say money is the center of the world nowadays; in fact, everything turns around it: it is a limitless loop that walks with us for our entire life. Because of the people’s careless toward the earth, our home, Anthropocene will be maybe remembered (if it will be even a way to be remembered) as the darkest era for the human species. In fact, the climate and the environment change take hold in this era and they are strictly linked to the bad

Though, stratigraphic conventions presently place the modern world in the Holocene epoch, it is unlikely this classification persists for much longer. As human environmental impacts continue to grow exponentially, it has become increasingly obvious that mankind is no longer a captive participant in the global ecosystem. Instead, throwing off the shackles of environmental determinism, humans have fundamentally altered their relationship with nature, becoming agents of environmental change unlike any the world has witnessed before. This new era, defined by our environmental actions, christened the “Anthropocene,” has become progressively more popular since its inception in the late 1800s. Yet, despite its pervasiveness in today’s scientific literature,

As it contrasts with previous ages, some geologists now propose the current geologic age to be the Anthropocene; a period in earth’s history characterized by the ubiquity of the species, Homo Sapiens, whose activities and influences have become so far reaching, that they rival, or in some instances, exceed, the forces of nature which have hitherto remained most dominant in the planet’s environmental system. (Crutzen, 2006)

When I was five years old I began school. In Kindergarden we learned basic things like letters, numbers, and how not to be fully engulfed in flames. For some reason, 2004 was the height of anti-fire education in Missouri and before I knew how to tie my shoes I knew that if I ever was ablaze, to cover my face, fall to my knees, and roll back and fourth. This is what my institution placed serious value upon and because I was a student of that institution I also placed serious value upon it. The same idea must be applied to a university's teaching of environmental sustainability. This is discussed in David Orr's "What is Education For?" Through choosing a curriculum a university chooses what it places value onto, by making the environment a priority it showcases to the future generations that environmental wellness is an important responsibility for them to take ownership.

The Anthropocene Era, commonly referred to as the Modern Revolution, is a time period of acceleration by which human activity has been the dominant influence in shaping the climate and environment around us. As our world’s most recent threshold, the Modern Revolution contributes to new complexities, such as a globally connected human society. It also allows for an increased in new opportunities and inventions that would benefit humanity as a whole. The Modern Revolution is a positive force because of its favorable impacts on the human society.

The earth is a beautiful and extraordinary planet, but are we treating it right? For the past 20 decades, temperatures have been rising along with hundreds of factors contributing to it. Climate change concerns the public as they wonder if its occurring, how much has occurred in the modern era, what has caused it, what the effects will be if we don’t do anything about it and much more. Many people and scientist agree that mankind is the number one cause of climate change. Humans have influenced this by greenhouse gases, methane nitrous oxide.

Sustainability development has three components: environment, society, and economy. If you consider the three to be overlapping circles of the same size, the area of overlap in the center is human well-being. As the environment, society, and economy become more aligned, the area of overlap increases, and so does human well-being. Therefore, education for sustainable development (ESD) is the use of education as a tool to achieve sustainability. Simply put, ESD is a way to make the world a safer, healthier, and more livable place for us and future generations (McKeown, 2002, pgs 7-9).

This essay will review two significant environmental experiences I have encountered exploring the influences of these my life and how these have altered my view on what is environmental sustainability. An examination into these two experiences will follow into reviewing my perspectives on environmental sustainability and how these two experiences influenced this. To conclude a discussion on my role as a teacher and how this will impact myself when in the classroom.

This report is designed to investigate the rationale behind teaching Education for Sustainability (EfS) in early childhood education, through investigating the relevant issues and concept of sustainability in relation to the pedagogies and principles of early years education. The initial part of this report will focus on three issues of sustainability, all falling under the greater sustainability concept of waste management. The report will then go on to articulate the role and importance of EfS in early years principles and pedagogies. Finally, some teaching strategies for teaching EfS will be outlined.