Monthly Archives: October 2014

The Ecological Arts

Let’s just say your professional title is Professor of English and American Studies, and you happen to have been elected President of the Association for the Study of Literature and Environment (ASLE-US), and you are invited to deliver the Keynote Address at the International Conference on Ecocultural Ethics: Recent Trends and Future Directions, sponsored by the Department of Humanities and Social Sciences, at the Birla Institute of Technology and Science in Goa, India. Perhaps, in addition to your address, “The Ecological Arts: Humanities, Technology, Science,” you would be invited to be part of a featured conference session on ecological learning with a fisheries biologist, a philosopher of science, a community activist, and an expert on wastewater treatment. And let’s say you also chair a session called “Representations of Land and Animals,” and spend your days on campus meeting with research scholars from universities across India to discuss their work in the environmental humanities. How would you approach your visit?

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On the dais with professor K. E. Raman, Director of BITS Pilani Goa at the inaugural ceremony, with professor Meenakshi Raman, Dr. Reena Cheruvaleth, and Dr. Rayson K. Alex

If your goal in India was to share with your Indian colleagues recent trends and future directions in ecocriticism and the environmental humanities, you might feature your own project, or talk about methodological or theoretical trends. However if your focus was not on intellectual or theoretical discourse then you might zero in on institutions—and the pressing need for us to work together to change them. In fact you might float the title, “The Ecological Arts,” and use the term ecology to bring together the humanities, sciences, and technology. Then you would lay out your key terms and then connect those key terms to a way of thinking about education before sharing your own efforts, and those of ASLE-US colleagues, who are transforming their intellectual work, disciplines and institutions. Hey, you might even conclude that our current intellectual work, our academic disciplines and institutions, struggle to honor this basic point and that we need to work together to transform our work, and the work of our students, as we meet the new challenges of a rapidly changing world.

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Professor Mark with young research scholars from Central University in Pondicherry

So that is what I did. I explained to my audience that one of my projects as the current president of ASLE-US has been designing and building a web site to strengthen how our members share resources, collaborate, as well as engage audiences beyond the academy—from community groups and national organizations to journalists. As part of this work, we have reached out to dozens of our members, and have compiled an archive of video, audio and text commentaries that chronicle the histories and activities of ecocriticism and the environmental humanities. The web site includes an archive of member perspectives on ecocriticism and the environmental humanities delivered for academic audiences. Currently the archive includes University of California Los Angeles professor Ursula Heise’s assessment of the environmental humanities in her 2014 “American Comparative Literature Association’s State of the Field Report”; University of Wisconsin professor Rob Nixon’s keynote address at the Utrecht Edward Said Memorial Conference in 2013 that explores convergences between colonial oppression and ecological degradation, the unequal distribution of environmental resources and risks and conditions of environmental injustice; the University of Texas’s Stacy Alaimo’s primer on science studies and the environmental humanities. The archive has an essay by Julianne Lutz Warren, Senior Scholar at the Center for Humans and Nature, on “Generativity,” and a conversation with Iain MacCalman, professor at the Sydney Environment Institute, in Australia, about the necessary transformation of our intellectual work in the humanities and social sciences in the “anthropocene.” These member perspectives, I concluded, are all pointing to the historical and ethical imperative to transform our intellectual work to address the complicated and complex environmental questions we are facing today.

Ecocultural Ethics

“The true artist, like the true scientist, is a researcher using materials and techniques to dig into the truth and meaning of the world in which he himself lives. . . .”

-Paul Strand, Letter to the editor of the Photographic Journal 103.7 (1963): 216.

Sixty years ago, in June of 1955, an international symposium on the relationship between the human and the earth was organized by the Wenner Gren Foundation for Historical Research in Anthropology. Convened in Princeton, New Jersey, “Man’s Role in the Changing Face of the Earth” honored George Perkins Marsh’s 1864 book Man and Nature. The symposium brought together seventy participants to further, in the words of the Wenner-Green Foundation President Paul Frejos, an understanding of the human and the earth “by synthesis, transcending the limits of present disciplines or branches of science” (vii). The conference participants, in fact, were chosen not to represent academic disciplines; and, as the symposium unfolded, in the words of one of the organizers, Marston Bates, “less and less was said in defense or in support of a particular disciplinary association” (1132).

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Post-monsoon rains in the afternoon near the central coast of Goa, India

One of the conveners of the symposium, Carl O. Sauer, professor of Geography at the University of California, Berkeley, raised the present and future condition of the earth as a principal ethical concern. In the words of Marston Bates, a professor of Zoology at the University of Michigan, and also a co-convener of the symposium, “What sort of world is it that we want, and can we get it?” (1134). In his summary remarks on the proceedings, Bates insisted, “the sciences and the humanities form a false dichotomy, because science is one of the humanities” (1139). The third principal organizers of the symposium, Lewis Mumford, reminded the participants that “within the limits of earth’s resources and man’s biological nature, there are as many different possible futures as there are ideals, systems of values, goals and plans, and social, political, educational, and religious organizations for bringing about their realization” (1150).

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Forests and rice fields between the coast and the interior, central Goa, India

In linking ideals and systems of values to collective organizations and institutions, Mumford suggests a direction for one of my primary fields of work, ecocriticism and the environmental humanities. In preparing a keynote address that I delivered in Goa, India, this month I found myself reading in the two-volume proceedings of the International Symposium edited by William L. Thomas, Jr. in collaboration with the principal organizers of the symposium, Carl O. Sauer, Marston Bates, and Lewis Mumford, a historian, philosopher and literary critic. The Princeton Symposium reminded me of the challenges we face when ideals and systems of values run up against less agile organizations and institutions.

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With colleagues and friends on an afternoon outing in Goa

Since at least the publication of David Orr’s important 1990 book Ecological Literacy: Education and the Transition to a Postmodern World, those of us who work in the environmental humanities have been aware of how individual research agendas and narrow professional incentives do not directly address ecological literacy or sustainability. Orr makes a case that our individual work as research scholars will and should continue. But he is convinced that this work holds less promise in addressing the global predicament of environmental crisis. In essays with titles such as “The Problem of Education,” “What is Education For?” and “Place and Pedagogy,” Orr argues that our current ecological crisis is associated with a failure of education. We face a moral and the ethical obligation, he concludes, to rethink our professional activities as well as to transform the institutions where we work.

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View from the guest house, BITS Pilani Goa

Why is this rethinking so difficult to do? In my recent keynote address at the Birla Institute of Technology Pilani Goa, I suggested to the international gathering that we need more activism within our places of work, as new kinds of interdependence are increasingly a feature of our educational institutions. In the United States, for example, professors and students are designing and implementing curricular models that emphasize collaboration across disciplines and fields of study—from applied and problem-based learning to service learning initiatives and projects involving students, teachers, and local citizens or community groups. In Goa, I encouraged my audience to imagine new ways to integrate ecological, ethical and social contexts in the work of the humanities. I called on the words of a colleague, and former president of ASLE, Ursula Heise, who argues that the environmental humanities by definition “seeks to respond to the call for new institutional formations to correspond to innovative kinds of knowledge. . . [and] also to translate humanistic research more effectively into the public sphere” (“Comparative”). And yet I cautioned that transformations of academic programs and institutions requires valuing this work—among our peers, in our disciplinary associations, as well as in faculty promotion and retention standards. For it is easy to say that our activities are constituted in socially constructed systems, and that our activities can reconstitute those very systems. It is much more difficult to do.

In preparing my remarks for BITS Pilani Goa, I learned that the Birla Institute was founded by the industrialist Ghanshyam Das Birla who voiced a broad and progressive approach to education. “What do we propose to do here?” he asked. “We want to teach real science, whether it is engineering, chemistry, humanities, physics or any other branch.” The next generation of the Birlas speak in similar language. Here is Basant Kumar Birla echoing the same educational ethos. “For a rich and full life, interest and involvement in Fine Arts, Music, Literature, Social, Cultural and Spiritual activities are essential.” And Dr. Sarala Birla, the wife of Basant Kumar—and daughter of activist and writer Brijlal Biyani—Education is a meaningless ritual, unless it moulds the character of students and imparts in them a strong sense of values.”

In my keynote that opened the conference I asked the hundreds of participants to consider recent trends and future directions in “ecocultural ethics” as intellectual work in our shared study of environmental issues and problems. I shared a few examples of innovative collaborations with students, academic colleagues and community-based groups: faculty and students conducting research together, often by taking the campus or local community as a site for the inquiry (a pedagogical model, by the way, that responds well to the call for surveys of employers and business leaders—in the US and in The Times of India that I read in Mumbai—for the human skills of thinking well, communicating effectively, collaborating, and persuasion; programs, centers, and institutes in which faculty are working on projects not limited by disciplinary, methodological or epistemological differences; and technology initiatives designed to build resources for academics, journalists, and the members of the public.

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Dinner following the conference on the edge of the Arabian Sea

We then talked, in the discussion period and throughout the conference, about comparable projects and initiatives in India. One of the research scholars was inspired by my talk and invited tribal people to the BITS campus for his presentation. And later, during an evening out with colleagues, I learned more about the generative work of one of the conference organizers (who is collaborating with my English colleague Rayson Alex on the natural and cultural history of a bird sanctuary near Panjim) Solano Jose Savio Da Silva, who works in Development Studies and Political Science.