Friday, July 10, 2009
The new Euglena Academy web site!
Exciting news!
Our academy web site developer, Ethan Miller,
has given us the keys to the new academy site.
It's very nice! It's already a huge improvement over the old one, & will continue to evolve in coming months with contributions from multiple authors, including me, board members, advanced students & special guests.
But we've got some work to do on it before it's ready for prime time, so we're temporarily postponing beginning the new course - Animate Earth (see below) - while we focus on getting the new site launched & growing.
Stay tuned for news ... Read more ...
Monday, June 1, 2009
Animate Earth : A New Course
{Updated 07.10.09 in light of above post}
A new course - a reading seminar about the book Animate Earth: Science, Intuition & Gaia by Stephen Harding is beginning as soon as we assemble a group of interested students. (Start date to be announced here soon ...)
This post contains an evolving description of Animate Earth (AE). For now, it explains my motivation for organizing the course. In a nutshell, I'm developing it because, in her forward to the book, Dr. Lynn Margulis states, "It should serve as required reading ..." for those attempting to understand climate change & a number of related disciplines. (I'll offer her full quote below.)
OK, that's good enough for me.
One course coming right up.
My intention is to make it one of
Euglena's triad of core courses
about systems, life & Gaia.
Near the bottom of this post is a description of the topics in each chapter.
But first, here's some background.
Over the last few months, I've been getting back into reading it. Dr. Harding is one of James Lovelock's closest colleagues. He accomplished important extensions of Lovelock's computer model of Gaia, Daisyworld, that demonstrated the model's robustness even with multiple species on multiple trophic levels & that challenged traditional modeling strategies in theoretical ecology & helped resolve an important decades-long debate about the role of complexity in ecosystem stability. (More on that another time.)
Currently, Dr. Harding is "coordinator of the MSc in Holistic Science at Schumacher College" in Dartington, Devon, England. Upon Lynn Margulis' recommendation, I intend to teach a short course there next year.
I'd started reading AE last year upon recommendation from Lynn Margulis during a meeting with her in spring, 2008. She said to me, paraphrasing only slightly, if you want to really understand Gaia, read Animate Earth.
Now, Lynn Margulis is, IMO, one of the greatest biologists of the last few hundred years. OK, OK, the greatest. There, I admitted it. I think she ranks with Charles Darwin. Her work has informed my own development as a biologist since the 1970's, but with accelerating intensity for the last decade. I currently teach courses using no fewer than 5 of her books, & have plans to add more. Her work on eukaryotic cell evolution should win her a Nobel (if only they awarded them for such things). Add her work on speciation in eukaryotes (non-bacterial organisms with DNA in a nucleus) & her contributions to Lovelock's Gaia theory, & she just rocks my science world.
So, when Lynn makes a strong reading suggestion, I listen. I pulled AE off my shelf & started reading it ... that night.
A friend & academy board member had given it to me nearly a year earlier as a gift. I had begun then to read it, but didn't get far for two reasons. First, I was exceptionally busy just then & had insufficient time to read it carefully.
But second, and more challenging, when I read the first two chapters, I sort of walked away with - choosing my words carefully - a slightly uncomfortable feeling like I was dancing dangerously close to something that was squishy & a bit more "new age" than I was interested in.
So, for both reasons, I set it aside until after I had my meeting with Lynn. I read several chapters - including chapter 3 on Gaia hypothesis v theory, & chapter 8, "Desparate Gaia", about ice ages, interglacials (between ice ages) & extreme heating events.
I was impressed. His descriptions offered a nearly intuitive feeling for both topics for an average lay reader, yet with enough technical details to satisfy a PhD in ecology like me.
Then, alas, I got busy again, & had to put it down a second time.
Finally, during June, I pulled it off the shelf once again, dove in, & couldn't put it down.
Within the context of the well-developed science of later chapters, I now understand chapters 1 & 2 & their great importance much more clearly.
Here's a brief (& evolving) synopsis of each chapter.
Chapter 1: Anima Mundi. The crucial role of reintegration of the senses, intuition & ethics with science (rational thinking) as a way of knowing nature. A history of animism, how it has evolved a perspective during human development from childhood, as a perspective in human cultures historically, & needs a resurgence now even if with a different understanding. The role of modern science in shaping western views of nature, including promotion of a "dominance over nature" perspective that has reduced our deeply felt connections to nature & contributed to our current ecological crises. The role of holistic sciences (system sciences) in both explaining nature & understanding it; how by its nature, it promotes a redevelopment of intuition in our understanding of nature while disabusing our wrong-headed notion that we can control it.
Chapter 2: Encountering Gaia. An exposition of how Gaia has been understood using intuition, sensing, feeling & thinking from the perspective of four great thinkers: Aldo Leopold (intuition), David Abram (sensing), Arne Naess (deep ecology) & James Lovelock (Gaia theory).
Chapter 3: From Gaia Hypothesis to Gaia Theory. Pre-Gaia theory views of nature that were precursors of the theory. An explanation of Lovelock's main ideas, including an important distinction between the hypothesis & the theory. Three major criticisms of the theory & how they helped shape it. Major evidence supporting the theory. The role of "tight coupling" (linkage between parts of the system) & feedback. Daisyworld as a brilliant mathematical/computer model of Gaia (explained conceptually).
Chapter 4: Life & the Elements. A description of how the atoms of matter in nature fall into natural categories called elements with distinct behavioral characteristics. An overview of a few main elements playing major roles in Gaia: carbon, oxygen, hydrogen, nitrogen, phosphorus, iron, silicon, calcium, sulfur ... Origins of elements & the birth of our solar system.
Chapter 5: Carbon Journeys. Major players in the carbon cycle of Earth: life forms, atmosphere, oceans & rocks. Major forms of carbon in Gaia: organic (carbon-based) molecules, carbon dioxide (CO2), calcium carbonate (CaCO3: chalk & limestone). The crucial role of marine algae like Ehux (Emiliania huxleyii) & the great ocean currents (thermohaline circulation) in regulation of carbon from the atmosphere ("pump down"), rock weathering & volcanoes. The role of CO2 in regulating Earth's long-term temperature. Current trends in atmospheric CO2.
Chapter 6: Life, Clouds & Gaia. Clouds as Gaia's sunshades, cooling our planet against a sun that is getting increasingly brighter. Clouds as a product of sulfur waste products (dimethyl sulfide, or DMS) produced by marine algae, corals & microbes in rain forests. The role of terrestrial ecosystems (biomes) in planetary temperature regulation.
Chapter 7: From Microbes to Cell Giants. A brief history of life on Earth, focusing on how bacteria played a major role in climate regulation for billions of years (& continue to do so today), drastically changing the chemistry of Earth's atmosphere, including original pump down of CO2, production of oxygen & the important role of phosphorus in that process. Evolution of nucleated cells & their role in climate regulation.
Chapter 8: Desperate Gaia. Ice ages, interglacials & global heating events as attractors, with the former two dominating the last 2 million years, & last big heating event during the PETM, 55 million years ago. The astronomical factors that have regularly triggered (but do not "cause") rapid phase transitions between ice ages & interglacials. Why Earth's climate is very unstable & highly sensitive, esp during interglacials. How human activities are triggering the largest heating event since the PETM (although this one could be worse & far faster to develop). Hurricanes as a potential negative feedback to counter the numerous positive feedback processes now kicking in. Sobering conclusions about potential Earth temperature ranges & a thermostat that stuck on high for 200,000 years.
___________________
Even though I might pick a few points in a section or three, overall, I'm very favorably impressed with this book, & largely in agreement with the author's conclusions.
But what really grabbed me, & convinced me to begin a course on this book was Lynn's forward to the book. The following quote, in particular, is what stimulated my decision. In her quote, "It" refers to Animate Earth:
As an added benefit, I'm realizing now that AE dovetails beautifully with three other books in Euglena's curriculum:
And, parts of it will be taught in the park, near the south bank bike trail, probably somewhere around the Valley River bike & foot bridge.
Details to be announced over the next week or so in this post.
This will be interesting. Read more ...
A new course - a reading seminar about the book Animate Earth: Science, Intuition & Gaia by Stephen Harding is beginning as soon as we assemble a group of interested students. (Start date to be announced here soon ...)
This post contains an evolving description of Animate Earth (AE). For now, it explains my motivation for organizing the course. In a nutshell, I'm developing it because, in her forward to the book, Dr. Lynn Margulis states, "It should serve as required reading ..." for those attempting to understand climate change & a number of related disciplines. (I'll offer her full quote below.)
OK, that's good enough for me.
One course coming right up.
My intention is to make it one of
Euglena's triad of core courses
about systems, life & Gaia.
Near the bottom of this post is a description of the topics in each chapter.
But first, here's some background.
Over the last few months, I've been getting back into reading it. Dr. Harding is one of James Lovelock's closest colleagues. He accomplished important extensions of Lovelock's computer model of Gaia, Daisyworld, that demonstrated the model's robustness even with multiple species on multiple trophic levels & that challenged traditional modeling strategies in theoretical ecology & helped resolve an important decades-long debate about the role of complexity in ecosystem stability. (More on that another time.)
Currently, Dr. Harding is "coordinator of the MSc in Holistic Science at Schumacher College" in Dartington, Devon, England. Upon Lynn Margulis' recommendation, I intend to teach a short course there next year.
I'd started reading AE last year upon recommendation from Lynn Margulis during a meeting with her in spring, 2008. She said to me, paraphrasing only slightly, if you want to really understand Gaia, read Animate Earth.
Now, Lynn Margulis is, IMO, one of the greatest biologists of the last few hundred years. OK, OK, the greatest. There, I admitted it. I think she ranks with Charles Darwin. Her work has informed my own development as a biologist since the 1970's, but with accelerating intensity for the last decade. I currently teach courses using no fewer than 5 of her books, & have plans to add more. Her work on eukaryotic cell evolution should win her a Nobel (if only they awarded them for such things). Add her work on speciation in eukaryotes (non-bacterial organisms with DNA in a nucleus) & her contributions to Lovelock's Gaia theory, & she just rocks my science world.
So, when Lynn makes a strong reading suggestion, I listen. I pulled AE off my shelf & started reading it ... that night.
A friend & academy board member had given it to me nearly a year earlier as a gift. I had begun then to read it, but didn't get far for two reasons. First, I was exceptionally busy just then & had insufficient time to read it carefully.
But second, and more challenging, when I read the first two chapters, I sort of walked away with - choosing my words carefully - a slightly uncomfortable feeling like I was dancing dangerously close to something that was squishy & a bit more "new age" than I was interested in.
So, for both reasons, I set it aside until after I had my meeting with Lynn. I read several chapters - including chapter 3 on Gaia hypothesis v theory, & chapter 8, "Desparate Gaia", about ice ages, interglacials (between ice ages) & extreme heating events.
I was impressed. His descriptions offered a nearly intuitive feeling for both topics for an average lay reader, yet with enough technical details to satisfy a PhD in ecology like me.
Then, alas, I got busy again, & had to put it down a second time.
Finally, during June, I pulled it off the shelf once again, dove in, & couldn't put it down.
Within the context of the well-developed science of later chapters, I now understand chapters 1 & 2 & their great importance much more clearly.
Here's a brief (& evolving) synopsis of each chapter.
Chapter 1: Anima Mundi. The crucial role of reintegration of the senses, intuition & ethics with science (rational thinking) as a way of knowing nature. A history of animism, how it has evolved a perspective during human development from childhood, as a perspective in human cultures historically, & needs a resurgence now even if with a different understanding. The role of modern science in shaping western views of nature, including promotion of a "dominance over nature" perspective that has reduced our deeply felt connections to nature & contributed to our current ecological crises. The role of holistic sciences (system sciences) in both explaining nature & understanding it; how by its nature, it promotes a redevelopment of intuition in our understanding of nature while disabusing our wrong-headed notion that we can control it.
Chapter 2: Encountering Gaia. An exposition of how Gaia has been understood using intuition, sensing, feeling & thinking from the perspective of four great thinkers: Aldo Leopold (intuition), David Abram (sensing), Arne Naess (deep ecology) & James Lovelock (Gaia theory).
Chapter 3: From Gaia Hypothesis to Gaia Theory. Pre-Gaia theory views of nature that were precursors of the theory. An explanation of Lovelock's main ideas, including an important distinction between the hypothesis & the theory. Three major criticisms of the theory & how they helped shape it. Major evidence supporting the theory. The role of "tight coupling" (linkage between parts of the system) & feedback. Daisyworld as a brilliant mathematical/computer model of Gaia (explained conceptually).
Chapter 4: Life & the Elements. A description of how the atoms of matter in nature fall into natural categories called elements with distinct behavioral characteristics. An overview of a few main elements playing major roles in Gaia: carbon, oxygen, hydrogen, nitrogen, phosphorus, iron, silicon, calcium, sulfur ... Origins of elements & the birth of our solar system.
Chapter 5: Carbon Journeys. Major players in the carbon cycle of Earth: life forms, atmosphere, oceans & rocks. Major forms of carbon in Gaia: organic (carbon-based) molecules, carbon dioxide (CO2), calcium carbonate (CaCO3: chalk & limestone). The crucial role of marine algae like Ehux (Emiliania huxleyii) & the great ocean currents (thermohaline circulation) in regulation of carbon from the atmosphere ("pump down"), rock weathering & volcanoes. The role of CO2 in regulating Earth's long-term temperature. Current trends in atmospheric CO2.
Chapter 6: Life, Clouds & Gaia. Clouds as Gaia's sunshades, cooling our planet against a sun that is getting increasingly brighter. Clouds as a product of sulfur waste products (dimethyl sulfide, or DMS) produced by marine algae, corals & microbes in rain forests. The role of terrestrial ecosystems (biomes) in planetary temperature regulation.
Chapter 7: From Microbes to Cell Giants. A brief history of life on Earth, focusing on how bacteria played a major role in climate regulation for billions of years (& continue to do so today), drastically changing the chemistry of Earth's atmosphere, including original pump down of CO2, production of oxygen & the important role of phosphorus in that process. Evolution of nucleated cells & their role in climate regulation.
Chapter 8: Desperate Gaia. Ice ages, interglacials & global heating events as attractors, with the former two dominating the last 2 million years, & last big heating event during the PETM, 55 million years ago. The astronomical factors that have regularly triggered (but do not "cause") rapid phase transitions between ice ages & interglacials. Why Earth's climate is very unstable & highly sensitive, esp during interglacials. How human activities are triggering the largest heating event since the PETM (although this one could be worse & far faster to develop). Hurricanes as a potential negative feedback to counter the numerous positive feedback processes now kicking in. Sobering conclusions about potential Earth temperature ranges & a thermostat that stuck on high for 200,000 years.
___________________
Even though I might pick a few points in a section or three, overall, I'm very favorably impressed with this book, & largely in agreement with the author's conclusions.
But what really grabbed me, & convinced me to begin a course on this book was Lynn's forward to the book. The following quote, in particular, is what stimulated my decision. In her quote, "It" refers to Animate Earth:
"It should serve as required reading [my emphasis] for at least the following kinds of classes in rough order of importance to their required subject matter): evolution, Earth sciences, biology, sedimentology, stratigraphy, paleontology, economics, comparative religion, ethics, sociology, physiology, meteorology, and especially philosophy."Well, ok; I'm down. If Lynn says it should be required reading, then Euglena Academy will make it required reading.
As an added benefit, I'm realizing now that AE dovetails beautifully with three other books in Euglena's curriculum:
- What is Life?, based on Lynn's book, being discussed in a reading seminar ;
- With Speed & Violence by Fred Pearce, offering evidence that we've entered a period of climatic instability equivalent (or worse) than the PETM (& does a credible job with an introduction to Gaia theory & its relevance);
- The first 4 chapters of Lovelock's Revenge of Gaia.
And, parts of it will be taught in the park, near the south bank bike trail, probably somewhere around the Valley River bike & foot bridge.
Details to be announced over the next week or so in this post.
This will be interesting. Read more ...
Tuesday, May 12, 2009
Systems, Synthesis & Symbiogenesis
{05.25.09}
I've decided to write a book.
Well parts of it are already drafted
as notes for classes that I teach.
The book will be co-authored w/ a colleague.
We haven't decided a title yet.
But I have begun to consider this:
I've decided to write a book.
Well parts of it are already drafted
as notes for classes that I teach.
The book will be co-authored w/ a colleague.
We haven't decided a title yet.
But I have begun to consider this:
- concept & purpose : this will form the main text for my course How Nature Works (HNW), an 8-week introduction of basic system principles, one of a triad of introductory courses on systems, life & Gaia; this book will also integrate the triad & serve as a gateway to advanced courses;
- media : online, printed, DVD;
- organization : integrated topics organized into linked chapters & sections;
- topics : thorough introductory-level treatments all components addressed in HNW - including science, models, chaos, fractals, power laws, cellular automata, energy flow & gradients (NET), emergence, autopoiesis, symbiogenesis & Gaia - w/ segue overviews into principles addressed in all other courses.
Monday, May 4, 2009
May - June '09 at Euglena
{Update : 05.04.09 : 6 pm }
My greatest professional passion is studying, writing & teaching about systems, life, evolution & Gaia.
{I, also, have some personal passions,
but that's a different post ... ;-) }
During pursuit of those activities over the last 40 years or so, I've developed an ever-evolving mix of courses about those topics. I feel - & most students here agree - that the ideas that these courses address are - or at least need to be - an integral part of what's next, the next phase in evolution of human cultures, & even our species. A healthy planet demands it.
So, right now, for the next two weeks, we're seeking 30 - 40 students (+/-) to join a set of integrated courses & events, beginning with free overviews starting the week of May 4. Enrollment continues through June 1.
Here is a list of the courses & events.
Links lead to (evolving) full descriptions.
Together, they form an integrated whole, even though they can be pursued independently, in any sequence.
Together, they serve as both introductory courses for new students - none have prerequisites - & as review, integration & synthesis for returning & advanced students, including TAs.
By weaving together all of the topics taught in the academy's curriculum - from introductory to advanced - they tell a story of life on Earth - its origins, evolution, current state, & where it may be going next.
The first two are pure, intellectual fun addressing concepts that - according to most students who have studied with me - fundamentally change one's core understanding of how nature works, including the nature of life, ecology & evolution, & how science is evolving. They offer a coherent, understandable, believable, scientifically-grounded yet intuitive sense of the nature of existence.
The third is also intellectually rich, understandable & scientifically-grounded, but simultaneously emotionally quite challenging, laying out a compelling if sobering set of models & evidence supporting the assertion that humans - &all other life forms on Earth - are facing the largest, most rapid climate change event in tens of millions of years, one that will likely change not only the nature of human civilization, but the evolution of life.
The third is understood most completely in the context of the first two, but the preferred sequence is not necessarily linear.
We're also designing (chaordicly, of course) a new kind of ... um, events
In addition to students, we - the board of directors of Euglena Academy, advisers & I - are also seeking donations for scholarships to help support these courses & other programs under development at the academy (including a climate summit). (If you are on the academy mailing list, you will be receiving mails from our outreach director, Kate Boverman.)
Money from donations to the academy will be made available as scholarships or for outreach material development, to be specified by donors. (For scholarship information, please contact us.)
Please contact us for more information & enrollment.
________________
In other news:
My greatest professional passion is studying, writing & teaching about systems, life, evolution & Gaia.
{I, also, have some personal passions,
but that's a different post ... ;-) }
During pursuit of those activities over the last 40 years or so, I've developed an ever-evolving mix of courses about those topics. I feel - & most students here agree - that the ideas that these courses address are - or at least need to be - an integral part of what's next, the next phase in evolution of human cultures, & even our species. A healthy planet demands it.
So, right now, for the next two weeks, we're seeking 30 - 40 students (+/-) to join a set of integrated courses & events, beginning with free overviews starting the week of May 4. Enrollment continues through June 1.
Here is a list of the courses & events.
Links lead to (evolving) full descriptions.
- Mondays (6:30 - 8:30 pm) : What is Life? : a new 9-week (10 w/ overview) reading seminar based on the book of that title by Lynn Margulis & Dorion Sagan. Begins Monday, May 11; free overview Monday, May 4.
(Downloadable pdf flier here.) - Tuesdays (6:30 - 8:30 pm) : How Nature Works : an 8-week lecture series (9 w/ overview) about basic principles of systems sciences. Begins with free overview Tuesday, May 12; the series can be joined at any time. (Downloadable pdf flier here.)
- Wednesdays (6:30 - 8:30 pm) : Gaia & Climate : a course integrating Gaia theory, climate change, their close relationship, & how to mitigate & prepare for climate change, includes the psychology of dealing with this challenge. Begins Wednesday, May 13; free overview Wednesday, May 6.
(Downloadable pdf flier here.) - Thursdays (6:30 pm - ?) : Thermo Thursdays : presentations integrating & synthesizing the course triad described above (& other elements of the Euglena program), mixed with imagery & music; less a "class", more a performance with discussions. Schedule forthcoming. Begins Thursday, May 14, with a free sample on Thursday, May 7.
- Fridays : a chaordic mixture of social, educational & networking events called Fractal Fryday's, beginning Friday, May 1, 6 - 10 pm. (Contact us for details.)
Together, they form an integrated whole, even though they can be pursued independently, in any sequence.
Together, they serve as both introductory courses for new students - none have prerequisites - & as review, integration & synthesis for returning & advanced students, including TAs.
By weaving together all of the topics taught in the academy's curriculum - from introductory to advanced - they tell a story of life on Earth - its origins, evolution, current state, & where it may be going next.
The first two are pure, intellectual fun addressing concepts that - according to most students who have studied with me - fundamentally change one's core understanding of how nature works, including the nature of life, ecology & evolution, & how science is evolving. They offer a coherent, understandable, believable, scientifically-grounded yet intuitive sense of the nature of existence.
The third is also intellectually rich, understandable & scientifically-grounded, but simultaneously emotionally quite challenging, laying out a compelling if sobering set of models & evidence supporting the assertion that humans - &all other life forms on Earth - are facing the largest, most rapid climate change event in tens of millions of years, one that will likely change not only the nature of human civilization, but the evolution of life.
The third is understood most completely in the context of the first two, but the preferred sequence is not necessarily linear.
We're also designing (chaordicly, of course) a new kind of ... um, events
- Thermo Thursdays to help introduce, integrate & synthesize not only these courses, but Euglena's entire curriculum in creative, new ways.
- Fractal Frydays : not educational events per se (though most may be informative) and more social & networking events designed to promote linkages in our community
Money from donations to the academy will be made available as scholarships or for outreach material development, to be specified by donors. (For scholarship information, please contact us.)
Please contact us for more information & enrollment.
________________
In other news:
- The academy web site is being redesigned. Debut soon.
- Euglena is also offering a climate workshop Friday, May 29 & Saturday, May 30 at the Cottage Grove Community Center. Please contact me for more information.
Sunday, May 3, 2009
Life as Work & Work as Life
Recently, my experiences at
a local public "party" (or was that a rave?)
convinced me that it's time for ...
some significant changes in my life
with regard to music, dancing & "parties";
in particular, I seem to be looking for
a type of party that doesn't really exist ... yet.
I want to explore those here ...
as I get time over the summer. (I'm super-busy now.)
Some points to be addressed:
because I feel a bout of nomadism coming on.
Feels like time to lighten the load.
Not that I'm "planning" to leave Eugene, at least permanently, but to maybe do some traveling, a speaker/workshop tour, camping in wild places ... in July & August, a slow time for classes at the academy anyway.
But I'd like to keep a campus open here if possible, active even in my absence, if this community will support it at increasing levels over the next few months (where "levels" encompasses both financial & other kinds of participation).
One thing's for sure: the future hasn't been written yet. We're making this up as we go.
We'll just have to see what happens next.
Read more ...
a local public "party" (or was that a rave?)
convinced me that it's time for ...
some significant changes in my life
with regard to music, dancing & "parties";
in particular, I seem to be looking for
a type of party that doesn't really exist ... yet.
I want to explore those here ...
as I get time over the summer. (I'm super-busy now.)
Some points to be addressed:
- life, biology & the work to know
what life is ... at multiple levels - cells, organisms, ecosystems & Gaia
- evolution, what it is,
& who cares - rhythm, music & dancing
- parties & other social gatherings:
why we produce & go to them - passion, wildness & eros
- wild climates, past & future
- why I am not a member of the (at least that) cool kids crowd
- other stuff i haven't listed yet
but is on my mind ...
because I feel a bout of nomadism coming on.
Feels like time to lighten the load.
Not that I'm "planning" to leave Eugene, at least permanently, but to maybe do some traveling, a speaker/workshop tour, camping in wild places ... in July & August, a slow time for classes at the academy anyway.
But I'd like to keep a campus open here if possible, active even in my absence, if this community will support it at increasing levels over the next few months (where "levels" encompasses both financial & other kinds of participation).
One thing's for sure: the future hasn't been written yet. We're making this up as we go.
We'll just have to see what happens next.
Read more ...
Monday, April 27, 2009
Thermo Thursdays
{Updated: 5.25.09}
The full name is Thermodynamic Thursdays.
What is it? A series of "presentations"- under development for fall, 2009 - offering overviews, linkage, integration & synthesis of topics from Euglena's curriculum - systems, chaos, life, wildness, evolution, Gaia, climate ... - mixed with imagery, story, poetry, film, music, ping pong ... & dance.
Less a "class", more an interactive performance with discussions. Read more ...
The full name is Thermodynamic Thursdays.
What is it? A series of "presentations"- under development for fall, 2009 - offering overviews, linkage, integration & synthesis of topics from Euglena's curriculum - systems, chaos, life, wildness, evolution, Gaia, climate ... - mixed with imagery, story, poetry, film, music, ping pong ... & dance.
Less a "class", more an interactive performance with discussions. Read more ...
Saturday, April 11, 2009
What is Life? A Reading Seminar
Here's a description of a new reading seminar based on the book of that title by Lynn Margulis, that will debut at Euglena Academy on Monday, May 11, with a free overview on Monday, May 4.
Summary
This reading seminar is based on the book What is Life? by Lynn Margulis & Dorion Sagan, motivated by the famous question posed by Erwin Schrödinger in the 1940's. Written for educated lay readers, it weaves together the fractal edges between technical science, science history, philosophy & even spiritual themes. It is a wonderful text to introduce non-scientists to the world of biology - offering just enough details about life forms to be meaningful without being overwhelming, but written in a narrative (rather than technical) form. At the same time, the book offers a great review & synthesis of many details for more advanced students.
Background & details
For some time, I've been wanting to add a new course about living systems, one that:
It is an updated version of answers to a famous question posed by Erwin Schrödinger in the 1940's. It's written for educated lay readers, weaving together basic systems principles with an overview of the five kingdoms of life (bacteria, protoctists, animals, fungi & plants), evolution (including the origins of life), & human history, including the history of science, focusing on the origins of the mechanistic view of life that reached it's crescendo in the 20th century (& is now on its way out).
It's richly & beautifully illustrated, & widely available in paperback at very reasonable prices (as low as $6: However, the illustrations in the larger hardback edition are even more stunning.)
Even though published in 1995, it's still a wonderful exposition of basic systems principles applied to biology & evolution. It contains a few ideas that no longer hold as valid now as in 1995 - their emphasis on 'RNA world' as the most plausible model for the origins of life, for example, which is now being replaced by other models, like Stuart Kauffman's auto-catalytic set theory - but they provide a wonderful lesson about recent history in biology, & those can be easily updated during in class discussions.
This book is a joy to read, weaving together the fractal edges between technical science, history, stories of scientists, philosophy & even spiritual themes. I see this as a wonderful text with which to introduce non-scientists into the world of biology - offering just enough details about life forms to be meaningful without being overwhelming, but written in a narrative (rather than technical text) form. Those details can be elaborated to any degree desired by a knowledgeable teacher (that's me). At the same time, the book will offer a great overview & review of many details for more advanced students, especially those wishing to move into a teaching role in this academy or others, while adding fascinating tidbits not offered in other texts that we've used here. It's a win/win.
Topics
Summary
This reading seminar is based on the book What is Life? by Lynn Margulis & Dorion Sagan, motivated by the famous question posed by Erwin Schrödinger in the 1940's. Written for educated lay readers, it weaves together the fractal edges between technical science, science history, philosophy & even spiritual themes. It is a wonderful text to introduce non-scientists to the world of biology - offering just enough details about life forms to be meaningful without being overwhelming, but written in a narrative (rather than technical) form. At the same time, the book offers a great review & synthesis of many details for more advanced students.
Background & details
For some time, I've been wanting to add a new course about living systems, one that:
- touches on many of the basic principles addressed in How Nature Works
- is relevant to solutions discussed in a course about Earth's impending climate crisis
- offers in a relatively non-technical way that can serve as an introduction to Euglena's curriculum
- helps advanced students review & synthesize basic principles in a fun way.
It is an updated version of answers to a famous question posed by Erwin Schrödinger in the 1940's. It's written for educated lay readers, weaving together basic systems principles with an overview of the five kingdoms of life (bacteria, protoctists, animals, fungi & plants), evolution (including the origins of life), & human history, including the history of science, focusing on the origins of the mechanistic view of life that reached it's crescendo in the 20th century (& is now on its way out).
It's richly & beautifully illustrated, & widely available in paperback at very reasonable prices (as low as $6: However, the illustrations in the larger hardback edition are even more stunning.)
Even though published in 1995, it's still a wonderful exposition of basic systems principles applied to biology & evolution. It contains a few ideas that no longer hold as valid now as in 1995 - their emphasis on 'RNA world' as the most plausible model for the origins of life, for example, which is now being replaced by other models, like Stuart Kauffman's auto-catalytic set theory - but they provide a wonderful lesson about recent history in biology, & those can be easily updated during in class discussions.
This book is a joy to read, weaving together the fractal edges between technical science, history, stories of scientists, philosophy & even spiritual themes. I see this as a wonderful text with which to introduce non-scientists into the world of biology - offering just enough details about life forms to be meaningful without being overwhelming, but written in a narrative (rather than technical text) form. Those details can be elaborated to any degree desired by a knowledgeable teacher (that's me). At the same time, the book will offer a great overview & review of many details for more advanced students, especially those wishing to move into a teaching role in this academy or others, while adding fascinating tidbits not offered in other texts that we've used here. It's a win/win.
Topics
- A history of questions about life: animism to mind-body dualism & mechanistic science to a systems view; Schrödinger's views; self-maintenance & autopoiesis; is there life on Mars? problems with a hierarchical view of life; life as a verb; material basis of life; mind in nature.
- The origins of life; its evolution via natural selection, genetic mutation & symbiogenesis: a merger of species through symbiosis (living together in physical contact); the origins of sex.
- An overview of five kingdoms of life: bacteria: ancestors of all of life; protoctists: the unicellular animal-like, plant-like & fungus-like creatures such as amoebas, euglenas & algae; animals, plants & fungi.
- How life has played an unexpectedly large part in its own evolution.
Half a century ago, before the discovery of DNA, the Austrian physicist and philosopher Erwin Schrödinger inspired a generation of scientists by rephrasing the fascinating philosophical question: What is life? Using their expansive understanding of recent science to wonderful effect, acclaimed authors Lynn Margulis and Dorion Sagan revisit this timeless question in a fast-moving, wide-ranging narrative that combines rigorous science with philosophy, history, and poetry. The authors move deftly across a dazzling array of topics—from the dynamics of the bacterial realm, to the connection between sex and death, to theories of spirit and matter. They delve into the origins of life, offering the startling suggestion that life—not just human life—is free to act and has played an unexpectedly large part in its own evolution. Transcending the various formal concepts of life, this captivating book offers a unique overview of life's history, essences, and future.Four review excerpts from the back cover
Supplementing the text are stunning illustrations that range from the smallest known organism (Mycoplasma bacteria) to the largest (the biosphere itself). Creatures both strange and familiar enhance the pages of What Is Life? Their existence prompts readers to reconsider preconceptions not only about life but also about their own part in it.
"In What is Life? Margulis & Sagan have rephrased the answer to Schrödinger's brilliant question by means of a new & spirited explanation of the emergent levels of biological organization ... Theirs is a conceptual framework likely to influence future introductions to biology." E. O. WilsonCost: $195. Limited scholarships & work/study opportunities available. 10% discount available for enrollment before May 11.
"A witty, exuberant panorama of life that elaborates the place of symbiosis in evolution." Mary Catherine Bateson
"This splendid book shows how much more there is to life than mere reductionist biology. Lynn Margulis & Dorion Sagan tread faithfully in Erwin Schrödinger's footsteps & are his true successors." James Lovelock
"A masterpiece of science writing .... You will cherish What is Life? because it is so rich in poetry & science, in the service of profound philosophical questions."Mitchell Thomashow, Orion
Wednesday, April 8, 2009
Gaia & Climate : A Meta-Course
{Updated: 04.20.09}
Understanding, mitigating
& adapting to climate change
A 10-week course by
Dr. Alder Fuller, Euglena Academy
Begins Wednesday, May 13, 6:30 – 9 pm.
Free overview Wednesday, May 6.
Enrollment starting now!
Description : Climate change will be the defining issue of the 21st century, the largest climate change event in 55 million years, that will change not only the nature of civilization, but the course of human and evolutionary history. Euglena's “Gaia & Climate” meta-course offers a meaningful, integrated, scientific explanation of climate change, to help you understand, mitigate and adapt to it. Systems sciences and Gaia theory, the science of Earth's self-regulating climate system, have lessons to teach us that are not only inspiring, but crucial to our survival. With them, we can understand this crisis, grapple with our fears and begin to develop solutions together. This course is the core of Euglena's Climate Adaptation Program (ECAP); an effort to engage you in community discussions of preparedness for climate change.
__________________
Course topics
Motivations
We call this a “meta-course” because it is “above and beyond” what we've offered before, and it is metaphorical of the cultural metamorphosis required if we are to adapt to large-scale climate change. We have offered climate courses using both of these texts in the past. Lovelock's book Revenge of Gaia addresses climate change in the context of Gaia theory or geophysiology. The other, With Speed and Violence by Fred Pearce, provides crucial evidence for evaluating the current status of Earth's climate and Lovelock's theory of climate change. Participants have agreed that a full understanding requires studying both books, preferably simultaneously, and have also requested that the course address more “solutions” - mitigation and adaptation - and the psychology of climate change due to the significant emotional challenges around this topic. This meta-course offers that synthesis, and involves professionals with expertise in solutions and psychology.
Regardless of how well-informed we are as individuals, we cannot address this crisis alone. Understanding, mitigating and adapting to large-scale climate change will not be successful without community-level efforts. We must work to educate ourselves as a community if we wish to create a comprehensive plan of action for the future. This course is the first step toward building this level of community empowerment. Our strategy is to organize and facilitate relationship building through the process of developing this course and learning together. Once we have a collective understanding of the climate crises, we can begin to
work toward community based plans for mitigation and adaptation.
Finally, we must address our fears about and denial of the climate issue. If we continue to shelter ourselves and our children from the reality of climate change, we will only deepen the wounds for ourselves and future generations. Yes, climate change is huge and terrifying. There is probably no way to stop it, but we can mitigate and adapt to it. We must accept the reality of our situation and walk through the fear. We must know that we are not alone. Now is the time for us to reach out and discover one another. Together, we can build the inner strength to move into the future with the courage and integrity that our children deserve. Together, we can adapt in style. But there is no time to waste; we must begin now.
Fees, sponsorships & scholarships
Week 0 : Free overview of the course
Week 1 : With Speed and Violence (S&V) introduction: “type 1” v “type 2” climate change. Section I: (1) Discovery of global warming. (2) Skeptics. (3) 1998 weather broke all records. (4) The Anthropocene: a new geological era. (5) Arctic changes.
Week 2 : Relevant systems sciences principles: networks; feedback: negative v positive; nonlinearity; states (attractors; 4 classes; stable, unstable, metastable); phase transitions critical thresholds (tipping points); emergence.
Week 3 : S&V section II: (6) Rapid transition of Arctic to a new warmer state. (7) How Greenland's ice sheet is quickly slipping into the ocean. (8) How Antarctic ice cap is quickly slipping into the ocean. (9) Why melting in the west Antarctic peninsula could raise sea level by 6 yards. (10) A tropical island country, Tuvalu, sinks into the ocean.
Week 4 : S&V section III: (11) Megafires in the Amazon. (12) Burning forests of Borneo. (13) Carbon cycle is set for a U-turn. (14) Melting permafrost releasing billions of tons of methane. (15) Oceans are becoming acidic. (16) The clathrate gun hypothesis: oceanic methane “mega-farts”, PETM (Paleocene Eocene thermal maximum) & now.
Week 5 : S&V sections IV and V: (17) Earth's energy flux. (18) Clouds in climate. (19) Asian air pollution & monsoon (20) Hydroxyl: natural atmospheric soap. (21) A primer on Gaia theory. (22) Orbital changes triggering ice ages. (23) Oceanic currents & climate. (24) From ice ages to interglacials in <>
Week 6 : Lecture: Revenge of Gaia (RoG) - Ch 2 & 3: What is Gaia? Gaia as an emergent, self-regulating planetary-scale metabolism & homeostasis. Gaia v biosphere; geophysiology v Earth system science v biogeochemistry; hypothesis v theory; 3 climate states: ice ages, interglacials & PETM-like; feedback; importance of oceans; Daisyworld model of Gaia; Gaia & natural selection; history of Gaia; why glaciations began.
Week 7 : S&V section VI: (26) Sudden flips in Sahara → changes elsewhere. (27) How the Sahara Desert fertilizes the Amazon rainforest. (28) Lessons from tropical glaciers. (29)Rapid climate change collapses civilizations. (30) El Nino: a regional climate “cycle” with global effects. (31) Feeding Asia: what happens if the monsoon falters?
Week 8 : S&V section VII & VIII: (32) 2003 European heat wave. (33) Hockey stick model. (34) Hurricanes: frequency & power. (35) The ozone layer. (36) Poles v tropics: which leads climate change? (37) Role of the stratosphere.
Week 9 : RoG Ch 4: Forecast for 21st century (provocative): weather v climate; public confusion; IPCC type I models underestimate the climate crisis; threshold for failure of marine ecosystems; hockey stick model; deserts; sea levels; new civilization centers; oceanic & atmospheric currents; technofix caveats; the role of atmospheric aerosols; PETM: a climate event 55 million years ago; predicts 6 - 8oC increase; business as usual may kill Gaia.
Week 10 : Regular weekly class + weekend workshop (Saturday, 10 am – 5 pm; Sunday, 10 am – 3 pm)
Read more ...
Understanding, mitigating
& adapting to climate change
A 10-week course by
Dr. Alder Fuller, Euglena Academy
Begins Wednesday, May 13, 6:30 – 9 pm.
Free overview Wednesday, May 6.
Enrollment starting now!
Description : Climate change will be the defining issue of the 21st century, the largest climate change event in 55 million years, that will change not only the nature of civilization, but the course of human and evolutionary history. Euglena's “Gaia & Climate” meta-course offers a meaningful, integrated, scientific explanation of climate change, to help you understand, mitigate and adapt to it. Systems sciences and Gaia theory, the science of Earth's self-regulating climate system, have lessons to teach us that are not only inspiring, but crucial to our survival. With them, we can understand this crisis, grapple with our fears and begin to develop solutions together. This course is the core of Euglena's Climate Adaptation Program (ECAP); an effort to engage you in community discussions of preparedness for climate change.
__________________
“Nature is fragile, environmentalists often tell us. But the lesson of this book is that is not so. The truth is far more worrying. Nature is strong & packs a serious counterpunch ... Global warming will very probably unleash unstoppable planetary forces. And they will not be gradual. The history of our planet's climate shows that it does not do gradual change. Under pressure, whether from sunspots or orbital wobbles or the depredations of humans, it lurches – virtually overnight.” Fred Pearce, author of With Speed & Violence_________________
"As the name suggests, this is a class which does not coddle you with soothing possibilities. It lays out the scientific basis for, what I came to see, is the defining issue of our time. I found the class to be interesting, fast-paced yet totally accessible, & above all, critically important. I highly recommend it." Harvey Ginsberg, student in "Speed & Violence", Jan/Feb, 2009
Course topics
- The distinction between two types of climate change: type I - linear: gradual and smooth, as predicted by the Intergovernmental Panel on Climate Change (IPCC) – and type II - nonlinear: rapid, abrupt and violent as predicted by climatologists who understand systems sciences & as reflected by many studies of the nature of past climate changes.
- Evidence that Earth's climate has begun the largest type II event in 55 million years: studies and models of past changes (including ice ages); current and past atmospheric gas concentrations and their fluxes; ice cap dynamics; oceans (heating, acidification, ecosystems and methane clathrates); forests (especially tropical) and mega-fires; permafrost; aerosols; intensification of storms; desertification and more.
- Overview of relevant principles of systems sciences necessary to understand Gaia theory and climate change, including geophysiology (Gaia theory), the study of Earth's climate system as a self-regulating entity with a metabolism and homeostasis that has self-regulated itself for over 3.5 billion years.
- How to address global warming and climate change deniers (AKA "skeptics") as well as misinformation.
- Personal and community-level strategies to mitigate, prepare and adapt; including adaptation strategies for meeting basic human needs (water, food, shelter, energy, transportation, community design, security ...).
- The psychology of accepting, understanding and adapting to climate change.
- With Speed & Violence: Why Scientists Fear Tipping Points in Climate Change by Fred Pearce
- The Revenge of Gaia: Earth's Climate Crisis & the Fate of Humanity by James Lovelock (chapters 1 – 4)
Motivations
We call this a “meta-course” because it is “above and beyond” what we've offered before, and it is metaphorical of the cultural metamorphosis required if we are to adapt to large-scale climate change. We have offered climate courses using both of these texts in the past. Lovelock's book Revenge of Gaia addresses climate change in the context of Gaia theory or geophysiology. The other, With Speed and Violence by Fred Pearce, provides crucial evidence for evaluating the current status of Earth's climate and Lovelock's theory of climate change. Participants have agreed that a full understanding requires studying both books, preferably simultaneously, and have also requested that the course address more “solutions” - mitigation and adaptation - and the psychology of climate change due to the significant emotional challenges around this topic. This meta-course offers that synthesis, and involves professionals with expertise in solutions and psychology.
Regardless of how well-informed we are as individuals, we cannot address this crisis alone. Understanding, mitigating and adapting to large-scale climate change will not be successful without community-level efforts. We must work to educate ourselves as a community if we wish to create a comprehensive plan of action for the future. This course is the first step toward building this level of community empowerment. Our strategy is to organize and facilitate relationship building through the process of developing this course and learning together. Once we have a collective understanding of the climate crises, we can begin to
work toward community based plans for mitigation and adaptation.
Finally, we must address our fears about and denial of the climate issue. If we continue to shelter ourselves and our children from the reality of climate change, we will only deepen the wounds for ourselves and future generations. Yes, climate change is huge and terrifying. There is probably no way to stop it, but we can mitigate and adapt to it. We must accept the reality of our situation and walk through the fear. We must know that we are not alone. Now is the time for us to reach out and discover one another. Together, we can build the inner strength to move into the future with the courage and integrity that our children deserve. Together, we can adapt in style. But there is no time to waste; we must begin now.
Fees, sponsorships & scholarships
- Fees based on a sliding scale: $250 - $345. What is a sliding scale? It is a tool for building economic justice into our structure, and it requires your active participation. People paying on the higher end of the scale make it possible for this course to be affordable for others.
- The weekend workshop is included in this price, but is optional & can be taken independently of the course. Price adjusted accordingly.
- Limited scholarship money is available so be sure to sign up for the course soon! If you are interested in contributing funds for a student scholarship please contact the Academy office: (541) 762-1217 info@euglena-academy.net
Week 0 : Free overview of the course
Week 1 : With Speed and Violence (S&V) introduction: “type 1” v “type 2” climate change. Section I: (1) Discovery of global warming. (2) Skeptics. (3) 1998 weather broke all records. (4) The Anthropocene: a new geological era. (5) Arctic changes.
Week 2 : Relevant systems sciences principles: networks; feedback: negative v positive; nonlinearity; states (attractors; 4 classes; stable, unstable, metastable); phase transitions critical thresholds (tipping points); emergence.
Week 3 : S&V section II: (6) Rapid transition of Arctic to a new warmer state. (7) How Greenland's ice sheet is quickly slipping into the ocean. (8) How Antarctic ice cap is quickly slipping into the ocean. (9) Why melting in the west Antarctic peninsula could raise sea level by 6 yards. (10) A tropical island country, Tuvalu, sinks into the ocean.
Week 4 : S&V section III: (11) Megafires in the Amazon. (12) Burning forests of Borneo. (13) Carbon cycle is set for a U-turn. (14) Melting permafrost releasing billions of tons of methane. (15) Oceans are becoming acidic. (16) The clathrate gun hypothesis: oceanic methane “mega-farts”, PETM (Paleocene Eocene thermal maximum) & now.
Week 5 : S&V sections IV and V: (17) Earth's energy flux. (18) Clouds in climate. (19) Asian air pollution & monsoon (20) Hydroxyl: natural atmospheric soap. (21) A primer on Gaia theory. (22) Orbital changes triggering ice ages. (23) Oceanic currents & climate. (24) From ice ages to interglacials in <>
Week 6 : Lecture: Revenge of Gaia (RoG) - Ch 2 & 3: What is Gaia? Gaia as an emergent, self-regulating planetary-scale metabolism & homeostasis. Gaia v biosphere; geophysiology v Earth system science v biogeochemistry; hypothesis v theory; 3 climate states: ice ages, interglacials & PETM-like; feedback; importance of oceans; Daisyworld model of Gaia; Gaia & natural selection; history of Gaia; why glaciations began.
Week 7 : S&V section VI: (26) Sudden flips in Sahara → changes elsewhere. (27) How the Sahara Desert fertilizes the Amazon rainforest. (28) Lessons from tropical glaciers. (29)Rapid climate change collapses civilizations. (30) El Nino: a regional climate “cycle” with global effects. (31) Feeding Asia: what happens if the monsoon falters?
Week 8 : S&V section VII & VIII: (32) 2003 European heat wave. (33) Hockey stick model. (34) Hurricanes: frequency & power. (35) The ozone layer. (36) Poles v tropics: which leads climate change? (37) Role of the stratosphere.
Week 9 : RoG Ch 4: Forecast for 21st century (provocative): weather v climate; public confusion; IPCC type I models underestimate the climate crisis; threshold for failure of marine ecosystems; hockey stick model; deserts; sea levels; new civilization centers; oceanic & atmospheric currents; technofix caveats; the role of atmospheric aerosols; PETM: a climate event 55 million years ago; predicts 6 - 8oC increase; business as usual may kill Gaia.
Week 10 : Regular weekly class + weekend workshop (Saturday, 10 am – 5 pm; Sunday, 10 am – 3 pm)
- RoG Ch 1: State of Earth (very provocative chapter): problems w/ science; metaphors for crisis; too late for sustainable development, need sustainable retreat; critique green criticism of nuclear fission as interim energy source; need for regional focus; needed now: putting Gaia's health before human comfort.
- Mitigation & adaptation: water, food, shelter, energy, health, transportation, security, economics, politics
- The psychology of dealing with climate change: hope & Lawrence Gonzales' deep survival.
Read more ...
Wednesday, April 1, 2009
Our Living Earth : A New View of Life
Lecture : Our Living Earth : A New View of Life from
the Science of Geophysiology by Alder Fuller
When & Where: First one was Monday, 4/6. Next one: TBA.
Linkage: Related to an emerging course : Gaia & Climate
Description : A relatively new science, geophysiology or Gaia theory, taught at universities in Britain & Europe (even if rarely in the US), is offering fascinating & scientifically rigorous new insights into life on our planet. It supports the view that:
the Science of Geophysiology by Alder Fuller
When & Where: First one was Monday, 4/6. Next one: TBA.
Linkage: Related to an emerging course : Gaia & Climate
Description : A relatively new science, geophysiology or Gaia theory, taught at universities in Britain & Europe (even if rarely in the US), is offering fascinating & scientifically rigorous new insights into life on our planet. It supports the view that:
- Life doesn't merely inhabit the surface of Earth, but the planet itself evolves as a single, living entity (although not an "organism");
- Darwin's theory of evolution by natural selection is not contrary to Gaia theory but part of it;
- Climate & climate change can only be fully understood from a geophysiological perspective; for example, global heating is understood as a "planetary fever".
- Gaia as an emergent entity that cannot be understood by reductionism alone, & probably cannot be rationally understood in totality even though parts can be explained (by models). Understanding requires intuition.
- Gaia as a self-regulating system (like you);
planetary-scale metabolism & homeostasis - Gaia v biosphere
- Geophysiology v Earth system sciences v biogeochemistry
- Gaia hypothesis v Gaia theory
- Gaia is symbiosis as seen from space.
- Geophysiology as a foundation for planetary medicine
- 3 stable climate states: ice ages (most stable), interglacials (fevered; unstable) & PETM-like (“ill”)
- Feedback in stability & transitions between states
- Importance of oceans to stability; model predicts critical threshold for ocean health = 500 ppm CO2
- Daisyworld as a model of Gaia (& other systems)
- “Goal seeking” as transition to different states as a result of constraints imposed by temperature, pH, salinity, oxidation/reduction state (similar to human homeostasis)
- “Goal-seeking” mediated by natural selection imposed by physical & physiological constraints
- Natural selection is a component of Gaia theory
- Archean, Proterozoic, Phanerozoic, Pleistocene
- Global heating as a double whammy:
increasing heat while destroying regulation system
Friday, March 20, 2009
Spring equinox, 2009
It began "officially" this morning at 7:44 am,
interestingly, just as I was waking up.
(Interesting because I'm a night owl,
so I'm usually asleep at that time.)
Yet this morning, I needed to arise early.
How appropriate that occurred on spring equinox,
just as the sun reached the equator on its annual march
back into the northern hemisphere towards summer.
Once upon a time, when we were paying attention to nature
& not just watching nature specials on PBS,
human cultures celebrated this day,
marking it as special.
Now, nearly totally disconnected from knowledge of our planet, we barely take a break from discussions about economic collapse and corporate bonuses
long enough to notice it.
But then, we also fail to notice climate change for the same reason: we're disconnected from knowledge of our planet.
Such a disconnection will have a cost
far greater than economic collapse.
Perhaps we will be forced
to reconnect someday soon. Read more ...
interestingly, just as I was waking up.
(Interesting because I'm a night owl,
so I'm usually asleep at that time.)
Yet this morning, I needed to arise early.
How appropriate that occurred on spring equinox,
just as the sun reached the equator on its annual march
back into the northern hemisphere towards summer.
Once upon a time, when we were paying attention to nature
& not just watching nature specials on PBS,
human cultures celebrated this day,
marking it as special.
Now, nearly totally disconnected from knowledge of our planet, we barely take a break from discussions about economic collapse and corporate bonuses
long enough to notice it.
But then, we also fail to notice climate change for the same reason: we're disconnected from knowledge of our planet.
Such a disconnection will have a cost
far greater than economic collapse.
Perhaps we will be forced
to reconnect someday soon. Read more ...
Subscribe to:
Posts (Atom)
