WORKtNG DRAFT OF

"Living Sustainably; Creating EcoSociology"

by

William F. Tarman-Ramcheck, Ph.D. _Principle Author

And

~- Richard Coon, Ph.D. Technical Contributor

Carroll College Waukesha, Wisconsin

Spring, 2002

PREFACE for Archived and Electronically Preserved Documents By William F. Tarman-Ramcheck, December 12, 2012

(a.k.a. William F. Brugger from approximately 1962-1990, and William F. Ramcheck from 1952-1962)

I, Bill Tarman-Ramcheck, do hereby make the following original authored documents and supporting research available to the "Sociology Of Sustainability" (SOS) program at Carroll University, and for others who may wish to learn more about them­especially regarding the origins and framework for "Ecosociology." These are through my roles now as Adjunct faculty at Carroll University, "Sustainability Program Consultant" for Carroll, and former graduate of Carroll (in 1974 as Bill Brugger at Carroll College). The following archived and electronically preserved items are integral to the framework for the SOS program as a new Emphasis in the Sociology Major and Minor, and are all separate documents.

They were the first known at the time to propose "Ecosociology" as a new "multi-discipline" combining Sociology with Ecology that subsumed many other disciplines as described in detail in the first document below. I proposed that "Ecosociology" framework in 1982 to potentially resolve the "Dunlap-Butte/ debates," which are still being referred to today as ongoing. For more on that see especially Jean-Guy Vaillancourt's "From environmental sociology to global ecosociology: the Dunlap-Butte/ debates" in The International Handbook of Environmenta l Socio logy, Second Edition (Redclift and Woodgate, 2010). More recently see "Towards an Ecosociology" by Paul Stevens (in the journal Sociology, downloaded at Carroll University from Soc.sagepub.com on November 29, 2012).

My works below were never published, due in part to not finding a company willing to publish my dissertation back then. They were even less enthusiastic about the work PRIOR to my accepted dissertation which still had the "Ecosociology" proposal in it before being carved out of the final version by my dissertation committee as "peer review." The further pursuit of publication was not engaged in because of my applied career in recycling and public works management. There was a brief period in the mid-1990s to early 2000s when as an Adjunct I worked with Associate Professor Dr. Richard Coon at Carroll to see if we might update those works. We were again unsuccessful in finding a publisher as we were not persistent enough.

Finally, the court document for my name change to "Tarman-Ramcheck" is included in this Preface. That was done as a family decision in 1990 to take that name before my natural father, William Xavier Ramcheck, died of cancer that year. However, the court documents for my name change to "Brugger" are not included because I do not have the records for when my original parents got divorced, and when I subsequently took that name for the blended family being adopted by Richard Brugger when I was a pre-teen. My work as a Carroll undergrad, and University of Wisconsin-Milwaukee grad, led to these documents; while my work now as Carroll faculty and program developer still utilizes them.

• Toward an Ecosociology of Ecocommunities manuscript ("pre-dissertation" 1982) as William Brugger (William Tarman-Ramcheck with name change document and note)

o This is significant for "ECOSOCIOLOGY" prior to dissertation (and "Eco-Sociology").

• Ecocommunities: A Typological Analysis of Human Habitats in Transition, (Ph.D. Dissertation, UWM, 1982) as William Brugger (William Tarman-Ramcheck with name change document and note)

o This LACKS the "ECOSOCIOLOGY" framework, and has less policy, but is the dissertation.

• Living Sustainably; Creating EcoSociology manuscript prospectus ("post-dissertation" 2002) by William Tarman­Ramcheck with Richard Coon)

o These co-authors attempted to reach publishers through Midwest Sociological Society meetings. o A larger (but incomplete) version of this is in the "Sociology Of Sustainability" housed at 124 Wright Street,

and/or CU library archives.

• An EcoSociology Field Guide to EcoSocial Planning manuscript (class project 2012) by William Tarman-Ramcheck and SOC 202 students)

o This is an expansion of "EcoSociology" policy aspects into resources for "ESP" planning. o This and all items "archived" will be linked to an SOS website due to ties to SOS program and courses.

• Toward an Ecosociology of Ecocommunities and Ecocommunities: A Typological Analysis of Human Habitats in Transition, original research ("pre-dissertation" and "dissertation" 1982) as William Brugger (William Tarman­Ramcheck with name change document and note)

o Includes all letters, surveys, responses, and supporting articles/books for the dissertation and work leading to the dissertation.

o These will also be available in Carroll library archives.

Carroll College

March 26, 2002

Dear Publisher's Representative:

Thank you for your interest in publishing contemporary sociological textbooks. We hope you will take the time to consider the enclosed prospectus and sample chapters for an innovative text we are preparing for publication.

Tentatively entitled Living Sustainably; Creating EcoSociology, it delves deeply into current global issues while posing options for local solutions. It individualizes those solutions by offering "consumption" and "conserver" lifestyle choices, with resources and activities designed to have students critically evaluate social and personal futures.

Those are encompassed in three core and twelve topical chapters that can serve as a supplementary text for introductory sociological, ecological, and environmentally related college courses. Yet given it's cutting edge framework of "EcoSociology," it can also stand alone in certain upper level courses.

The book is still in a very preliminary draft. We would welcome the opportunity to craft it in a style that fits well into your company's orientation and mix of offerings. Please examine its possibilities, as portions of it have already been well received in early tests in courses at Carroll College.

We look forward to the chance to discuss this further with you at your earliest convenience, and hope that we can build a highly successful project together. We firmly believe it is needed now more than ever.

·.

William F. Tarman-Ramcheck, Ph.D. 414-471-8422 x217 bramcheck@ci. wauwatosa. wi. us

~~ Richard H. Coon, Ph.D 262-524-7166 rcoon@carroll1.cc.edu

100 North East Avenue Waukesha, Wisconsin 53186 262-547-1211

I. PROJECT

Prospectus for Living Sustainably; Creating EcoSociology

by Dr. William F. Tarman-Ramcheck and Dr. Richard H. Coon

Carroll College, Waukesha, WI March 17, 2002

A. Brief Description The first introductory text to supplement sociology, social problems and a wide variety of ecology and environmental studies courses from an "EcoSociologya perspective. Develops an "EcoSocial modela with a "REAL a (Real EcoSocial Alternatives for Living) approach for:

• combining the "lensesa of Ecology and Sociology, • understanding/appreciating other realities, • analyzing/critiquing global problems, • portraying eco-creative options to solve those problems, • interacting eco-effectively with others, • strategizing for sustainable lifestyles and communities, • preparing for working, spending, and saving "ecosocially," • doing other "consumer/conserver" living (re: home, car, school, parenting, etc.) • while enjoying/optimizing free time for actualizing oneself & others, • and studying various life cycles in "EcoSocial" environments.

Accomplishes this REAListic analysis and application through an organizing principle .of "CONSERVING US." This perspective envelopes the main content sections that follow three initial chapters which introduce the "EcoSociology" multi-discipline, as follows.

1. Creating EcoSociology: How We See Our Wor1ds 2. EcoSocial Modeling: How We Creatively Analyze THE Problem-US . 3. Getting REAL: How We Begin KEY Problem-Solving by CONSERVING US. 4. C ommunicating: How We Express, Inform, & Persuade Ourselves. 5. 0 thering: How We Do Things For, With, & To Others. 6. N urturing: How we Raise, Educate, & Explain Ourselves. 7. S heltering: How & Where We Shape Our Buildings/Neighborhoods. 8. E ating: How We Feed & Shape Our SELVES/Communities. 9. Reinvesting: How We Produce & Utilize REAL Goods/Services. 10. Valuing: How We Glorify, Justify, & Control Our Destinies. 11. I magining: How We Care For & Adorn Our Bodies/Dwellings. 12. N avigating: How We Travel Around & Map Our Ways. 13. Greening: How We Empower Our Political/Economic/Social Networks. 14. U nitving: How & Where We Relax, Entertain, Celebrate, & Vacate. 15. S ustaining: How We Preserve & Enjoy Our Future.

B. Outstanding Features Combines, expands on, and supplements components of a variety of other works from many media, thus offering a complimentary or even stand-alone "EcoSociology" text. Samples include the following.

• From AB Longman: Henslin 's Essentials of Sociology, Robbins' Global Problems, Frey's The Environment and Society, Soroka's Social Problems, Bates Ecology, Culture and Politics; from Prentice -Haii- Tepperman's Think Twice! , Charon's The Meaning of Sociology;

• From Coursellnks---Gallagher's Introductory Sociology, Caskey's stand ; from Pine Forge­Bell's Environmental Sociology, McMichael's Development and Social Change; from Berrett­Koehler-DeGraaf et.al. 's Affluenza; from Island Press: Benfield et.al.'s Solving Sprawl; etc.

• Dallas TeleLearning's "The Sociologicallmaginationa videos & guides;

• Tarman-Ramcheck's manuscript Toward an EcoSociology of EcoCommunities; • Dominguez' Your Money or Your Life (YMOYL), Elgin's Voluntary Simplicity, Brown's State

of The World, Korten's When Corporations Rule the World, and other "movement" books; • The National Green Pages, Real Goods, and other popular catalogs; • "Consumer Reports," "E Magazine," "Environment," "Mother Jones," "Time, • "WorldWatch,"

and other magazines and periodicals; • and "American Beauty,• "Phenomenon," "Affluenza,• "Escape From Affluenza,• "White Man's

Burden," "Dateline" and other commercial movieslvideos!TV shows.

C. Apparatus Possibly to be buiH as an 8 Y:i" x 11" book, three hole punched, with tear-out and add-in activities for a 3-ring binder to contain all supplemental items. All components are made from recycled content materials. Components may include:

• textboxes that highlight each chapter's "REAL Important Points• and other items; • chapter sections for "REAL Resources" and "EcoSocial Exercises;" C) "EcoSocial Exam· questions by chapter; • transparencies and PowerPoint presentations by chapter; • possible website and/or interactive CD.

II. MARKET CONSIDERATIONS A. Primary Markets

1. College The first "REAL" supplement for college and university undergraduate Sociology courses in Introductory, Social Problems, Environmental, and Theory; and other disciplinary (and inter- or multi-disciplinary) courses in Ecology, Ecopsychology, Environmental Studies, SocioBiology, Social Psychology, Zoology and others with a "sustainability" focus.

2. Professional Reference Marketable to/through environmental and sustainable development organizations, cooperative extension offices, and possibly certain trade organizations (e.g. state and national recycling and "green" coalitions). A small list of environmental educators who want to purchase the book has already been started from a tour of the author's home sponsored by the Midwest Renewable Energy Association.

B. Secondary Markets Could also benefit high school teachers of ecology, social studies, parenting, home economics, etc., as well as libraries and consumer outlets (e.g. bookstores, food coops).

Ill. COMPETITION There does not appear to be any comparable books available. "EcoSociology" is a

relatively new orientation, the term having been coined (I believe) in William Tarman-Ramcheck's 1982 dissertation . Although in 1989 world-renowned oceanographer Jacques Cousteau announced in a lecture that a new kind of science- "ecosociology"-a mixture of ecology and sociology will eventually develop from concerns about clean water, air, and other environmental issues. While "Environmental Sociology• is emerging as a viable field of study within the American Sociological Association and other professional organizations, "EcoSociology" extends those boundaries. This is noted in a brief history of EcoSociology entitled "From Human Ecology to Ecosociology" in Mehta and Ouellet's (1995) Environmental Sociology: Theory and Practice. There are also Applied Sociology texts that are beginning to approach such a perspective, beyond their traditional focus on sociological applications in standard occupations, e.g. aging, applied research, communities, criminal justice, demographics, social welfare, etc. Yet there is none that provides an integrated "EcoSociology" orientation to individual, local and global patterns of change.

The main "competition" will be from introductory sociology, social problems and environmental sociology texts that may take on more of an applied "EcoSocial" perspective in the future, but for now no truly integrative ones exist. That is also why this text is viewed as a supplement rather than a total replacement for traditional texts. Thus, this text is truly more complimentary rather than competitive, especially for such courses as mentioned above. ·

IV. STATUS OF THE WORK A. Timetable It is in the ear1y development stage now: having generated about eight

draft chapters and outlines for the rest. We are still detennining viability, structure, publisher, etc. A preliminary draft of four chapters accompanies this prospectus. Completion could be projected by yearend or sometime in 2003, depending on circumstances.

B. Size It would be targeted for about 400 typed pages, or 275 printed.

C. Artwork It would contain photos, drawings, charts, diagrams, and graphs. Amounts of each have not yet been detennined. Utilize some publisher resources if OK'd.

D. Class Testing Many materials have been tested and used in several introductory classes, and an "Organizations and Work Ufe" class, at Carroll College over the last four years. It would be welcomed to develop and test it further through summer and fall courses at Carroll and elsewhere. One previous booklet, The Green & Gold Buy Guide, has even been created and used in several classes as well. It contains some rudimentary components of the proposed text (e.g. diagrams of the "EcoSocial model" and "Regalian Dialectic").

V. DRAFT Full TABLE OF CONTENTS (Tentative) 1. Creating EcoSociology: (Use with any lntro. Soc. text chapter on Perspective)

How We See Our Wor1ds • "Seeing" the World • Seeing the "Real" World • Seeing the World Through "Science" • Seeing the World Through "Sociology" • Seeing the World Through "Ecology" • Ecology + Sociology = "EcoSociology" • Applying EcoSociology to "REAL" living • REAL Important Points • PEcoPoem Summary • REAL Resources • EcoSocial Exercises (White Man's Burden small group critique) • EcoSocial Exam

2. EcoSocial Modeling: (Use with any Intra. Soc. text chapter on Structure & Interaction) How We Creatively Analyze THE Problem-US .

• Opening "Bio-Disciplinary & Bio-Diverse" Windows to the World • The Sociology of Environmental Issues Paradigm

•!• Environmental Movements •!• Human Ecology •!• Environmental Sociology •!• Sociobiology or Biosociology

• An EEW & EcoSociological "Revolution• • The EcoSocial Model

•!• Key Definitions of EcoSocial Model Concepts •!• Structures and Realms of Analyses •!• Key EcoSocial Model Structures

• Analyzing Problems •!• Analyzing "Analysis" •!• "Consumer Society• Problems

• Creating Solutions •!• Analyzing "Creativity" •:• "Conserver Society" Solutions

• REAL Important Points • PEcoPoem Summary • REAL Resources • EcoSocial Exercises (draw a tree for Lorax, and "coffee"-Chiapas/Aiterra video) • EcoSocial Exam

3. Getting REAL: (Use with any Intra. Soc. text chapter on Culture) How We Begin KEY Problem-Solving by CONSERVING US.

• "EcoSocial Lighting• •:• Sun as Ecology's ·ught• •:• Culture as Sociology's "Light•

• Keewaydinoquay's "Direction We Know" • "EcoCultural Relativism· versus "Anthropo/EthnoCentrism· • The "EcoSociologicallmagination• (ESI) • ESI: Personal Choices/Consequences ~ Public Consequences/C-hoices • "EcoSocial Communities• = ESI Playground

•:• Consumption Society -1 •:• Consumption Society 0 •:• Conserver Society 1 •:• Conserver Society 2 •:• Conserver Society 3

• "Fish!" For Life • "REAL Important Points" • PEcoPoem Summary • "REAL Resources" • "EcoSocial Exercises" (Affluenza video/book; Fish! "stress"balloons; DNR legacy) • "EcoSocial Exam"

4. C ommunicatinq: (Use with any Intra. Soc. text chapter on Socialization) How We Express, Inform, & Persuade Ourselves.

• Physiology and Philosophy of the •Mind" • Socializing Thought, Attitudes, Values • Types of Knowing (Wallace)

•:• The Scientific Part of EcoSociology = "Research Cycle" •:• ESI ="Research," "Authoritarian," "Logico," and "Mystical" (RALM)

• Deep Ecology and Ecosophy • "R-EcoSocializing" Our ESI Through "EcoAgents"

•:• EcoFamilies and EcoPeers •:• EcoSchools (intra here, detailed in Chapter F) •:• EcoMedia and EcoNet

• Communicating •:• A Dozen Eyes; Eight Steps •:• TransActive Model •:• Benevolent & Malevolent Cycling

• Counteracting the Media Mega-Corps "SuperSocializers" (cf."age" etc. chart) • REAL-I-ties to CS Mind Games

•:• Consumption Society -1 •:• Consumption Society 0 •:• Conserver Society 1 •:• Conserver Society 2 •:• Conserver Society 3

• "REAL Important Points" • "EcoPoePic Summary" • "REAL Resources" • "EcoSocial Exercises" (Wm. McDonough; "Free Speech For Sale" tapes; hair

color theory and research) • "EcoSocial Exam"

5. 0 thering: (Use with any Intra. Soc. text chapter on Marriage/Family) How We Do Things For, With, & to Others.

• "I Am We" • Mates and Coupling

• Love and Maniage • Families • Parenting Positively • Divorce, Blending, Binding • Protecting: Enlightening the Dark Side • Extending (Seed Pods?) • CS_1 through CS3 : I Can Pick My Friends; What About My Kids? • "REAL Important Points" • "REAL Resources" • "EcoSocial Exercises• (Womens' Center Guest Speaker; "Actualizing"-Lee's) • "EcoSocial Exam"

6. N urturing: (Use with any lntro. Soc. text chapter on Education & Religion) How we Raise, Educate, & Explain Ourselves.

• Schooling and Values •!• The "FIRST R" and More •!• Child/Day Care & Pre-School •!• Elementary and Secondary •!• Testing •!• College and Vocational •!• Homeschooling and Other Alternatives

• "Churching" and Meaning •!• "Church of Orientation" and "Church of Procreation" •!• Answering the "Big Questions" •!• Searching for Deeper Meaning •!• Spiritual Jouneying

• Total Institutions and Changing Perspectives •!• Boarding Schools and Academies •!• Monasticism •!• The Military •!• "Prisons"-lnvoluntary and Voluntary •!• Re-Totaling our Everyday Perspectives

• Altered States •!• Alcohol and Drugs •!• Meditation and Stress Management •!• The Paranormal •!• Other "Phenomena" •!• Other "Contact" -Are We Alone?

• Lifelong Learning & Sharing •!• Conferences and Seminars •!• Networking and Organizations •!• Travel

• CS_, through CS3 : How Do I Leam Throughout Life ? • "REAL Important Points" • "REAL Resources" • "EcoSocial Exercises" (Next "Courses"; Next "Controls"; vouchers; Dateline video) • "EcoSocial Exam"

7. S haltering: (Use with any lntro. Soc. text chapter on Race/Ethnicity) How & Where We Shape Our Buildings/Neighborhoods.

• "Why Can't We All Just Live Together?" •!• "Dateline" and Dating •!• "Wor1ds Apart"

• Forms of Separation •!• "Redlining" & Other Housing Techniques •!• Migrating •!• Reserving/Terminating

•!• Concentrating •!• Ghettoizing •!• Homelessing

• Forms of Cooperation •!• Sheltering-Homeless & Other Victims •!• Rehabbing-Remodeling & Rebuilding •!• Associating-Neighborhood Associations •!• Volunteering-Habitat & Other Homebuilders •!• Co-operating-Cohousing & Other Community Housing Forms •!• Suing, Lobbying, Voting, Boycotting-Legal & Other Forms of Interaction

• Optimizing Human vs. Material Growth • Low Cost/Size & Energy-Efficient Housing: Green Building

•!• The 4 Rules-"KISS" •!• Remodeled-HUD •!• Earth/Tire Bermed and Sheltered •!• Log & Timber Frame •!• Straw Bale •!• Cordwood •!• Dome •!• Modular •!• Mobile/Trailer

• The Integral Urban House • CS.1 through CS3 : What'sNVhere's MY House ? • "REAL Important Points" • "REAL Resourcesa • "EcoSocial Exercises" (Field Trip to Bakavi Way; "The Bluest Eyes"; WI NRG video) • "EcoSocial Exam"

8. Eating: (Use with any lntro. Soc. text chapter on Pop/Urbanization) How We Feed & Shape Our SELVES/Communities.

• "Interdependence Daya & Other Community Celebrations •!• Food Chains-Natural & EcoSocial

•

•

•

• • • • • •

•!• Bioregionalism Urban Patterns & "Resettling America" •!• Livable Communities & Smart Growth •!• Alternative Communities & Human Growth •!• Beware Gentrification, New Urbanism, GIS & other "glitter" Toward PermaCUL TURE •!• CSA and "no-tiW vs. Corporate Farming •!• Organic vs. Genetic Engineering •!• BioSphere 2 vs. BioBam 1 •!• 4-H, FFA and Other Organizations Small Scale Low Impact Food Raising/Gathering •!• BioDynamic & Community Gardens •:• Greenhouses •!• Container & Rooftop Gardening •!• Composting & Vermculture •!• Furred, Feathered, and Finned •!• Fishing & Hunting Food Waste-to-Feed" CS.1 through CS3 : Will I BE What I Eat ? "REAL Important Points" "REAL Resources" "EcoSocial Exercises" (CSA-Guest Speaker) "EcoSocial Exam" '

)

9. R einvestina: (Use with any lntro. Soc. text chapter on Political Economy) How We Produce & Utilize REAL Goods/Services.

• The Culture of Capitalism: Titanic vs. KonTiki ? • WTO & the "Military Industrial Complex" • Natural Capitalism & the "Defensible Conserver Matrix" • Socially Responsible Investing • YMOYL-"Making a Living, Not a Dying" • Occupations/Avocations • Retirement-Opportunity to Advocate • CS-1 through CS3 : What's the Job of MY Living ? • "REAL Important Points" • "REAL Resources" • "EcoSocial Exercises" (YMOYL video & ~Natur~l Ovens" vs. "Merchants of Cool") • "EcoSocial Exam•

10. Valuing: (Use with any lntro. Soc. text chapter on Deviance & Social Control) How We Glorify, Justify, & Control Our Destinies.

• War Crimes (holocaust, ethnic cleansing, manifest destiny) • White Collar Crime (S&L scandal, airwave giveaway, brownfields/pollution) • Blue Collar Crime (underground econ.fblack mari<.ets,· workplace viol., unionizing) • Organized Crime (gambling, vending, waste hauling) • Street Crime & Deviance (blocked opportunities, delinquency, homelessness) • Hate & Control ("white supremacy," school violence, gangs, domestic violence) • Crimes of Justice (victims, politicalization of courts, Club Med, prisons & alternatives) • CS-1 through CS3 : How Do I Stop the Hate and Practice Justice? (codes of ethics?) • "REAL Important Points" • "REAL Resources" • "EcoSocial Exercises" (Scared Straight vs. "Awed A-round"; "Web of Hate" video) • "EcoSocial Exam·

11 . I magining: (Use with any Intra. Soc. text chapter on Gender/Age)

12.

How We Care For & Adorn Our Bodies/Dwellings. • "'Til Death Do Us Partake" • Health/Wellness • Spirituality & Meanings • Healings & Growings • Ceremonies/Exercises • Wanderings/ Wanderings • Life After ... • CS-1 through CS3: Here's to MY Health . . . and Your's? • "REAL Important Points" • "REAL Resources" • "EcoSocial Exercises" (Health/Wellness video; "Walking" packet) • "EcoSocial Exam"

N avigating: (Use with any Intra. Soc. text chapter on Class) How We Travel Around & Map Our Ways.

• Energy & Global Warming • Rio/Kyoto and the "Wor1d" vs. "US"-Against the "Tide" • Fuels & Transportation • Green Mapping (cf. Milwaukee Green Map) • "Escaping Affluenza" • Minimizing Our Ecological Footprints • CS-1 through CS3 : How Should I Get Around? And How Hot Do I Like It ? • "REAL Important Points" • "REAL Resources" ("Escape From Affluenza"; "Why Waste Cool Planet" video) • "EcoSocial Exercises"

• "EcoSocial Exam·

13. G reening: (Use with any lntro. Soc. text chapter on Groups/Organizations) How We Empower Our Politicai/EconomirJSocial Networks.

• Reference Groups ~ Comparison Levels • Raising Positive Self/Other-Concepts • Managing Time/Resources • ABC Lists ~ Taking Charge • Strategic Planning & Design (cf. McDonough) • Project Management • Organizational Typology (cf. S-302) (Gov/WidSys-ProfiUMultinati-NonprofiUNGO) • Building Rather Than Burning "Green" Bridges • Leading by EcoVotes/Dollars • "Effective EcoSocial Action"-EcoTalking & EcoWalking • CS.1 through CS3 : Why Network to Improve Net Worth ?(It's who knows you, not. .. ) • "REAL Important Points" • "REAL Resources" • "EcoSocial Exercises" (Project Management & Communication) • "EcoSocial Exam•

14. U nitving: (Use with any Intra. Soc. text chapter on Statification/Giobalization) How & Where We Relax, Entertain, Celebrate & Vacate.

• "Buyer Beware" and Aware • The Rich Get Richer ... The Spread Gets Wider • W2 & "Living Below the Line• (& Dateline W2 video) • Voluntary Complexity; Cost Simplicity • Trading Down • Celebrating/EntertainingNacationing • CS.1 through CS3 : How Do I Relax/EntertainNacation ? • "REAL Important Points" • "REAL Resources" • "EcoSocial Exercises" (Alternative Celebrations) • "EcoSocial Exam"

15. 5 ustaining: (Use with any Intra. Soc. text chapter on Social Change) How We Preserve & Enjoy Our Future.

• "Only One Earth" • Green Movements and EcoSocial Change • Zero Waste • Personal/Local/Global Commitments • CS.1 through CS3 : How Can I Always Tum Waste Into "Food" ? • "REAL Important Points" • "REAL Resources" • "EcoSocial Exercises" ("Phenomenon"; "Zero Waste" videos) • "EcoSocial Exam"

VI. CONTRACT, VITAE AND DELIVERABLES A. Publisher receives and reviews prospectus and draft chapters

• "contracts" with authors; see attached vitae for contact and other information • determines format, timeline and other responsibilities

B. Authors provide following potential "deliverables· on/about the agreed upon times: • a "roughed in" draft of, and later completed, book • some PowerPoint disks, exercises and weblinks • transparencies, syllabus and test bank • "Test marketing" of some materials

C. Remaining follow-up and completion to be determined.

PROFESSIONAL VITA

WILUAM F. TARMAN-RAMCHECK N9026 Bakavi Way

March, 2002 (262) 642-3089

East Troy, Wisconsin 53120

Personal 1851bs. Married Two children 49 years old

Professional Active involvement In Public Works management, especially with program budgets, objective operational work systems, efficient service delivery. and legislative influence; also

teaching adults and publishing about sustainable development and lifestyles.

Educational background

Honors, awards, and grants

Ph.D. 1982. University of Wisconsin-Milwaukee (UWM). Major area: Urban Social Institutions, with specialization in Urban Social Policy.

M.A. 1976. UWM. Major area: Sociology, with specialization in Social Psychology, Theory, and Organization.

B.A. 1974. Carroll College, Waukesha, WI. Major area: Life Studies (interdisciplinary), with emphasis in Sociology, Political Science, and Psychology.

Co-received Governor's Waste Reduction and Recycling Award for BeSMART Program with the Southeast Wisconsin Waste Reduction Coalition, October, 1998.

Awarded $24,500 Early Planning Grant from Wisconsin Recycling Market Development Board to produce a consumer handbook for recycled products and other sustainable development information, March, 1997.

Received National Silver Award for Recycling Excellence from Solid Waste Association of North America for City of Wauwatosa's Recycling Program, August, 1996.

Awarded $47,000 Qualified Property Rebate Grant from Wisconsin Recycling Market Development Board for Mobile Reduction Specialists, Inc., a client of REC Systems, to process waste wood, April, 1996.

Assisted in award of $200,000 grant from Wisconsin Recycled Markets Development Board, 1995-1996, and $75,000 grant from Wisconsin DOD, 1994-1995, to AROW for development of Wisconsin Buy Recycled Business Alliance.

Awarded $52,400 Wisconsin DNR Recycling Demonstration Grant for Dralle Paper Co., a client of REC Systems, to test collection methods, 1993-1994.

Awarded $18,500 grant from Wisconsin DOD Rural Economic Development Program for analyzing feasibility of new recycling system through REC Systems, 1990-1992.

0

' Assisted in award of $41,000 grant from Wisconsin DNR to AROW and WCWRPC for the development of Cooperative Marketing Programs, 1991-1992.

Awarded $25,000 grant from Wisconsin DOD Waste-to-Energy Program to LRL Recycling for development of pilot office paper recycling in state agencies, 1989.

Awarded $5,000 grant from M.G.I.C. for 2nd edition of Cream City Yellow Pages, 1983.

Received stipend from Alvemo · F.I.P.S.E. grant for development of Environment Competence, 1976.

Member of The Honor Society of Phi Kappa Phi, UWM, 1976-82; with UWM Summer Fellowship, 1976.

Member of Delta Sigma Nu and Pi Sigma Alpha honor societies, Carroll College, 1970-74; graduated Magna Cum Laude, 1974.

Delivered 1974 Commencement Address by vote of Carroll College graduating class.

Work 1993-present. Specialist Programs Analyst for City of Wauwatosa. Implemented fourteen experience week blue bag co-collection pilot which obtained best results in the U.S. for "diversion

rate,• "participation rate," and "cost." Oversee citywide recycling, yard- and solid waste programs. Analyze programs in Fleet Maintenance, Electrical, Forestry and other departments. Develop "program budgets,• "electronic work order system,• "fuel system,· "full cost analyses, • "RFP's, • bids and contracts; and am laiason to Internal and external legislative and other committees.

Teaching experience

1990-present. Founder and President of REC Systems of Wisconsin, Inc., offering recycling consulting services, recycling conRainers, and guides to recycled products. A new recycling container and transport product was evaluated in 1990 through the Wisconsin Innovation Service Center at UW-Whltewater, and subsequently received Wisconsin DOD funding to further research Its feasibility.

1991-92. Recycling Coordinator for Browning-Ferris Industries' Town and Country Waste Service. Was responsible for over two dozen municipal recycling programs, including MRFs, curbside service and drop-off centers. Also handled some institutional and commercial programs, and marketed recycled materials.

1989-90. Sales Manager for Kard Recycling Service. Developed industrial and commercial high grade paper recycling systems, increasing sales over 30%.

1988-89. Marketing Consultant for LRL Recycling. Developed comprehensive recycling services to municipalities, industries, businesses and institutions; including a pilot for state agencies.

1968-87. Moved through various positions from stock work to department management. Completed management training in 1974, and was recognized for leadership in winning "Chairman's Award of Excellence" in 1985.

Fall, 1996-present; Fall, 1988; and Spring, 1979. Lecturer for Introductory Sociology, and Complex Organizations and Worklife at Carroll College, Waukesha, WI.

1987-88. Lecturer for Introductory Sociology at UW-Whitewater.

1983. Urban Specialist, ad hoc part time at UW-Extension. Coordinated major conference on "The Changing Role of Work."

1979-81. Instructor of Sociology at Marquette University. As member of graduate faculty directed "Applied Sociology" graduate program; directed one graduate internship; and was member of two comprehensive exam committees and three thesis committees. Taught courses in Urban Sociology, Social Problems, Sociology of Community, Minorities, and Community Decision-making (graduate course). Guest lectured in three preprofessional seminars.

1978-79. Teaching Assistant at UWM. Taught courses in Sociology of Education, and Social Problems; and assisted in development of courses in Technology and Social Change, and Research Methods.

197~78. Instructor of Sociology at Alvemo College. Taught courses in Foundations, Institutions, Complex Organizations, Social Stratification, Comparative Sociology; as well as seminars and field courses.

1974-76. Teaching Assistant at UWM. Assisted in Introductory Sociology and Social Psychology courses.

Professional Co-founder and Past President of Associated Recyclers of Wisconsin (AROW). Board activities member from 1987 to 1996, Vice President in 1989, and President from 1989-1996.

Co-organized and presented at 8 annual conferences, and regularly contribute to AROW newsletters, including column for "Message from the President." Continuing member of AROWs Legislative Committee.

Member of American Public Works Association (APWA), Solid Waste Association of North America (SWANA) and Environmental Industry Association (EIA) since 1993; member of National Recycling Coalition (NRC) since 1987.

Member of Wisconsin Sociological Association ~SA) now and at various times since 1976, and similarly with Midwest Sociological Society, including chairing Registration Committee for 1980 Midwest Sociological Society meeting in Milwaukee.

During 1991 was member of local Executive Steering Committee for the Annual Congress of the National Recycling Coalition (NRC) in Milwaukee; and as Chair of the Volunteer Committee coordinated over 150 volunteers. Attended the 1993 NRC Congress in Nashville, including representing AROW on the State Recycling Organization Council.

Co-founder and President of East Troy Recycling Center from 1985-89.

President and Executive Director of Small is Beautiful, Inc. from 1982-84. Organized environmental festivals and publications.

Founder and President of Mother's Chapter #14, Inc. from 1981-85, a local subsidiary of the "Mother Earth News."

Attended National Grant Development Institute's Grantsmanship Training in 1980.

Periodic member of Midwest Sociological Society and Wisconsin Sociological Association from 1976-1990.

Judge for Social Science projects in 26th and 27th Southeastern Wisconsin Science and Engineering Fairs in 1980 and 1981.

Attended Marquette University's Research Support Grantsmanship Seminar in 1979.

Helped develop the Behavioral Sciences Research Center, the Students in Sociology Club, O.C.E.L. One (an interdisciplinary field course) and Urban Focus in Sociology at Alvemo College from 1976-78.

Professional "From Intentional Communities to Conserver Societies," presented at the Joint Meeting of presentations the Illinois and Wisconsin Sociological Associations, October, 2001

•REAL People are Moving From Cqnsumption to Conserver Societies: EcoCommunities as Applied EcoSociology," presented at the Joint Meeting of the Sociologists of Minnesota and Wisconsin Sociological Association, October, 2000

"Measuring Success in Wauwatosa's Fleet Operations," co-presented with Roger Sting I at the APWA Wisconsin Chapter Conference, October, 1999.

"Institutionalizing Cost-effective Recycling and Waste Reduction," at the APWA Wisconsin Chapter Conference, October, 1999.

·successful Waste Reduction Education and Outreach strategies," co-presented with Southeast Wisconsin Waste Reduction Coalition members at AROW Conference Workshop, March, 1999.

"Full Cost Analysis of Bids for Wauwatosa's Shrub and Flower Bed Maintenance," at the WPRA Conference, November, 1997.

"Full Cost Analyses of Competitive Bids Vs. Wauwatosa's Sanitation and Forestry SeNioes," at APWA Wisconsin Chapter Conference, May, 1997.

"Wauwatosa's 1996 Fleet Maintenance Study: OveN/ew, Results, and Comparisons to Other Wisconsin Cities, nat APWA Wisconsin Chapter Conference, May I 1997.

"Work Orders, Performance Measurement & Program Budgets: Critical Unkages for Ongoing Public Works and Fleet Analyses," at APWA Wisconsin Chapter Conference, May, 1997.

"Wauwatosa's Award Winning Blue Bag Program," at WCSWMA/SWANA Winter Conference, January, 1997.

"Model Case Study: Wauwatosa's Blue Bag Recycling Program," at APWA Wisconsin Chapter Fall Conference, November, 1996.

"Privatization at the Grass Roots Level: How to Get Effective, Efficient & Economical Services," co-authored with s. Howard Young and John Curtis, presented at APWA National Conference, September, 1996.

Organized and presented "The Most For Your Dollar: Lessons From Cost-Effective Recycling Programs," at the AROW conference, March, 1996.

"Wauwatosa proves BLUE BAG Co-Collection CAN Work!" at Wastecon '95--SWANA's 33rd Annual Solid Waste Expo, October 22- 25th, 1995.

"Recycling and Applied Social Science," at the 11th conference of The Small City and Regional Community, October, 1994.

Organized and moderated "Alternative Programs: How Effective Can They Be?" at the AROW conference, February, 1994.

"Toward an Ecosociology of Ecocommunities," at the joint meeting of the Illinois and Wisconsin Sociological Associations, October, 1993.

Organized and moderated "Recycling in Challenging Places," at the AROW conference, April, 1993.

"Options for Collecting, Processing and Marketing Recyclables," at the Progressive Recycling for Universities and Colleges conference, January, 1992.

' "The State of Recycling in Wisconsin, "at the American Association of University Women meeting in Racine, January, 1992.

"Innovations in Office Paper Recycling," at the Federation of Environmental Technologists' meeting In Madison, June, 1990.

"Recycling as Applied Ecosoclology," at the joint meeting of the Illinois and Wisconsin Sociological Associations, Odober, 1989.

"The Art (and Science) of Marketing Recyclables," at the AROW conference, March, 1989.

"New World Wisconsin: A Prospectus for the Future," at the Circle CHy Conference, 1985.

Chaired panel on "Education: Reconciling Vocational Training and Learning Self­reliance," at The Changing Role of Work conference, 1983.

"Riverside West: An Oral History of a 'Gray' Area," at the Midwest Sociological Society meeting, April, 1979.

"Video Demonstration on the Use of a Bus Tour In Teaching Comparative Social Institutions," at the Wisconsin Sociological Association meeting, 1978.

"Empathy, Aggression, and Altruism: A Model of Humane Behavior," at the Wisconsin Sociological Association meeting, December, 1976.

"Communication: A New Approach to Its Processes and Problems in Organizations," at the Wisconsin Sociological Association meeting, October, 1975.

Numerous recycling presentations at community organizations, schools, and businesses, from 1981 to present.

Publications "Consumer Goods Come Full Cycle: About Extended Producer Responsibility, II co­& productions authored with Chris Beimbom and Barb Palacek, in Green Pages: An Environmental

Resource Guide, Milwaukee Journal Sentinel, April 5, 2001.

Final Report for the 2001 Waste Reduction study Raising Pigs on Commercial Food Waste Pellets (follow-up to the 2000 similar study and report), co-authored with Eric Tarman-Ramcheck, WasteCap of Wisconsin, September 2001 (and September, 2000).

"EcoMALUng @ home, II in Green Pages: An Environmental Resource Guide, Milwaukee Journal Sentinel, April 13, 2000.

Fleet Maintenance Work Order System Guidebook, City of Wauwatosa, April, 1999.

Engineering and Operations tE & OJ Public Works Program Budget Books, City of Wauwatosa, July, 1998 through July, 2001.

The GreenBUY Guide for Buying Recycled Products, co-authored with Bobbi Pagel, REC Systems. (Version Three) April, 1998.

The Green & Gold Buy Guide, co-authored with Bobbi Pagel, REC Systems. (Version Three) January, 1998.

Fleet Maintenance Studv, City of Wauwatosa, December, 1996.

Preliminary Analvsls for Fullv Automated Collection of Refuse and Recvclab{es in Wauwatosa, City of Wauwatosa, June, 1995.

·wauwatosa Proves Blue Bag Co-Collection CAN Work!" In Proceedings From WASTECON 19951 SWANA's 33rd Annual International Solid Waste Exposition, Baltimore, Maryland; October, 1995.

·selecting and Testing Recyclables Collection and Processing Options," Public Works, November, 1994; co-authored with Mark Hunsicker, P.E.

·slue Bags: The Black Sheep of Co-Collection?~ Waste Age, April, 1994.

RFP for Services for Solid Waste, Reeve/ina. Yard Waste and street Cleaning, City of Wauwatosa, December, 1993.

Wauwatosa Blue Bag Procyam Pilot Study: Final Report and Recommendations, and Documentary Videotape, City of WaUwatosa: Engineering and Operations Department; October, 1993.

Recycling, Chicago: Children's Press. Credited as "Recycling Consultant" to co-authors Jean Blashfield and Wallace Black, 1991.

''Journal Pressed on Recycled Paper," letter-to-the-editor, Milwaukee Journal, July 15, 1989.

"The Mind Behind the Method," Showcase. January, 1986.

Ecocommunities: A Tvooloaical Analysis of Human Habitats in Transition, Ph.D. Dissertation, UWM, 1982.

Cream City Yellow Pages, Milwaukee: Small is Beautiful, Inc., 1982; 2nd edition, 1984.

Social Change Agency Resource Handbook, co-authored with Sandra Ryba. Milwaukee: Alvemo College Productions, 1978.

"Guide to Problem SoMng Competence, Level Six," and "Guide to Environment Competence, Level Five," Milwaukee: Alvemo College Productions, 1977.

"Overview of Specialization in Sociology," co-authored with Laila Aaen. Milwaukee: Alvemo College Productions, 1977.

''Assessment of the Classroom: From the Teachers Point of View," videotape (one of three). Milwaukee: Alvemo College Center for Instructional Communications, 1977.

"The Soviet Union: Sights of the Cities," slide-tape kit. Milwaukee: Alvemo College Center for Instructional Communications, 1976.

"Empathy, Aggression, and Altruism: An Exploration of Humane Behavior, " Master's Thesis, UWM, 1976.

References Available upon request.

Long term Developing eco-industrial parks, eco-neighborhoods and other centers as demonstration interests projects for public and private sustainable development, redevelopment and lifestyles.

VITA

Richard Henry Coon

1225 Grant St. Waukesha, Wisconsin 53186

( 414) 549-6626

Birthdate: September 28, 1949 Marital Status: Married (three children)

Educational Background

1984 Ph.D Iowa State University Ames, lA Major: Sociology Dissertation topic: Analyzing the Double Jeopardy Hypothesis in Social Gerontology

1978 M.A. University of Wyoming Laramie, WY Major: Sociology Thesis topic: Status Characteristics and Expectation States: The Hour Glass Effect of Aging

1 9 7 6 B.S. University of Wisconsin- LaCrosse LaCrosse, WI Major: Sociology Minor: Anthropology

Areas of Interest and Specialization:

-Ecosophic Sociology -Eco-psychology -Social Thought -Socialization -Sociology and Native Spirituality -Social Change -Social Problems -Cultural Sociology

Honors, Fellowships, and Scholarships:

Graduated with Honors -- B.S., 1976 Doctoral Fellow, Support for Career Training in Aging,

State University of New York-Albany, 1979 Preceptor - Dr. Russell Ward.

Doctoral Fellow, Midwest Council for Social Research in Aging, Iowa State University, 1980 to 1983. Preceptor - Dr. Ronald Simons

Awarded the Von Tungeln Scholarship, Iowa State University, 1981.

Honorary Society Memberships:

Alpha Kappa Delta Phi Kappa Phi

Professional Memberships:

Midwest Sociological Society Wisconsin Sociological Association Association for Humanist Sociology

Committees: (Past and Present)

Student Faculty Ethics Committee Chair, Senior Honors Committee Institutional Planning and Yearly Priorities Student Development Committee Coltural Committee Student Faculty Ethics Committee Athletic Committee Women's Studies Committee Predoctoral Representative on the Selection Committee, Midwest Council

for Social Research in Aging, 1982 Vice-President, Alpha Kappa Delta, Iowa State University, 1981-82 Chairperson, Bogardus Honors and _A'wards Committee, 1981-82

)

Teaching Experience:

1983-1982-1980-81 1978 1974-75

Carroll College Iowa State University Temporary Staff Member, Des Moines Area Community College Teaching Assistant, University of Wyoming Departmental Tutor, University of Wisconsin- LaCrosse

Classes Taught:

Introductory Sociology Social Issues/Problems Marriage and the Family Small Group Social Psychology Social Change and the Future of Society Sociological Theory Aging in contemporary Society Common Course I & II

Research Experience:

1991

1986 to 1987 1982 to 1983·

1980 to 1983

Study of Weight Lifting and Physical Conditioning re self concept Carroll Nursing Study Research associate, Aurelia Project. My duties included:

1. Major investigator of qualitative element of this project

2. Act as team member in carrying out telephone survey

3. Help formulate social psychological element of telephone survey

4. Help construct and administer questionnaire to be given to adolescents in the community

5. Work on analyzing findings of the overall i~vestigation

Research and numerous presentations for the

1979 to 1980 1978

Midwest Council for Social Research in Aging Research Assistant, Iowa State University Research Assistant, University of Wyoming

Presentations and Publications:

2001

2001

2001

2000

2000

2000

1999

1999

1999

Presentation, "Living on the Edge: Rethinking the Human/Nature Relationship." Living Earth Awareness Forum, March.

Keynote Speaker at the Seventh International Communal Studies Conference, Communal Living on the Threshold of a new Millenium: Lessons and Perspectives. Presentation, "Experimental Lving Arrangements as Human Deveopment Strategies." June

Session organizer and representative at Illinois/Wisconsin Sociologicial Conference, October.

Organized session at Sociologists of Minnesota and Wiconsin Sociological Association and presented. Session, "The Culture of Consumption and the Evolution of Pathology." Presentation, "Institutionalizing Remedial Practice in Contemporary Life." October.

Book Review published in Communities, The Journal of the FIC.

Two courses (FYS and NCEP) listed in Communities Journal as community courses.

Presentation, "Relationship of the Physical Body to consciousness." At: Stout Conference.

Organized ession at WSA meeting and presented, "Bringing Back the Liberal Perspective in Sociology."

Invited to present at Marquette University as Earth Day Speaker.

)

1999

1998

1997

1997

1997

1997

1997

1997

1997

1996

1996

Organized community/county wide meeting and presentation on the WTO.

Presentation, "Deep Ecology and Wellness". Session selected from a pool of 52 entants as one of 19 presentations to be given at: "Healing in the 21st Century: Mind-Body-Spirit". May16, University of WI, LaCrosse.

Invited Featured Speaker, GreenSense -- student/ community organization, Stout University, 11/17. Title of presentation: "Health, Wellness and the Tao of Deep Ecology: A Remedial Ecospiritual Approach".

Workshop organizer and presenter, "The Deep Ecology of Health and Wellness: Self Realization and the More Than Human World". Body, Mind and Spirit: Healing the Whole Person -- conference held at Stout University, 10/25-26.

Presenter and Co-facilitater, "Kids Quest", an inner city youth program, Wellspring Center. 7/15.

Invited Speaker on Ecospiritualty, New Thought Community. Miwaukee, WI. 6/29

Invited presentation on "Elements of Deep Ecology", Lawrence University, Science and Humanity Forum. 4/30

Invited reviewer, "Understanding Societies". Pine Forge Press.

Presentation on "Plains Indian Spirituality" for the Friends of Carroll College. 3/14

Presentation on "Earth Based Spirituality", Good Earth Books, Waukesha, WI.

Chair person WSA student paper competition. Wisconsin Sociological Association.

1996

1996

1996

1995

1995

1995

1995

1995

1995

1994

1994

Organizer, Chair and discussant, student paper presentation session, WSA meetings.

Paper presentation: "The Seed Pod Family, An Intentional Family and Living Community: Thoughts on an Experiment in Living". Wisconsin and Minnesota joint Sociological Association meeting, 24-25, October.

Invited reviewer, "The Biggest Community of All: An Invitation to Environmental Sociology". Pine Forge Press.

"Naturism, Ritual and the Cultivation of an Ecospheric Self", published in Lo Straniero, No. 20.

"Naturism, Ritual and the Cultivation of an Ecospheric Self", accepted for exhibition and discussion at the XVI I.M.I.S.E. Conference, Oxford, England, 8, July.

Chair of the WSA student paper competition. Wisconsin Sociological Association.

Organizer, chair and discussant, Student paper presentation session, WSA meetings .

Organized and presented round table "The Unabombers Manifesto: The New Marx?" October.

Book list published in teachers manual for the Terma organization as part of their teachers manual

Chair and Discussant for Environment and Sustainability session. Conference on The Small City and Regional Community and the annual meetings of the Wisconsin Sociological Association. 20-21, October.

Organizer, Chair, and Discussant for session on Transpersonal and Eco-Spiritual Sociology. Conference _)

1994

1994

1993

1993

1993

1992

1991

1991

1991

on The Small City and Regional Community and the annual meetings of the Wisconsin Sociological Association. 20-21, October

Presentation on: "Some Preliminary Thoughts on an Ecosophic Trans personal Sociology". Conference on The Small City and Regional Community and annual meetings of the Wisconsin Sociological Association. 20-21, October.

Panel member of the WSA student paper competition, Wisconsin Sociological Association.

Organized and Chaired session on Ecological Sociology at Joint ISA/WSA Sociology Association meeting 21-22, October.

Presentation on: "Deconstructing Anthropocentricity: A Call for a More Eco-Centric Life Style." Joint ISA/WSA Annual Sociology Meeting 21-22, October.

Presentation on: "Class As A Factor In The Ecology Crisis". Joint ISA/WSA Annual Sociology Meeting 21-22, October.

Richard Coon and Claudette McShane "A Functional Analysis of Satanic Organization and Adolescent Dabblers." Midwest Biennial Social Work Education Conference, LaCrosse, WI, April.

Book review -- Between Husbands and Wives: Communication in Marriage. Wisconsin Sociologist 27, Winter.

Richard Coon and Robert Friebus Organized and co-presenter -- Sports Conditioning and the Self Concept. Midwest Sociological Society, Des Moines, lA, April.

Organized 2nd Annual Pio Strength and Conditioning

1991

1990

1989

1989

1989

1988

1986

1986

1986

1985

Symposium, Carroll College, Spring.

Panelist. National Issues Forum: The Drug Crisis, Waukesha, WI, October.

Presentation on "Dangers of Steroid . Use." 1st Annual Strength and Conditioning Symposium, Carroll College, Spring.

"Some Insights by Parker Palmer on the Decline of Teaching in American Colleges and Universities." Solicited commentary Essay, Wisconsin Sociologist. 26, Fall.

Guest speaker on the topic of Steroid Abuse. Jeff Triki's athletic camps Milwaukee and Waukesha.

Guest speaker on the topic of Steroid Abuse. Waukesha South High School, Spring.

Guest Speaker at Beyond War seminar. Waukesha, WI, September.

"A Theoretical Examination of Double Jeopardy: Using Theory as Guide to Concept Analysis". Mid-American Review of Sociology XI, Spring.

Round table discussion leader. "Wisconsin Sociologists for World Peace". Wisconsin Sociological Association LaCrosse, WI, October.

"Sociology and Axiological Commitment, A Polemical Rejoinder to an Article. by Philip Groth". The Wisconsin Sociologist 23, Winter.

Richard Coon and Gail West "An Exploratory Case Study of a Stable Rural Community:

1985

1985

1983

1983

1982

1982

1982

1982

1982

1982

A Quasi-Phenomenological Approach With Practical Implications". ERIC Reports, December.

Acted as Moderator for a workshop at A Dialogue on Education for Peace, Stevens Point, WI, February.

Book review -- Old People as People: Social and Cultural Influences on Aging and Old Age. Mid-American Review of Sociology, 10, Spring.

Panel member. Teaching Sociology as an Investigative Skill. Wisconsin Sociological Association, Waukesha, WI, October.

Saul Feinman and Richard Coon "The Effect of Status on the Evaluation of Behavior from Age 5 to 65: Elderly, Adults, and Children". Research on Aging. 5, March: 119-135.

"Using Multiple Methods of inquiry as a Means to the Better Understanding of Aging".ln an anthology entitled. The Meanings of Old Age.

"Teaching Sociology: Going Beyond Indoctrination". Teaching Newsletter, 7 Fall: 7-8.

Richard Coon and Gale West "Rural Town as Community". Midwest Council for Social Research in Aging, Kansas City, MO, October.

"What is the Role of the Sociology Teacher: Some Prefatory Concerns". Midwest Sociological Society, Des Moines, lA, April.

"Analyzing Subjective Characteristics of Double Jeopardy". Midwest council for Social Research in Aging, Kansas City, MO, January.

Organized and Chaired a panel discussion on the

Living Sustainably; Creating Sociology Introduction

By Bill Tarman-Ramcheck and Richard Coon, February 23, 2002

Did you ever sit around a camp fire or a candle contemplating life with friends? And eventually talk so much you come up with solutions to world problems-especially after a tea or two (OK, any beverage or two). Many "great thinkers" and "not-so-great drinkers" have.

One even proclaimed 'To be or not to be, that is the question." And because it may be time for another "tea party" we have proclaimed "To consume or to conserve, that is the SAME question!" Like participants in "multinational colonies" we're all either consuming or conserving every moment of our lives. We're busy either making a dieing for "consumer colonizers," or making a living coalescing "conserver questers." We've borrowed this in part from an even great thinker team who coined the idea that by consuming every moment we're making a dieing; see Vicki Robins and Joe Dominguez and in Your Money or Your Life (1999).

Up until the twentieth century in fact "consumption" was a fonn of death, basically referring to pneumonia. So personally we'd much rather be CONSERVING than "consuming" every moment of our lives. That way we'd be much more assured of having a life, if not "getting a life!" The main purpose of this book is to help YOU think about, and LIVE, such a life. If by the end of this book if you think so too, or better yet if you LIVE so too, we extend our Very BIGGEST THANKS! We even encourage you to write us so we can thank you personally.

Why? Because CONSERVING US is the key, the absolute KEY, to solving most of the world's problems. It means always:

Communicating-how we express, inform, & persuade ourselves. Othering- how we do things for, with, and to others. Nurturing-how we raise, educate & explain ourselves. Sheltering-how & where we shape our buildings/neighborhoods. Eating-how we feed & shape our selves/communities. Reinvesting- how we produce & utilize REAL goods/services. Valuing-how we glorify, justify, & control our destinies. Imagining--how we care for & adorn our bodies/dwellings. Navigating-how we travel around & map our ways. Greening-how we empower our political/economic/social networks. Unifying-how & where we relax, entertain, celebrate, & vacate. Saving-how we preserve & enjoy our future.

And this message is so important we've prepared this book about CONSERVING US to be able to be used as a supplement to a wide variety of college course texts and other books. The most applicable is with any Introductory Sociology text. But because it promotes both "EcoSociology" and "sustainability" it can also be used with books in other Sociology, Psyct10logy, Ecology and any environmental areas such as: Social Problems, Sociological Theory, Organizations and Work Life, Applied Sociology, Urban Sociology (or Communities), Environmental Sociology, EcoPsychology, Ecology, Environmental Studies, Environmental Education, any "futures" courses, and more.

Our approach is to offer perspectives, portray options, and encourage actions. The book is a blend of "what if's" and "how to's." And it's just a start, directing you to other follow-up resources so you can work at CONSERVING US every day. But even though it's daily, even momentary, work, that's not to say we can't have fun doing it. We can make it, and should always make it FUN! And we should make it convenient as well. We try to make it so very convenient and fun that you might call it "conservenient!" Maybe you can do a "Saturday Night Live" routine about it around your next camp or candle fire. Better yet, just show some "red necks" that "green conservatives" are really conservenient cheap dates and mates I

Table of Contents Revised February 22, 2002

1. Creating EcoSociology: (Use with any Intra. Soc. text chapter on Perspective) How We See Our Worlds

2. EcoSocial Modeling: (Use with any Intra. Soc. text chapter on Structure & Interaction) How We Creatively Analyze THE Problem-US .

3. Getting REAL: (Use with any lntro. Soc. text chapter on Culture) How We Begin KEY Problem-Solving by CONSERVING US.

4. C ommunicating: (Use with any lntro. Soc. text chapter on Socialization) How We Express, Inform, & Persuade Ourselves.

5. 0 thering: (Use with any Intra. Soc. text chapter on Marriage/Family) How We Do Things For, With, & To Others.

6. N urturing: (Use with any Intra. Soc. text chapter on Education & Religion) How we Raise, Educate, & Explai11 Ourselves.

7. Sheltering: (Use with any Intra. Soc. text chapter on Race/Ethnicity) How & Where We Shape Our Buildings/Neighborhoods.

8. E ating: (Use with any Intra. Soc. text chapter on Pop/Urbanization) How We Feed & Shape Our SELVES/Communities.

9. Reinvesting: (Use with any Intra. Soc. text chapter on Political Economy) How We Produce & Utilize REAL Goods/Services.

10. Valuing: (Use with any Intra. Soc. text chapter on Deviance & Social Control) How We Glorify, Justify, & Control Our Destinies.

11. I magining: (Use with any Intra. Soc. text chapter on Gender/Age) How We Care For & Adorn Our Bodies/Dwellings.

12. Navigating: (Use with any Intra. Soc. text chapter on Class) How We Travel Around & Map Our Ways.

13. Greening: (Use with any Intra. Soc. text chapter on Groups/Organizations) How We Empower Our Political/Economic/Social Networks.

14. Unifying: (Use with any Intra. Soc. text chapter on Statification/Giobalization) How & Where We Relax, Entertain, Celebrate, & Vacate.

15. S ustaining: {Use with any lntro. Soc. text chapter on Social Change) How We Preserve & Enjoy Our Future. 1

"Living Sustainably; Creating EcoSociology"

February 23, 2002

DRAFT revised FULL TABLE OF CONTENTS (Tentative)

1. Creating EcoSociology: {Use with any Intra. Soc. text chapter on Perspective) How We See Our Worlds

• "Seeing" the Wor1d • Seeing the "Real" World • Seeing the World Through "Science" • Seeing the Wor1d Through "Sociology" • Seeing the World Through "Ecology'' • Ecology + Sociology = "EcoSociology" • Applying EcoSociology to "REAL" Living • REAL Important Points • PEcoPoem Summary • REAL Resources • EcoSocial Exercises (White Man's Burden small group critique) • EcoSocial Exam

2. EcoSocial Modeling: {Use with any Intra. Soc. text chapter on Structure & Interaction) How We Creatively Analyze THE Problem-US .

• Opening "Bio-Disciplinary & Bio-Diverse" Windows to the Wor1d • The Sociology of Environmental Issues Paradigm

•!• Environmental Movements •!• Human Ecology •!• Environmental Sociology •!• Sociobiology or Biosociology

• An EEW & EcoSociological "Revolution" • The EcoSocial Model

•!• Key Definitions of EcoSocial Model Concepts •!• Structures and Realms of Analyses •!• Key EcoSocial Model Structures

• Analyzing Problems •!• Analyzing "Analysis" •!• "Consumer Society" Problems

• Creating Solutions •!• Analyzing "Creativity" •!• "Conserver Society" Solutions

• REAL Important Points • PEcoPoem Summary • REAL Resources • EcoSocial Exercises (draw a tree for Lorax. and "coffee"-Chiapas/Aiterra video) • EcoSocial Exam

3. Getting REAL: (Use with any Intra. Soc. text chapter on Culture) How We Begin KEY Problem-Solving by CONSERVING US.

• "EcoSocial Lighting" •!• Sun as Ecology's "Light" •!• Culture as Sociology's "Light"

• Keewaydinoquay's "Direction We Know" • "EcoCultural Relativism" versus "Anthropo/EthnoCentrism" • The "EcoSociological Imagination" (ESI) • ESI : Personal Choices/Consequences ~ Public Consequences/Choices • "EcoSocial Communities" = ESI Playground

•!• Consumption Society -1 •!• Consumption Society 0 •!• Conserver Society 1 •!• Conserver Society 2 •!• Conserver Society 3

• "Fish!" For Life • "REAL Important Points" • PEcoPoem Summary • "REAL Resources" • "EcoSocial Exercises" (Affluenza video/book; Fish! "stress"balloons; DNR legacy) • "EcoSocial Exam"

4. C ommunicating: (Use with any Intra. Soc. text chapter on Socialization) How We Express, lnfonn, & Persuade Ourselves.

• Physiology and Philosophy of the "Mind" • Socializing Thought, Attitudes, Values • Types of Knowing (Wallace)

•!• The Scientific Part of EcoSociology = "Research Cycle" •!• ESI ="Research," "Authoritarian," "Logico," and "Mystical" (RALM)

• Deep Ecology and Ecosophy • "R-EcoSocializing" Our ESI Through "EcoAgents"

•!• EcoFamilies and EcoPeers •!• EcoSchools (intro here, detailed in Chapter F) •!• EcoMedia and EcoNet

• Communicating •!• A Dozen Eyes; Eight Steps •!• TransActive Model •!• Benevolent & Malevolent Cycling

• Counteracting the Media Mega-Corps "SuperSocializers" (cf."age" etc. chart) • REAL-I-ties to CS Mind Games

•!• Consumption Society -1 •!• Consumption Society 0 •!• Conserver Society 1 •!• Conserver Society 2 •!• Conserver Society 3

• "REAL Important Points" • "EcoPoePic Summary" • "REAL Resources" • "EcoSocial Exercises" (Wm. McDonough; "Free Speech For Sale" tapes; hair

color theory and research) • "EcoSocial Exam"

5. 0 thering: (Use with any lntro. Soc. text chapter on Marriage/Family) How We Do Things For, With, & to Others.

• "I Am We" • Mates and Coupling • Love and Marriage • Families • Parenting Positively • Divorce, Blending, Binding • Protecting: Enlightening the Dark Side • Extending (Seed Pods?) • CS-1 through CS3 : I Can Pick My Friends; What About My Kids? • "REAL Important Points" • "REAL Resources" • "EcoSocial Exercises" (Womens' Center Guest Speaker; "Actualizing"-Lee's) • "EcoSocial Exam"

6. N urturing: (Use with any lntro. Soc. text chapter on Education & Religion) How we Raise, Educate, & Explain Ourselves.

• Schooling and Values •!• The "FIRST R" and More •!• Child/Day Care & Pre-School •!• Elementary and Secondary •!• Testing •!• College and Vocational •:• Homeschooling and Other Alternatives

• "Churching" and Meaning •!• "Church of Orientation" and "Church of Procreation" •!• Answering the "Big Questions" •!• Searching for Deeper Meaning •!• Spiritual Jouneying

• Total Institutions and Changing Perspectives •!• Boarding Schools and Academies •!• Monasticism •!• The Military •!• "Prisons"-lnvoluntary and Voluntary •!• Re-Totaling our Everyday Perspectives

• Altered States •!• Alcohol and Drugs •!• Meditation and Stress Management •!• The Paranormal •!• Other "Phenomena" •!• Other "Contact"-Are We Alone?

• Lifelong Learning & Sharing •!• Conferences and Seminars •!• Networking and Organizations •!• Travel

• CS-1 through CS3 : How Do I Learn Throughout Life ? • "REAL Important Points" • "REAL Resources" • "EcoSocial Exercises" (Next "Courses"; Next "Controls"; vouchers; Dateline video) • "EcoSocial Exam"

)

7. S haltering: {Use with any lntro. Soc. text chapter on Race/Ethnicity) How & Where We Shape Our Buildings/Neighborhoods.

• "Why Can't We All Just Live Together?" •!• "Dateline" and Dating •!• "Wor1ds Apart"

• Forms of Separation •!• "Redlining" & Other Housing Techniques •!• Migrating •!• Reserving/Terminating •!• Concentrating •!• Ghettoizing •!• Homelessing

• Forms of Cooperation •!• Sheltering-Homeless & Other Victims •!• Rehabbing-Remodeling & Rebuilding •!• Associating-Neighborhood Associations •!• Volunteering-Habitat & Other Homebuilders •!• Co-operating-Cohousing & Other Community Housing Forms *!• Suing, Lobbying, Voting, Boycotting-Legal & Other Forms of Interaction

• Optimizing Human vs. Material Growth • Low Cost/Size & Energy-Efficient Housing: Green Building

•!• The 4 Rules-"KISS" •!• Remodeled-HUD •!• Earthmre Bermed and Sheltered •!• Log & Timber Frame •!• Straw Bale •!• Cordwood •!• Dome •!• Modular •!• Mobile/Trailer

• The Integral Urban House • CS_1 through CS3 : What's/Where's MY House ? • "REAL Important Points" • "REAL Resources" • "EcoSocial Exercises" (Field Trip to Bakavi Way; "The Bluest Eyes"; WI NRG video) • "EcoSocial Exam"

8. E ating: {Use with any Intra. Soc. text chapter on Pop/Urbanization) How We Feed & Shape Our SELVES/Communities.

• "Interdependence Day" & Other Community Celebrations •!• Food Chains-Natural & EcoSocial •!• Bioregionalism

• Urban Patterns & "Resettling America" •!• Livable Communities & Smart Growth •!• Alternative Communities & Human Growth •!• Beware Gentrification, New Urbanism, GIS & other "glitter"

• Toward PermaCUL TURE •!• CSA and "no-till" vs. Corporate Farming •!• Organic vs. Genetic Engineering •!• BioSphere 2 vs. BioBarn 1 •!• 4-H, FFA and Other Organizations

• Small Scale Low Impact Food Raising/Gathering •!• BioDynamic & Community Gardens •!• Greenhouses

•:• Container & Rooftop Gardening •:• Composting & Vennculture •:• Furred, Feathered, and Finned •:• Fishing & Hunting

• Food "Waste-to-Feed" • cs.1 through CS3 : Willi BE What 1 Eat ? • "REAL Important Points" • "REAL Resources" • "EcoSocial Exercises" (GSA-Guest Speaker) • "EcoSocial Exam"

9. Reinvesting: (Use with any lntro. Soc. text chapter on Political Economy) How We Produce & Utilize REAL Goods/Services.

• The Culture of Capitalism: Titanic vs. KonTiki ? • WTO & the "Military Industrial Complex" • Natural Capitalism & the "Defensible Conserver Matrix" • Socially Responsible Investing • YMOYL-"Making a Living, Not a Dying• • Occupations/Avocations • Retirement-Opportunity to Advocate • CS.1 through CS3 : What's the Job of MY Living ? • "REAL Important Points" • "REAL Resources" • "EcoSocial Exercises" (YMOYL video & "Natural Ovens" vs. "Merchants of Cool") • "EcoSocial Exam"

10. Valuing: (Use with any lntro. Soc. text chapter on Deviance & Social Control) How We Glorify, Justify, & Control Our Destinies.

• War Crimes (holocaust, ethnic cleansing, manifest destiny) • White Collar Crime (S&L scandal, airwave giveaway, brownfields/pollution) • Blue Collar Crime (underground econ./"black markets," workplace viol., unionizing) • Organized Crime (gambling, vending, waste hauling) • Street Crime & Deviance (blocked opportunities, delinquency, homelessness) • Hate & Control ("white supremacy," school violence, gangs, domestic violence) • Crimes of Justice (victims, politicalization of courts, Club Med, prisons & alternatives) • CS.1 through CS3: How Do I Stop the Hate and Practice Justice? (codes of ethics?) • "REAL Important Points" • "REAL Resources" • "EcoSocial Exercises" (Scared Straight vs. "Awed A-round"; "Web of Hate" video) • "EcoSocial Exam"

11 . I magining: (Use with any lntro. Soc. text chapter on Gender/Age) How We Care For & Adorn Our Bodies/Dwellings.

• "'Til Death Do Us Partake" • Health/Wellness • Spirituality & Meanings • Healings & Growings • Ceremonies/Exercises • Wanderings/ Wanderings • Life After. . .

1 • CS.1 through CS3 : Here's to-MY Health ... and Your's ?

• "REAL Important Points" • "REAL Resources" • "EcoSocial Exercises" (Health/Wellness video; "Walking" packet) • "EcoSocial Exam"

12. Navigating: (Use with any lntro. Soc. text chapter on Class) How We Travel Around & Map Our Ways.

• Energy & Global Wanning • Rio/Kyoto and the "Wor1d" vs. ·us· -Against the "Tide" • Fuels & Transportation • Green Mapping (cf. Milwaukee Green Map) • "Escaping Affluenza" • Minimizing Our Ecological Footprints • CS-1 through CS3 : How Should I Get Around? And How Hot Do I Like It ? • "REAL Important Points" • "REAL Resources" ("Escape From Affluenza"; "Why Waste Cool Planet" video) • "EcoSocial Exercises" • "EcoSocial Exam"

13. G reening: (Use with any lntro. Soc. text chapter on Groups/Organizations) How We Empower Our Political/Economic/Social Networks.

• Reference Groups ~ Comparison Levels • Raising Positive Self/other-Concepts • Managing Time/Resources • ABC Lists ~ Taking Charge • Strategic Planning & Design (ct. McDonough) • Project Management • Organizational Typology (cf. S-302) (Gov/WidSys-Profrt/Multinati-Nonprofrt/NGO) • Building Rather Than Burning "Green" Bridges • Leading by EcoVotes/Dollars • "Effective EcoSocial Action"-EcoTalking & EcoWalking • CS-1 through CS3 : Why Network to Improve Net Worth ?(It's who knows you, not. .. ) • "REAL Important Points" • "REAL Resources" • "EcoSocial Exercises" (Project Management & Communication) • "EcoSocial Exam"

14. U nifving: {Use with any lntro. Soc. text chapter on Statification/Giobalization) How & Where We Relax, Entertain, Celebrate & Vacate.

• "Buyer Beware" and Aware • The Rich Get Richer ... The Spread Gets Wider • W2 & "Living Below the Line" (& Dateline W2 video) • Voluntary Complexity; Cost Simplicity • Trading Down • Celebrating/EntertainingNacationing • CS-1 through CS3 : How Do I Relax/EntertainNacation ? • "REAL Important Points" • "REAL Resources" • "EcoSocial Exercises" (Alternative Celebrations) • "EcoSocial Exam"

15. S ustaining: (Use with any lntro. Soc. text chapter on Social Change) How We Preserve & Enjoy Our Future.

• "Only One Earth" • Green Movements and EcoSocial Change • Zero Waste • Personal/Local/Global Commitments • CS-1 through CS3 : How Can I Always Tum Waste Into "Food" ? • "REAL Important Points" • "REAL Resources" • "EcoSocial Exercises" ("Phenomenon"; "Zero Waste" videos) • "EcoSocial Exam"

Using Conserver Society Zero Expense/Revenue Projections* (Guestimated) 5. CS-1 through CS3 : I Can Pick My Friends; What About My Kids? (peers, mates/offspring)

EXPENSES: $5,000 /yr.--k.ids&mate REVENUES: child support of elder1y ? 6. CS-1 through CS3: How Do I Learn Throughout Life ? (schools, major~, learning activities)

EXPENSES: $8,000 per yr.-college REVENUES: $800,000 more over lifetime 7. C$_1 through CS3: Why Network to Improve New Worth? (talks/chats, joinings)

EXPENSES: $500 per yr.-groups REVENUES: offset corporate media ? 8. CS-1 through CS3 : What's the Job of MY Living ? (career, work, avocations, SRI)

EXPENSES: $5,000 /yr.-cloths/car REVENUES: $60,000/yr. 9. CS-1 through CS3: How Do I Relax/EntertainNacation? (going "out," celebrations, travel)

EXPENSES: $2,500 /yr;-vacation REVENUES: offset medical expenses ? 10. CS-1 through CS3 : How Should I Get Around? And How Hot Do I Li~e It? (cars, trains, planes)

EXPENSES: $4,000 /yr.-cars REVENUES: allows "freedom" to move 11 CS-1 through CS3 : How Do I Stop the Hate & Practice Justice ? (ethics, votes, contributions)

EXPENSES: $1 ,500 /yr.-security sys REVENUES: offers "protection/security" 12. CS-1 through CS3 : What's/Where's MY House ? (home, apartment, lodging)

EXPENSES: $8,500 /yr.-home/util's REVENUES: one third mrtg.pay resale value 13. CS-1 through CS3 : Here's to MY Health ... and Your's ? (health, wellness, insurance)

EXPENSES: $5,000 /yr. insur./diet REVENUES: offsets "bankruptcy" 14. CS-1 through CS3 : Will I BE What I Eat ? (food buying/raising/gathering, diet/nutrition)

EXPENSES: $7,000 /yr.-food bill REVENUES: offers "convenience/choice/life" .·

15. CS-1 through CS3 : How Can I Always Turn Waste Into "Food"?(zero waste, EcoSocial change) EXPENSES: $2,500 /yr.--% taxes REVENUES: offers "unlimited" savings

"'This CSo lifestyle is based on: • 11 "Pillars Prizes" • PLUS approximately net $55,000/yr. expenses and "borrowing" from 3 other "Earths" • AND about net $55,000/yr. revenues and "intangibles."

/

SOC :J.o:J.-C/X Spring, 200:1.

Outcomes & Objectives: SOCIOLOGY 1 01-X is an LSP Area Ill course- aimed at helping us to understand and influence human behavior-both ours and others'. We freshly examine that behavior in the context of our perspectives, our relations to others, and our EcoSocial environments. We critically analyze these to better decide how to "socio-logically" and effectively manage our private and public lives-now and in the future! We therefore challenge authority .. . and ourselves! And we enhance our personal development while perhaps helping to create a sustainable society.

Several objectives magnify this new way of looking at ourselves in relation to the rest of the world. These will be demonstrated through:

1 ) setting and striving to reach your expressed goals for the course; 2) understanding and using formal skills-like relating well to others in groups; 3) applying several"perspectives"- reporting discoveries orally & in writing; 4) .challenging yourself to critically view & describe how to change social forces; & 5) using technologies & other cultural materials to enhance learning,

communicating & relating to contemporary issues.

The first step toward achieving those objectives is for you to state your goals.

Course Requirements The next step is to fulfill the class requirements. The course is flexibly structured help reach the class objectives and your goals. We share critical thoughts, group relationships, computer insights, and written/oral messages to build a 15-week learning experience as a base for future endeavors.

My Structures 1) Required Readings: See class schedule for daily assignments.

Essentials of Sociology: A Down-to-Earth Approach (3rd Edition), by J. Henslin (Allyn & Bacon, 2000) "Value Pack" including:

"Study Guide Plus for Essentials of Sociology ... " by G. E. Nyden. "Quick Guide to the Internet for Sociology" by Steele, Kepner & Gotthoffer +a "value·: "The Green & Gold Buy Guide", by B. Tarman-Ramcheck (1998).

2) Required Exams: Midterm & Final exams (25% of grade for each). 3) Late Materials and improperly formatted materials are penalized.

Your Structures 1) 11Pillars Prize": Alone or with a partner you choose 1 LSCE topic from the

class list below; research it; report on it; and complete it at the scheduled class time using the prescribed "Pillars" guide below (25% of grade). NOTE: It becomes a prized support for YOUR future. You can even earn Extra Credit on it in various ways!

2) Contract Project: You choose the topic, content, and form of "The Learning Contract" as stated in the attachment, and do it your way (25% of grade).

3) Attendance/Participation: High levels lift borderline grades; low levels reduce borderline grades; and attendance will be taken.

4) Special Needs? Please notify me if you have any special needs. ·

Learning Aids These are all ON RESERVE in the library under Soc. 101 C/X. You should use them for your Pillars Prize and Contract_ Projectll

1) "Readings:" Over 13 selected books that expand on sociological and other concepts, and may make a difference in your life (from the "REPSYCHALLING•Iist)!

2) A complete version of "The EcoSocial Model" (from the THIN book) in "Toward an EcoSociology of Ecocommunities" (the THICK book, by Tarman-Ramcheck, 1983) !

3) "National Green Pages" and "Students Shopping for A Better World:" Shows how you can SAVE extra money & do more GOOD WORK!!

4) "Standards & Guidelines Regarding Written Work in the Department of Sociology and Social Work." Also under Electronic Reserve for SW 106. And The Sociology Student Writer's Manual for "how to" do references (and to be HONEST).

.:.:.:=:;...;:::;===~ ("Ch" and "item" designate readings and assignments d~e LSCE refers to handouts ou'll eUmake that da

Wednesda

1) "Pillars Prize": This is your opportunity to express what you, and a possible partner, will do to integrate knowledge, experience gateways, endure values, and support lifelong skills. You'll be adding "pillars" to create a foundation for your future! A new "EcoSociology" book will help build your own & others' prized pillars. You are expected to highlight key elements of the corresponding resources, text chapter(s), study guide, "gold" guide, internet & other materials. Use 8 %" X 11" pages, but leave room for other students' notes/ideas and creative expressions. Copy & bring enough to

class for each student & 2 fc;>r your teacher. Here's how you score points for one fourth of your course grade. Each counts up to the number of points listed, and possibly 2 extra credit points each (as noted in parentheses and described below*).

• DetailS "CS.1 through CS3" LSCE scenarios-50 points (and other text/media pillars); • Elaborate on YOUR "prized pillars" per below-20 points· (and personal/social outcomes)

Integrate Knowledge-express connections between ideas and disciplines Experience Gateways-demonstrate personal/social real wor1d options Endure Values-critique own and others' values while exploring new ones Support Ufelong Skills-share adaptive & creative abilities; My Prizes-elaborate on your projected "prizes," both personal & social.

• Annotate at least 10 resource summaries-1 0 points for 6 parts (use more than 2 listings for each scenario; try for 1 book, 1 m~gazine/newspaper, 1 website & 1 videofTV show per all 5 "CS scenarios" & "Generic");

• presentation and facilitation-10 points (actively show materials & involve the class); & • pages structure & quality-1 0 points (portray your eco-creativity). ·

[note basic structure should include: "Portrait" form, 5 "CS.1 through CS3" sections, "My Prized Pillars," "Annotated Bibliography Parts 1-6," 4-6 pages, & copies for everyone.]

Overall scores: 65-69=0; 70-74=CD; 75-79=C; 80-84=BC; 85-89=8; 90-94=AB; 95-100=A

The expectation is for you to actively relate the five "scenarios" for each topic to your own and others' lives. The bullated items are to show "pillars" for your/our future.

*For extra credit here (&full credit with 2-person "Pillars Prize" teams) you may choose one more of the books/resources from the "RE-PSYCH-ALL-ING Reading List" later in the syllabus (or in The Green & Gold Buy Guide, or from other resources the instructor brings to class} for each scenario. For example, you may obtain the extra credit of 2 points for each bullet above (1 0 points total) by doing what is indicated in ().

You should preview your summary and materials with the instructor at least one class before your scheduled presentation so that copies can be made for the rest of the class as of that time. If you do not preview these items with the instructor, or are not early enough, you are responsible for providing the handouts.

3) The learning Contract: The requirements and assessment for the Contract are spelled out in the attachment at the end of the syllabus. It is also worth 1 00 points and one fourth of your grade. Keep in mind it is a contract binding you to complete it under the terms specified, once signed.

4) The Midterm & Final Exams: This written tests will be administered as shown in the class schedule. You will have two hours to complete them. Each is worth 100 points for the last half of your course grade. Much of each exam will be objective,- such as multiple choice &/or true-false. These will be taken from the study guide, the "Pillars' Prizes" that you and others compile, the internet service for the text, and/or the instructor's resources. The other portions of the exams will be one essay question integrating key elements from course materials, objectives, & your goals. You may NOT use any books, notes, other persons or aids of any kind during the tests--but CAN use your own critical thinking/writing skills.

\ ' \

(

FOUR PILLARS------

Integrated knowledge i.s the very foundation of a quality liberal attS pro­gram. Canoll empha· sizes a balance of knowledge - a breadth as well as dt.-pth of learning. We believe students are best' served by a broad-based educ:a· tion that recogniles interrelationships between ideas. Students who can understand the connection between ideas and disciplines will continue to learn, grow and succeed in the world throughout their lives.

Enduring values hdp studems to always consider the impact of their actions upon the world around them. The best leaders are those whose motives are \--alue-based. Those are the leaders we strive to cultivate . Tiuuugh both curriculum and campus activities, w~ work to strengthen these value structures based on respect for humanity aml Lhc world in which we live. ~'bile this is certainly part of our heritage as a church-related school. we are re-exam­ining c.:urrent pru~r..tlluning an.d developing new ways to meet this critical need.

Gate"~ .. y e.'ipc;rit;nces occur bod) upon enter­ing and upon leaving Catroll. It is not enough (or liberal am colleges to limit academic expe· riences ro classrooms and credits.lt Is our job to instill confidence and ease transitions. FUst, we prepare incoming fresh­men for l".ollege life through a comprehen· sive orientation process. Mace important is the need to help graduates make the transition between classroom and

first job. For that rt!aliOn, we are enhancing our cffom to provide stronger v.'Orlc-related skills through real-world, optional Internships in local or regional organizntions. Students also may immerse them:;t:[ves in odter cul· tures chrough opportunities for study abroad.

Lifelong ~kill~ help grnduares prepare fur life and work in a world of r.~pid and constant change. Students will continue to evoh-c and contribute to their c.ommunitles long after they cam cheir degrees. To that end, our job is to help students learn ro think critically and creatively, adapt to changing technolo­gies, work efficiently, collaborate with othen and communicate clear, compelling ideas.

I

Pillars' Prizes Portrait For Soc 101 C/X, Introduction to Sociology, Spring, 2001

By:

5 Mates/Kids 2mt-3kd 1.5mt-2kd 1.3mt-2kd 1.2mt-1.5k 1.1mt-1kd Net cost/yr. $10,000 $5,000 $4,000 $3,000 $2,000

6 Schools 6-yr. coll'g 4-yr. coll'a 4-vr. coll'g self-tltech eldersldiv. Net cost/yr. $12,000 $8,000 $7,000 $5,000 $3,000

7 Networks 10 groups 5groups 8 groups 10 groups 12 groups Net cost/yr. $1,000 $500 $1,000 $2,000 $3,000

8 Jobs/Invest's CPA/JD/MD Mgr./Staff Entr.fTech Trade/Ag. Tchr/Mstr. Net cost/yr. ($110,000) ($55,000} ($75,000) ($40,000) ($25,000)

9 Relaxations Cruise Vac.Pka. Eco-tours Camp/Hstl Retreat Net cost/yr. $6,000 $2,500 $1,500 $1 ,000 $2,000

10 Transports 2SUVs 1SUV,1car 1 Hybrid Public Tr. Walk/Bike Net cost/vr. $8,000 $4._000 $3,000 $2,000 $1,000

11 Securities Gated Cmt~ Sec.Sys. Nhd.Wtch Alt.Cmtv. Doctrines Net cost/yr. $4,000 $1,500 $1,000 $500 $500 o-

12 Homes 2 home/uti 1 home/uti 1 shrd.liv. 1 self built Cmty.hsg. Net cost/yr. $17,000 $8,500 $6,600 $4,700 $3,200

13 Wellbeings insur./club insur./diet ins./exer. exer./diet Monastic Net cost/yr. $8,000 $5,000 $4,000 $3,000 $2,000

14 Foods buy all food buy most fd buy/raise perm/coop raise/gath. Net cost/yr. $15,000 $7,000 $5,000 $4,000 $3,000

15 Wastes 30% of tax 25% oftax 20% ofta> 10% ofta> 5% of tax Net cost/yr. $6,000 $2,500 $1,600 $600 $200

Net Rev. $110,000 $55,000 $75,000 $40,000 $25,000 Net Exp. Net Total

Pillars 1 2 3 4

Prizes 1 2 3

$108,000 $2,000

6 Earths

MBA/Term. Rep. Residency Assoc's

Live to 85; retire@60; will remain-ing $.

$55,000 $0

BA/BS Dem. Internship Confemc's

live to 80; retire@65; deplete$.

$43,000 $32,000 $24,000 $32,000 $8,000 $1,000

MS/MA AA/on-go Shaman Green Socialist Universal Start-ups Apprentice Ritual .

Web Barter Attune

live to--90: Live to 80; Live to 75; retire@ 55; nevr "retr;' nevr "wrk;' endow$. gift $. gift "actu-

alization."

Chapter 1: CreatinstEcoSociology- ·: for "Living Susta.inably; Creating _l~cos-ocmtogy"

Bill T arman-Ram.check,. 6l19t0n. (Y._se with Henslin's "Essentials" Chapter-1 , . .Perspectives)

"Seeing" the World

We see the wortd we nve in through our eyes, hear it with our ears, smell it, taste anp feel it; sensing it oureveryb1eaH1ing moment, and pe111apsmore~ Despite the apparent simirarities, each of our individual worlds is different. We do not SEE, HEAR, SMELL, TASTE;, FEEL or SENSE the same things. Our perceptions differ from everyone else's; as do our perspectives, interpretations, responses, and indeed liveJ.

Consider this. Whenever 2 people are conversing there are actually "6'' people .involved; and 12 "eyes!" If-it's me and y.ou, there's my perception of myself; yours of yourself. There's my .perception of you; and yours of me. And there's the "actu~· you-and me, whoever they ar-el -

rfler-eept ME YOU _,

Self: 00 00 Ottter.-00 00-

The whole trme-we'-re-tatking we're trying to-make all --~ 00 those perceptions-match, -atteast-close enougrrthatwe can "'-AckJal· .\JA#.. ' - ~ communicate somewhat effectively. It also assumes there is an "actual" entity in you or me that is different from our perceptions. But that gets into all kind~ of philosophical interpretations of "reality" ... and morel The intention here is to help us all s~ the world more clearly, so that we can act in it more effectively ... to sustain it, and ourselves, both in the short aAEf-fong run.

Seeing the "RearfWorld

Do we eversee the "real" world? Or do we--Al-wA¥-Ssee W? -The answer-was stated above: we always-see-A-real world; it's just that there's-so man~ve-r--6-biUion-of-u&-flow-on the earth. Many of them-strongly influence us ta-tty-to-see THEIR WOFid-as-ours; --And-we--do.

With the globalization-of capitalism much of the planet now sees ·their political economies through CAPITAL eYES. With fewer COMMUNIST EVES there is less revolt against the "western version" of the Industrial Revolution, but there may be even more serio~s crosscurrents under the tranquil post-industrial seas of "GLOBAL Revlon" ("Coke," "McDees/ etc.). Of course the "tranquility" clouds the 94 wars recorded since the end of WWII, resulting in the deaths of 17 - 30 million people (Robbins, 1999:292).

The Environmental Defense Fund points out that if everyone. on the .pJanet were to live the typical U.S. lifestyle, it would take the resources of 4 planet Earths to support us. Since we only have 1, many are-questioning the mass industria~ produced, mass consumed world we are seeing expand everyday:

Some are questioning-the "reality" of this rapidly gmwingwor1d, or at least its "worldview." This book-is-among them. This is-a nom1ative text, openly creating an "EcoSociology," contributing to "living sustainably" in order to help us survive-or indeed thrive-on the 1 planet we do call home. Yeti~ is based on objective analyses, and offers options for changing or maintaining worldviews, paradigms, paradigm-variations, and actions.

1

Seeing the World Through "Science"

As "objective" as it is, Science also operates normatively. Its very "facts" are tainted by all forms of assumptiaA&;- Aeoording to Hanson {1969:184f. -

"the languages-we-use-somehow seiVe to screen the wor1d·into two conceptual hemispheres, the noticed and-the--unnoticed. Between these is a-vaguely defined--'strip,' wherein discovery-can take place. -ltis-here--that the great efforts of scientists to see things differently is exerted .. . Within this strip;- language- is fitted to what comes--to--our attention in discovery. Discoveries change language;--ot:tr-W8ys of thinking and seeing. But at any given time it is our language and our ways of-thinking and seeing that control wh-at--kinds -d--things we would be capable of appreciating..a~possible range ofthings discovered."

Thomas K-uhnf1-9?9}fetmttfated that such "normal seience"-ts-eonstantly discovering things to solve· problen rs, especially ar rorrralous problems--ones that don't "fir 1he nonn. Catalano {1979) offers a quite succinct summary ofKahn's and-ottler corresponding ideas. Kuhn contends that scientifiC-progress traverses a four stage-cycle. In the initial "pre­paradigmatic" stage individuals and small groups of researchers develop knowledge about the same phenomenon, but do not communicate with each other about it because they're using different terms, measures, and theories. Therefore, little scientific progress is made.

In the second stage of "normal science" the researchers realize they're studying the same phenomenon and begin ta.deYelop common terminology, testing procedures,. measurement techniques; .. and -basic assumptions.- This-leads-to-ttemergence of a COillRlQfl "Gestalt," or an abstract pisrur-e of what something looks like and how it works. Thus, "normal science" is a puzzle--solving-process which tries to-put-together the pieces of this picture, toward the cumulative extension of--the-scope and precisioA-ef-seientific knowledg~.

But then "anomalies" arise. These departures from the "normal" cannot be explained by using the commonly accepted ideas and practices. Atttris point scientific progress enters a "crisis" stage, and a search for new ways of "puzzle-sofving,. takes place.

The crisis ends when a new set of ideas and rules for puzzle-solving are found and adopted. This is the "revolution" stage, which Kuhn defines as "those noncumulative developmental episodes in which an older paradigm is replaced in whole or in part by an incompatible new one." In tum, this leads to a new stage of pre-normal science, and the whole cycle begins again.

Thus, Kuhn-and-others-formed the basis for organtzing scieAtific ways of thinking and seeing into the following hterarchy used here and elsewhere. It is useful to distinguish between 3 quite different tevels-·of abstraction, although they may be conceived of somewhat differently 'n the natura~ as opposed· to social sciences (Nagel, 1961). Each is critical for the "EcoSociology" created hereip.

Worldview: .. The broadest level is that of the "disciplinary matrix," also variously called "total systems of theory" (Merton, 1967), "guiding metaphor" (Greer, 1969), "overarching paradigm" {Bernard, 1973), and even "Kuhn paradigm" {Reynolds, 1971). These basically refer to that broad form of "worldview'' or "mindset'' that generates ideas from which more specific theories or lower level paradigms are derived.

I

2

_)

WJth the. emergence of "normal scienar' sharing a common knowle.dge base, a "discipline-" is formed to augment that knowledgaand.pass it along_ to students. Here the paradigm constellation might be more properly called a "disciplinary matrix" according to Kuhn. Four elements compr:ise such a matrix.

1. "Basie-~s" about the discipliAe's subject; u&YaDy- iA the form of-~ral laws. ·

2. "Analogies"--ormodefs are used to clarify the basic assumptions. 3. "ConverrfiorrS" are-adopted to facilitate experimentation and communication. 4. "Exemplars" or crassic works emerge which present the assumptions, analogies and

conventions of the matrix to students in the discipli~$.

Paradigm: The intermediate level is know as "middle range theory" (Merton, 1967) or "paradigm" (Bernard, 1973; Reynolds, 1971). According to Reynolds (1971:26) the following characterize paradigmS. .

1. The concept' aalization .represents a uni.que..desqiption of the .phenomena, but a dramatic-.aew-orientation or ''wortdvi,ew" .fs absent..

2. AlthougA-~ strategies may be-suggesteEI,:dramatic new procedu~s or methodologies.are..absent.

3. The~lization may suggest new r:esearch-questions. 4. The new ~lization may explain·fieflts·previottsly-unexplained.

This level includes-most-theories; orientations, andper spectives ir 1 tire social science~.

Paradigm-VarTaflons: The third level is more specific, referred to as "concrete theories" (Greer, 1969), "special theories" (Merton, 1967), and "paradigm-variations" (Reynolds, 1971). These "are considered to offer refinement of details or variations in emphasis, not changes in the basic conceptualization of phenomena associated with the paradigm (Reynolds, 1971).

Seeing the World Through "Sociology"

Sociology is-the-stlJdy of human social life; given-that EVERYTHING anyone does is "social"-i.e. both·inflttenced-by, and influencing of, others. As such its focus is the- WHOlE box, and MULTIPLE boxes, arotmd all "me's" and "you's;" as welt as "actuals." A brief socio--historical analysis may help -set its context in relation to related wortdviews, paradigms and paradigm­variations.

A journey throug_h western history provides a foundation

ercepts ME's YOU's

Selves: 00 00 Others: 00 00-

.- Actuals: 00 for our current situation, as shown in the Table 1. Our roots in ancient Greece were actually more cyclical. The Gr.eek.Worldview included 5 ages af.history, from the golden through iron, w,hich get progressively ..w.orse until they start over a~ain with a new golden age. But during the middle ages, the Christian .Worldview eliminated the. notion of continuous cycles, while keeping the idea of decay. Things. would .get steadily worse.uotiUbe "apocalypse" and the "second coming." In time-tAe-CRristia Worldview itself was--replaced by the Mechanical Worldview, which came into-ftJ#--bfoot:ftin-ihe pre-industrial era; :and-engender-ed the "Dominant Western World view" in·tfle' indttstrial·era -

3

a e . ne OCIO· s oryo es em 0 a IZa 10n . T bl 1 B . f S . Hi t fW t Gl b r r * Worldview Paradigm Era of Western Culture

Greek: Golden through Iron Ages Ancient: Greco-Roman

• 5 ages of history (Hesiod, c. 500 BC) domination

• Cycles and decay '

Christian: Geocentric (Ptolemaic model 1 Middle Ages: Christian

• Decay without cycles 150 AD) 1 domination Mechanical: Heliocentric (Copernican 1 Pre-industrial: Challenges to

• Linear model, 1543); Scientific ! Christianity Analytical (Bacon, 1620); Mathematic

I

• I

• Evolutionary (Descartes, 1637); I Mechanical (Newton, 1687) Dominance over nature (Locke, 1690); Cumulative and progressive (Turgot, 1750); Self-interest (Smith, 1n6); Moral restraint (Malthus, 1798); Evolution & competition (Darwin, 1859)

Dominant Western: Sociological/Human Industrial: Age of Affluence • Anthropocentric Exemptionalism Paradigm

• Dominant over nature (Lenski, 1970) including the

• Growth oriented VARIATIONS of: Social I

• Participative polities Evolution (Comte, 1875; I (except for "Temporary Durkheim, 1893; Spencer, 1892) I

Conflict (Marx & Engels, 1848) I

Eastern Worldview" [TEW] Functionalism (Parsons, 1951) planned political/economic lnteractionism (Blumer, 1969); challenges, but TEW shares the Economic Paradigm of: the 1st 3 features, while also Capitalism (Smith, 18xx); and now moving toward sharing Socialism (Owen, 18xx; Fourier,

I

the 41h feature) 18xx; Comte de Saint-Simon,

18xx)); and the Political Paradigm of: Democracy (Locke, 1689; Rousseau, 1762; Jefferson, 1801); and Communism (Marx & Engels, 1848; Lenin, 1917; Mao, 1949)

Emerging EcoSocial: EcoSociology (evidenced in Post-Industrial: Age of

• Bio-diverse "State of the World" by World- Transformation . ' Bio-disciplinary watch Institute, since 1984; • Eco-centric Montreal Protocol, 1987; U.N. I

I

Pattern integral Rio Conference, 1992; & I • I I

coined "EcoSociology" by I

• Relative (non-linear) I

• Interdependent with Tarman-Ramcheck, 1983) nature & indiginous peoples including the Socio-Political/

• Sustainable oriented Economic VARIATIONS of: Consumption Societies & Con-server Societies (Valaskakis et. I

I

al., 1979) I I ..

4

*Developed by Tarman-Ramcheck with references from Catton and Dunlap, 1980; Humphrey and Buttel, 1982; and Rifkin, 1980.

Notice that the last row in Table 1 depicts an "Emerging EcoSocial Wortdview," "EcoSociology Paradigm" and "Post-industrial Era of Transformation." While the new millennium does appear to be moving people around the globe somewhat in this direction, whether this is the dawn of a new "era" can clearty be critically examined. Yet it is precisely the opportunity to collectively do such examinations, especially through the types of analyses fostered by the EcoSocial Paradigm-variations throughout this book, that may create such an "era." Yet the analyses and applications must be more than sociologically (including economically) sound; they must also be ecologically sound.

Seeing the World Through "Ecology"

Ecology is the study of the relationships of living things to each other and to their environment. The wortd includes a tremendous variety of livings things, from simple one celled organisms to complex plants and animals, none of which lives alone. Each, including humans, depends in some way upon other living and nonliving things in its surroundings. Ecology thus focuses on everything surrounding and interacting with the "sociological boxes" we live in.

Percepts ME's YOU's

Selves:OO 00 ? ++.++ Others:OO 00 ++ ~ ++ ? •

Actuals: 00 00 Viewing the wortd ecologically involves seeing things at three main levels: populations,

communities, and ecosystems. Analyses relate the structures, activities and changes taking place withir;l and among these levels.

Populations: groups of the same species that live in an area at the same time.

•

Ecologists examine the number, growth and change of populations in given areas, especially when environmental conditions may either be best-available or less-than-ideal. Limiting factors may be low food supply, predators, competition, climate and/or disease. The largest size of a particular population that can be supported by a particular environment is know as carrying capacity. Some argue that humans may be at or near the Earth's "carrying capacity" for us.

Communities: groups of animal and plant populations living together in the same environment at the same time. A community of many plants and animals in a large area is a biome, such as deserts, forests, grasslands tundra and aquatic biomes. A role of a particular species is its ecological niche, while the change over time of species in community conditions is referred to as ecological succession. We need to understand this so we don't become the dust over which succeeding species will tread, for roaches have survived much longer than wei

Ecosystems: the most complex level of natural organization, made up of a community and its abiotic (nonliving or physical) environm~nt, including climate, soil, water, air, nutrients, and energy. Analyses focus on the flows of energy and the cycling of materials through ecosystems. Especially pertinent are changes in ecosystems, both in the short run like floods

5

and forest fires, and long run effects of pollution and climate changes, many of which are man made-or at least strongly influenced by human activities. Like Applied Sociology, using the field to help achieve practical, indeed SUSTAINABLE, goals is offered through Applied Ecology.

Ecology + Sociology = "EcoSociology"

The blending of ecological and sociological lenses ("bi-focals" as it were) to see the world more fully will bring many problems and solutions into sharper focus for most of us. Proposed here is the first formal such mixing into a multi- and inter-disciplinary perspective called "EcoSociology." It builds upon over 2 decades of basic and applied work to create an "EcoSocial" framework, and foster "EcoSocial" lifestyle changes. It is responding to lonely calls for such an effort, not the least of which is from famed oceanographer Jacques Cousteau. In a 1989 lecture he claimed that a new kind of science-"ecosociology"-a mixture of ecology and sociology will eventually develop from concerns about clean water, air, and other environmental issues. My 1983 manuscript actually predated his announcement, and detailed "EcoSociology's possibilities; but this is the first public presentation of its essential elements.

While there is continuing debate over issues regarding the appropriate level of abstraction for "Human Exemptionalism," "Environmental Sociology,""Sociology of Environmental Issues," "Social Ecology," "SocioBiology," "BioSociology," etc.; "EcoSociology'' is clearly developed here at the paradigmatic level, guided by the "Emerging EcoSocial Worldview," and filtering into "Consumption/Conserver Society Paradigm-Variations." As such it is meant to parallel, and CHALLENGE, similar levels of analyses/actions related to traditional Sociology as the "Human Exemptionalism Paradigm," which is still currently guided by the "Dominant Western Worldview," and fosters its theoretical paradigm-variations ("Socio­Historical, Political and Economic").

Table 2 succinctly compares the major assumptions of these various worldviews and paradigms. It forms the basis for much of the rest of this book, and of course hopefully for sustainable lifestyle outcomes far beyond this book.

Table 2:

Comparison of Major Assumptions of the Dominant Western Worldview (DWW), Sociological/Human Exemptionalism Paradigm (S/HEP), Emerging EcoSocial

Worldview (EEW), and EcoSociology Paradigm (ESP)

Assumptions DWW 5/HEP EEW ESP 1) Human People are Human have While humans WhileEEW1 is

Nature fundamentally cultural heritage in have exceptional true, humans are different from all addition to (and characteristics the major other creatures on distinct from) their (culture, etc.), they interactors with the earth over which genetic remain one among global ecosystem, they have inheritance, and many species that and therefore need dominion. thus are quite are interdepen- to learn how to live

unlike all other dently involved in in more pattern animal species. the global integral ways.

ecosystem.

6

2) Social People are Social and cultural Human affairs are Humans are Causation masters of their factors (including influenced not only influenced by

destiny; they can technology) are by social & cultural socio-cultural & choose their goals the major determi- factors, but also by ecological linkages and learn to do nants of human intricate linkages in the web of whatever is affairs. of cause, effect, & nature, as well as necessary to feedback in the by metaphysical achieve them. web of nature; linkages; &

thus purposive purposive human human actions actions have many have many unintended unintended consequences, consequences. some of which can

be corrected by humans or nature or metaphysical occurrences, & some of which may not able to be corrected at all.

3) Context of The world is vast, Social & cultural Humans live in & Humans live In, &

Human & thus provides environments are are dependent are interdependent

Society unlimited the crucial context upon finite with, restraining opportunities for for human affairs, biophysical biophysical, socio-humans. & the biophysical environments cultural &

environment is which Impose metaphysical largely irrelevant. potent restraints environments.

on human affairs. 4) Constraints The history of Culture is Although the Given EEW4,

on Human humanity is one of cumulative; thus inventiveness & humans need to

Society progress; every progress can powers of humans adapt to these problem has a continue may seem to constraints by solution, & thus indefinitely, extend carrying building progress need making all social capacity, ecosocieties & never cease. problems ecological laws exploring ways of

ultimately soluble. can't be repealed. opening up socio-cultural & metaphysical constraints.

Applying EcoSociology to "REAL" Living

Visually extending the relations among these above worldviews and paradigms to corresponding paradigm-variations and key concepts begins to apply EcoSociology to real life. Further, specifying "Consumption/Conserver Paradigm-Variations" (CCPV) offers "REAL" EcoSociological analyses and actions-"Real EcoSocial Alternatives for Living"-a theme carried throughout the rest of the book. A "Sociology of Environmental Issues Paradigm" (SEIP) is also included to clarify how traditional Sociology examines many environmental issues today.

First, Figure 1 shows simply that the field of Sociology created its own paradigm (Sociological/Human Exemptionalism Paradigm-S/HEP) as an off-shoot from the Dominant Western Worldview (DWW). It in tum produced four major paradigm-variations: theories of socio-evolution, functionalism, conflict and intemctionism; represented by the various exemplars shown in Table 1. These variations sprouted whole clusters of specific sub-theories and

7

perspectives, such as human ecology, role theory, exchange theory, internal colonialism, ethnomethodology, etc. Each of these are used at varying degrees of scope to analyze and influence human social structures and actions.

Second, the figure portrays that the Emerging EcoSocial Worldview (EEW) is arising as an alternative to the DWW and "TEW', and is interacting with it. From the EEW, the EcoSociology Paradigm (ESP) and SEIP are spinning off, and are interacting with the DWW and HEP. The SEIP spawned Movement and Environmental Sociology paradigm-variations. While the ESP is producing its own paradigm-variations (CCPV) in CS _1 through CS3. Two of these, CS -1 through CSo are used to denote the same contemporary social structures as the S/HEP, i.e. mainstream U.S. and increasingly "western" societies ("Consumption Society Zero"-­CSo and the hyper-material growth version of more of it "Consumption Society Negative One-­CS -1). The other three "Conserver Societies" (CS1 I cs2 and cs3) are now sprouting their own various specific subtheories and approaches. These will be delineated later to analyze ALTERNATIVE social structures (ecosocieties, ecocommunities, ecohomesteads, etc.). Thus the "Consumption Societies are often used in a descriptive way to state what the problems are, while the "Conserver Societies" are used normatively to suggest solutions to those problems. Meanwhile, the SEIP traditionally examines these alternatives using the same approaches Socio}ogy does, usually as "movements," "counter-cultures," etc.

Third, the S/HEP and SEIP are much more descriptive than normative, while the ESP is just reversed. The S/HEP and SEIP are also generally status quo oriented, while the ESP is social change oriented. Likewise, the S/HEP and SEIP are more quantitative that qualitative, and are geared toward more basic research, while the ESP is more qualitative and applied. Finally, the S/HEP (but perhaps not the SEIP) has learned to be reflexive-to look back at itself, while for the most part the ESP has not yet developed such a self-critical thrust.

Figure 1: Interrelationships Among the DWW. EEW. and Their Derivatives

/DWW~ ..,_ )_ EEW ~ S/HEP <ii(···························· · ···· ~)Jo- SEIP -<~~( .................................. ~ ESP

Conflict ~ement C~CS~ CS3 Envir. Soc. P:.v's ...... / Paradigm-variations

In e~a~tionism '· .... ></ / ... / l m-vanat1ons ...... ··· ·-,>,/

~--· ·'//./, .. // ' · ... ,, ... ,' .... _____ .....___ __ .JII. j;:"' .... ·····" -4----- ----

Culture Society Community Neighborhood Institution Organization Relationship Interaction Social Acton Behavior

:.(·· .. ~ Various specific subtheories, models, approaches, etc.

8

Ecosystem Ecosociety Ecocommunity Econeighborhood Ecoinstitution Ecoorganization Ecorelationship Ecolnteraction Ecosocial Action Ecobehavior

"REAL Important Points"

Key items from above are highlighted here to summarize chapter "Real EcoSocial Alternatives for Living." 1. Everyone sees the wor1d differently through the filtered perceptions of themselves and

others. To see more of it we must counteract personal and cultural lenses. 2. What people see as the real world is intentionally clouded ever increasingly by

capital eyes. Reactionaries and visionaries are challenging the apparent global tranquility.

3. Science operates normatively to try to objectively discover facts about the wor1d. These are built into, and form blinders for, worldviews, paradigms, and paradigm­variations.

4. Sociology studies human social life, examining the multiple structured boxes of human activity.

5. Ecology analyzes relationships of living things to themselves, others, and their environments. It relates populations, communities, and ecosystems inside and outside the multiple structured boxes of humans and other living organisms.

6. Ecology and Sociology combine to create EcoSoclology: a new bi-focal view of the real wor1d.

7. EcoSociology is guided by an Emerging EcoSocial Worldview, both of which challenge spreading Dominant Western Worldview and traditional Sociology, as well as other disciplines and global activities.

8. Various Conserver Society options are beginning to generate lenses and resources for REAL living, questioning and perhaps supplanting Consumer Society trends.

"PEcoPoem Summary"

If a picture is worth a thousand words, "eco-pictures" accompanied by "eco-poems" may be worth at least a few more words. Try this one for this chapter.

FireStar + t + t t

tt tt 9

"REAL Resources"

References in this chapter are listed in ONE of the following categories. The first is HIGHLY RECOMMENDED for further information on the "REAL Important Points." The second list contains references for clarification or follow up on other concepts.

Must Sees: Robbins, Richard H., 1999, Global Problems and the Culture of Capitalism.

Boston: Allyn & Bacon. Valaskakis, Kimon et. al., 1979, The Conserver Societv: A Workable Alternative

For the Future. New York: Harper & Row.

Other References: Hanson, Norwood Russell, 1969, Perception and Discoverv: An Introduction of

Scientific Inquiry. San Francisco: Freeman, Cooper & Co. Kuhn, Thomas, 1970, The Structure of Scientific Revolutions (2nd edition).

Chicago: University of Chicago Press. Reynolds, Paul, 1971, A Primer in Theory Construction. New York:Bobbs-Merrill. Tarman-Ramcheck, William, 1983, Toward an Ecosociology of Ecocommunities.

Milwaukee: Unpublished Manuscript.

"EcoSocial Exercises"

1) Show ''White Man's Burden" and discuss how it provides different "perspectives."

2) Show excerpts from "American Beauty" video, especially Your Money Or Your Life book clip, and contrast with "YMOYL" video segments and/or New Road Map website. Set into context with "Nacirema."

"EcoSocial Exam"

1) See Chapter One SELF-TEST in Nyden's "Study Guide for Henslin's "Essentials" (3rd edition).

2) Make up 2-3 of your own multiple choice or true/false questions for this chapter, and submit them on the back of the Feedback Form for this section.

10

"Living Sustainably; Creating EcoSociology" Feedback Form For Chapter(s):

By Sociology 101 Z, INTRODUCTION TO SOCIOLOGY, Summer, 2000 THIS FORM IS TO BE RETURNED TO INSTRUCTOR following each LSCE class section.

Responses to this part of the book will be reviewed by the instructor after the day of the course when this section is covered. The infonnation will be used to help make improvements to the book, and for the Fall, 2000 course offered by this instructor. PLEASE GIVE YOUR HONEST AND CONSTRUCTIVE OPINION TO EACH OF THE FOLLOWING QUESTIONS. Thank you for your feedback, and best wishes for the next section.

1. What things do you DEFINITELY LIKE about this section, and why?

2. How could that/those thing(s) be IMPROVED to make it/them even better?

3. What things do you NOT LIKE about this section, and why?

4. What could be changed about this/those thing(s) to help make it/them better, and why?

5. What do you think of the students' supplement(s), and other students' input for this section, and what needs to be improved that would help make participation more useful to you next time?

6. Add any OTHER COMMENTS you want to make about this section on the back of this sheet, including about this book, the textbook, study guide, internet guide, video(s), activities, etc. that were used with this section. Thank you VERY much.

Chapter 2: EcoSocial Modeling for "Living Sustainably; Creating EcoSociology"

Bill Tarman-Ramcheck, 6/22/00 (Use with Henslin's "Essentials" Chapter 4, Structure & Interaction)

Opening "Bio-Disciplinarv & Bio-Diverse" Windows to the World

The "Dominant Westem Wor1dview" (DWW) contains the "normal scientific disciplinary matrix'' to set the context for the "Sociological/Human Exemptionalism Paradigm" (S/HEP) to operate according to its own "paradigm matrix." This in tum spawns subsets of "paradigm­variation matrices," i.e. the major Sociological "theories" and "perspectives."

While Sociology conforms to this situation, Ecology presents an exception; an anomaly for the DWW. An ecosystem is the most complex level of organization in nature. As such, analyses of ecosystems necessitate inter-disciplinary perspectives and operations to try to fully understand their bio-diverse workings. Ecologists who try to link together the many different physical and biological activities in an environment are called systems ecologists. It often takes sophisticated computer techniques to help comprehend the complex analyses of ecosystem energy flows and material cycles.

EcoSociology tries to resolve this anomaly-like "Ecology exception" with Sociology's emphasis on human relations to ecosystems. It extends the emerging "not-quite-normal scientific EEW inter-disciplinary matrix", and leads to the "new non-exempt ESP paradigm matrix," which has its own "Consumer/Conserver paradigm-variation matrices." As such it presents a "revolution" to the operations of "normal science," opening "bio-disciplinary" (living, changing, inter- and multi-disciplinary) and "bio-diverse" (living, changing, int~r- and multi­specied) windows through which the REAL wor1d can be scrutinized more closely, and thereby create more REAL solutions to threatening problems.

The "crisis" in industrial society and western social science, which is accompanying the post-industrial age of transformation, has provided the impetus for some to attempt to flesh out this new overarching paradigm, here called the "Emerging EcoSocial Wor1dview." Catton and Dunlap (1980) called it the "New Ecological Paradigm" (NEP). It is characterized by the same basic assumptions noted for the EEW in Table 2 of Chapter 1. However, the term EEW is more appropriate for these assumptions for 4 reasons.

• Even though the EEW is "new," it is still "emerging" and may be altered. • The EEW is more "Ecologically" than Sociologically based, which is more

appropriately captured by the term "EcoSocial." • This EEW is on the same level of abstraction as the DWW, which it may be

beginning to replace. • It contrasts with the DWW S/HEP and other off-shoots at the paradigm and

paradigm-variation levels, including the SEIP, Human Ecology, and Environmental Sociology.

Let's examine each of the latter variations, and others, to help determine what EcoSociology is NOT. 1

1

The Sociology of Environmental Issues Paradigm CSEIP)

Included in the SEIP is research on environmental movements (Dunlap and Catton, 1979a). A movement is not the same as a paradigm. The SEIP is merely a useful scientific tool to analyze environmental issues. It uses the methods and techniques of traditional Sociology in its analyses. It is explored here in the fashion of "Sociology of Knowledge" to examine the environmental movements which helped set the socio-historical context for the emergence of ecocommunities and EcoSocial thought.

SEIP research shows that there has been an environmental-conservation movement during much of the industrial era, at least in the U.S. (Schnaiberg, 1980). However, this movement has neither been singular nor stable, and the current "movemenf' cannot be considered merely an extension of the older movements. Schnaiberg (1980) contends that there have really been four movements: two influential from 1890-1920, and two since 1960. A frfth clearly needs to round out that approach, as the "Green Movemenr is now attracting adherents and gaining some national and perhaps international political-economic powers. The analyses of these movements might be properly subsumed under an "environmental movements" paradigm-variation.

Environmental Movements

The first two were prominent during the Theodore Roosevelt administration of the 1920's. But both faded considerably between the 1920's and 1960's, even though they continue to exert some influence-especially through their preservationist branch, which increased pressure in the 1950's and 1960's, and even 1990's because of rising affluence and leisure, as well as the growth of outdoor recreation.

• PROGRESSIVE CONSERVATION: This first movement focused on sustenance. Though its aim was to control private corporate wealth for public ends, it did not accomplish this. It lacked a deeper understanding of economic dynamics and was co-opted by large corporations, thereby actually strengthening monopoly capitalism. It became more concerned with efficiency of resources use than equality of such use.

• PRESERVATION: The second movement was concerned with habitat, or wilderness and park preservation, which became a relatively permanent part of the federal government. Such preservation incurred little conflict because of the abundance of natural resources.

• ENVIRONMENTALISM: The next environmental movement of the 1960's integrated • the sustenance and habitat concerns of the earlier movements. It covered a broader range

of ecosystem dimensions, and after 1973 covered energy as well. It also fostered survival fears and not simply alternative paths toward economic growth. "Growth became more problematic, and not simply a matter for technical adjustments. New concerns for survival introduced broader social welfare issues, and politicized growth and production expansion decision-making" (Schnaiberg, 1980:382). As it grew it became more technological and split into the fourth movement.

• APPROPRIATE TECHNOLOGY: Beginning in the 1970"s this movement continues today to bring about structures for more harmonious human-nonhuman interactions, such as ecocommunities and ecosocieties. -~

2

_)

The appropriate technology movement represented the most extensive challenge to the existing treadmill of production. In many cases it is the logical extension of environmentalism. In ideology and in proposals for changes in the substructure, it represents an agenda that incorporates the broadest sustenance and habitat concerns, going well beyond the efficiency, preservationist, and the ear1y environmental movements. However, it moves toward a program that takes the movement out of a moral crusade or protest that is against something, and transforms It Into one In favor of a specified alternative (Schnalberg, 1980:389).

This last movement began to attract more adherents, and to "mobilize for action"-the final stage of collective behavior (Smetzer, 1962). This led to its current successor.

• THE GREEN MOVEMENT: Beginning in the 1980's, and through the new millennium this movement has made great strides bringing about structures for more harmonious human-nonhuman interactions, such as alternative energy, ecocommunities and green political power. "On the one hand, Greens base their analysis of environmental problems on a critique of present politics and economics and, on the other, they supply us with a series of suggestions for political and economic change. This is a wide ranging project ... (with) implications for every single feature of our social and economic life and not only for those most obviously related to the environment" (Dobson, 1991:4-5).

It is precisely for this reason that I and others contend that we are going far beyond a "movement, n and into the preconditions for transformation to a new wor1dview, paradigm, and perhaps social order as practiced by those creating and living new paradigm-variations. But before presenting the EcoSocial Model upon which such experimentation Is based, let us see a bit more of what EcoSociology is NOT.

Human Ecology

This paradigm-variation of the once prominent, yet misleadingly narrow, Human Ecology school of thought concentrates mainly on the socio-cultural aspects of human environments. In his excellent, though uncritical analysis of Human Ecology, Catalano (1979) describes the elements of its "disciplinary matrix." The matrix clear1y shows that the primary concern of Human Ecology is with the influence of urban structures and processes upon human behavior. This is in spite of the focus of the field which is on "understanding how a population organizes itself in adapting to a constantly changing yet restricting environment" (Berry and Kasarda, 1977). Thus, it is basically a theory of community structure and change couched in ecological terms, such as "biotic" and "cultural" levels, "natural areas," "succession," etc.

Even in the conceptualization of the "ecological complex" around population, organization, environment, and technology-POET -the "environment" usually refers to the social or social-space-type environment (Dunlap and Catton, 1979a). Thus, even Human Ecology does not appear to be able to ask the right questions for an adequate examination of ecocommunities and other structures of human-nonhuman interactions which grew out of the environmental movements. As a result, although

The human ecological framework has undergone considerable revision in the sixty years of intellectual use by sociologists ... the field has not overcome some critical weaknesses, however. These shortcomings include the tendency to assume that social changes are "adaptive· when, in fact, they may be quite the opposite; an ab~ence of explicit emphasis on the concept of the biophysical environment, which is centraHo the field of ecology; an inability to explain cultural and social diversity throughout the world. These theoretical weaknesses in human ecology and the

3

limitations of other sociological perspectives have prompted the emergence of environmental sociology (Humphrey and Buttel, 1982:58).

Environmental Sociology

Developing out of the environmental movement of the sixties, some sociologists became committed, almost evangelical, environmentalists. Dunlap and Catton (1979a) offer this description of the emergence and focus of the field.

Environmental sociology involves recognition of the fact that physical environments can influence (and in tum be influenced by) human societies and behavior. Thus environmental sociologists depart from the traditional sociological insistence that social facts be explained only by other social facts. Indeed, its acceptance of "environmental" variables as meaningful for sociological investigation is what sets environmental sociology apart as a distinguishable field of inquiry (p. 24).

This field does not examine "movementsn like the SEIP, but still approaches some environmental issues from the standpoint of more traditional sociological paradigm-variations. However, it also approaches many issues from a fresh perspective called the "New Ecological Paradigm" (Catton and Dunlap, 1980). As above, Humphrey and Buttel (1982) have challenged that paradigmatic claim. We will here try to resolve the considerable debate about the appropriate level of abstraction for these conceptualizations.

The two sides to the debate are only partially right. Catton and Dunlap are correct in asserting that sociology's major paradigm-variations can be subsumed under the S/HEP. For that is the nook sociology carved out for itself to the intentional neglect of the biophysical environ-ment. So the NEP, with its emphasis on biophysical environments, can not be included among the elements of any of the major sociological theories. This is the reason why Humphrey and Buttel are wrong when they assert that the HEP/NEP distinction can be included in the debate among those theories. This is also why they do not, indeed cannot tell us where it fits.

However, Humphrey and Buttel correctly criticize Catton and Dunlap for holding that the HEP/NEP distinction is not really a "paradigmatic" difference, for they refer to different levels of abstraction. The S/HEP is truly a "paradigm;" derived from the DWW and including sociology's major paradigm-variations (whether traditional or "conservative" [Functionalism], "liberal" [lnteractionism], and "radical" [Conflict] as portrayed by Catton and Dunlap). Meanwhile, some components of the NEP, especially its "assumptions" are more proper1y placed at the EEW level. and others like its areas of research belong at the paradigm-variation level (unless still analyzed by traditional sociological theories/methods).

Environmental Sociology achieved organizational recognition from the Rural Sociological Society in 1964, the Society for the Study of Social Problems in 1972, and the American Sociological Association in 1973, with the establishment of various committees and divisions. In 1976 a "Section on Environmental Sociology" was officially recognized, thus raising the field to prominence and ensuring its longevity (Dunlap and Catton, 1979a).

Areas of research in the field include the "built environment;" organizational, industrial, and governmental responses to environmental problems; natural hazards and disasters; social impact assessment; impacts of energy and otller resource scarcity; and resource allocation and carrying capacity (Dunlap and Catton, 1979a}. 13ut while contending to extend beyond

4

Sociology, this field remains primarily a variation of the Sociology of Environmental Issues Paradigm (SEIP) and the SociologicaVHuman Exemptionalism Paradigm (S/HEP).

Sociobiology or 8/osocio/ogy

We have argued that EcoSociology is NOT Sociology of Environmental Issues, Human Ecology, or Environmental Sociology. NOR is it "Sociobiology" or "Biosociology." This intense debate began with Edward 0. Wilson's pioneering work, Sociobiology: The New Synthesis (1975). There he defined "Sociobiology" as the "systematic study of the biological basis of all social behavior." In this "modem synthesis"

Each phenomenon is weighed for its adaptive significance and then related to the basic principles of population genetics. It may not be too much to say that sociology and the other social sciences, as well as the humanities, are the last branches of biology waiting to be included in the modem synthesis. One of the functions of sociobiology, then, is to reformulate the foundations of the social sciences in a way that draws these subjects into the modem synthesis. Whether the social sciences can be truly biologicized in this fashion remains to be seen (Wilson, 1980:4).

More specifically, this synthesis would put into a biological framework the studies of evolution, genetics, population biology, ecology, animal behavior, psychology, anthropology, and sociology. In a sense then, these would all become paradigms under the overarching paradigm (worfdview) of Sociobiology.

On the other side are those who did not want to see the social sciences "biologicized in this fashion." Ashley Montagu (1980) subsumed Sociobiology under anthropology:

This, in my view, is to tum things topsy-turvy. Contrary to Wilson, I would place all the sciences relating to humans within an anthropological framework-where, surely, they naturally belong­and make sociobiology an intrinsic part of that framework (p. 5-6).

In that same book, Peter and Petryszak (1980), on the other hand, provide a strong argument for an overarching paradigm of "Biosociology."

Sociobiology attempts to explain the origins of culture by reference to their evolutionary concepts, not by investigating the culture creating capacities of the human species. Such a claim is analogous to explaining the origin of the steam locomotive by referring to the natural law of water expanding into the steam when heat is applied to it. Whatever natural evolutionary forces produced homo sapiens is one thing; once they became human an produced culture, they acted on themselves to remake themselves in the image of their own creation. It is this realization that necessitates the formulation of an alternative paradigm regarding the dynamic processes that exist among human nature, culture, and evolution. (p. 50).

While the antagonists are agreed on the need for an "overarching synthesis," the emergent quality (if there is one) of what it means to be human is at the heart of this debate. This leaves it unresolved, along with what (if anything) it means to be ecologically "exempt."

An EEW & EcoSociological "Revolution"

The EEW and EcoSociology appear to hold out the most resolving promise, but ONLY if an "interdisciplinary matrix" is used in the EEW, and an "EcoSocial Model" is used to exemplify EcoSociology's "paradigm matrix." The new_..Worfdview would thus link multiple disciplines from Philosophical and Theological to Chemical and Physical, as shown in Table 3 below. This

5

allows the placement of ESP squarely within it, as a more Jiving "Sic-disciplinary and Sic­diverse" paradigm, with the EEW offering the context of a true "modem synthesis."

Table 3:

Interdisciplinary Matrix for the Emerging EcoSocial Worldview

Realm of Paradigm Orientation of Convention: Exemplars Paradigm Basic E = empirical As related to EEW Analyses Assumptions A= authoritarian aspects of the

L =logical corresponding M = m_y_stical paradigms

Extraterrestrial Philo-Theological/ Metaphysical A,L,M D. Spangler realm Spiritual (PTSP) concerns

Cosmological/ Interplanetary E,L,M C. Sagan Astrological (CAP) universe

Terrestrial realm Ecological/Abiotic General E,L B. Commoner (EAP) ecosystem

Organic realm Biological (BP) All living E. L E. 0. Wilson organisms

Realm of EcoSociology Human/ecosys- E,A, L,M W. Catton (modi-ecological niches (ESP) tern interactions fied by W. T-R) Human social Sociology of Human E A. Schnaiberg realm Environmental environmental

Issues {SEIP) concerns Sociologicai/Hu- Human social life E G. Lenski man Exemption-alism (S/HEP) Economic (EP) Human production E L. Thurow

and consumption Political (PoP) Human power and E,A M. Satin

authority Historical (HP) Human history EAM T. Roszak Anthro-Archeolog- Human evolution E,A,M M. Mead ical (AAP) and cultural

diversity Realm of Psychological Individual human E,A,M A. Maslow individual human (PsyP) behavior organism

Physiological Individual human E,A,M D. Chopra (PhyP) anatom_y

Inorganic realm Chemical {CP) Electro-chemical E, L I. Prigogine

- interrelations Physical (PhP) Matter, energy, E,L W. Heisenberg

antimatter

Other characteristics of the EEW beside "bio-disciplinary" and "bio-diversity" include being "eco-centric," "relative" (non-linear), "pattern integral," interdependent with nature and indigenous peoples, and sustainable oriented. As noted above bio-disciplinary refers to living, changing, inter- and multi-disciplinary; and bio-diverse is Jiving, changing, inter- and multi­specied. Eco-centrism contrasts with the anthropo-centrism of the DWN, and pertains to the EWW focus on the general ecosystem while k~eping an eye toward interactions beyond that system at all levels. Relativity contrasts with·1he linearity of the DWW, which Einstein recognized as a key feature of space and time. No two lines are truly parallel; passage of time

6

Figure 2:

Patf~rn !integrify

The con!E_Ie ~I y_ ~1 ter~ela. .l~<L cy_cles _tb.a t-make_u p _ _l i v ing systc111s can be . und_qrs.l~.H.>r.Lmurc dearly iu terms of tuc uasic principie··c,( pattern integrity. ll is an important iuea which couldraciUU1te · uieadoption of bakavi principles if it were more widely understood.

Pattern integrity can best be understood by visualizi11g a length of manila rope with another length of hemp rope finely spliced onto one end. At the other end of the hemp rope is spliced a length of jute. In all, we have one continuous piece o.f rope with easily distinguishable portions.

.. -~ c_ . ..

Now take the section of manila rope and form a loose slipknot with it.

Slide the knot down the rope past the first splice onto the hemp section.

Notice now that the new material enters into the pattern of the knot, gradually replacing the various curves until the entire knot is made of hemp. As the knot continues along the rope its composition changes from hemp to jute. Once again the material from which it is made changes completely but the pattern remains the same. This change-over contNlUes until the material is exhausted and the pattern disintegrates.

The endurance of the pattern of the knot while the material of whiCJlit IS COmposeJ- cfian.gesfroni .. inattlia-to hemplc)jute .. ilh.istiafes-pa"Herii-hitegrity~-- · ------ ··-------

·-- -.-- .. ... ·- ·- - 8

The concept is significant because our physical bodies arc pattern i,itcgdlics~·ln .. aity onc-ycai· jll'riod \Vc t:a·n cxp('l'f about 98% of the. 1ii~iicrial in our bodies to chaugc. The :;low coniinuo\.is chimge-over is almost impcrccplihlc ·ucc7iuse the overall· patlcrn mainiains its integrity . Afkr a 1111111her of years there is essentially nothing icrt of the matter hom which we were previously composed, yet our bodies are basically the same.

Returning to the rop~Jllodel, notice tliat if the .. ends "of-t-It; rope are jo~n~d together, it is .. possible for· the pattern to n1oy~for as long as there is energy to advance it.

Organic gardening provides the same sort of perpetual system. /\SsLiming:··uial ·ai..lcijti;Hc--carc is taken to avoid tltc spr.eali of disease , we can take the nutrients used ami uiscard­ed by our bodies and compost them along wilh Ute unused parts of what we grow for food . The compost can then be spread on the gardens and fields where Ute nutrients will be taken up by plants that we can t;Onsume to nourish our bodies. The only thing that is losl in the process is energy wltich rauiates away as we metabolize our rood. This loss. however, is made up wben the growing plants capture energy from the sun. Such a system, unless uisrupteu by unusual dr­cumslances, can continue for as long as the sun shines. There are places in the world touay where these practices have con­tinued for forty centuries.

Even with perfect nutrition individuals wear down over time, but through reproduction our spedes is rcj uvena led and the pallern of our culture is able Lo r.:ontinue. This pal­tern (to be examjned in the next chapter) is a complex one involving along wilh food such things as the energy. tools, clothing and other items we utilize in our daily lives. Many or the things which wc bring into our lives <~rc nul part of' the biological cydes.

AI present, much of what we cousutttc is simply lost, never to lfc.-i~gained. U~rl:lvUiialiuu ; likc tile· ktltll, i!\ moving along.towaru the end . pf its rope. It is ncccssai·y. if our culture is to emlw-c, for tile ends ur its "rope" to be IJrougltl together. This is our challenge tuuay.

9

0 - 1:<1 5 c -g

·- .2 c .... .... "' .g~u cv:l ::s • 0 0 - ·.: u. - "' \0 ·- 0 c: I

;; N 0 8 ..><: X ' "' 0 ~ 0 ccCC;,- r-4.l • c; ~ - 0 .... 0\ i= c.: 0 0\

r- i r- z 0\ .

- cc @) ~

"' c ·-0 ~ "' C1) ... ;> C1) ~

tj 0 ·- c Z.:=

C1) 0 ~ ..... ~£ >--o .0 C1)

c: ..... C1) e ........ .... "' ·c :s ~ =

c 0 >. ~ .....,

til 0 .....,

....., c ~ ~

"'0 -1-4

~ 0

>~ <£ ~ ~ < § ~6

depends on speed; etc. A related key element identified by quantum physicists, and certainly unnoticed by ancient and current shamans (as well as sociologists), is that matter is influenced by the act of observing it {as are people).

These characteristics of course correspond in part to the others. Pattern integrity is the principle that while composite components may change, key patterns containing those components may not (Nickerson, 1977). It helps explain the complexly interrelated cycles that make up living systems. It is illustrated by the following Figure 2.

Insert Figure 2 Here

The above elements clear1y show interdependence with nature, but the EEW is beginning to recognize and respect the extension of that to interdependence with indigenous peoples. The destruction of the rainforest is mistake enough, but the destruction of indigenous populations within them and other parts of the wor1d is GENOCIDE. Perhaps it's the guilt of having "manifest destiny" destroy 75-125 million Native Americans, and 50- 60 million buffalo (Robbins, 1999), that is now opening more eyes than the German "holocaust." Or it may be that there is no "manifest sustainability" in the DWW which is now turning global attention to be sustainable oriented, the last and arguably most important characteristic of the EEW. The noted exemplars and others are drawing more attention to the EEW, and the conventions for how they do their analyses are discussed in detail in the 4th chapter. Before then, let's expand on the EcoSociology Paradigm that flows from the EEW.

The EcoSocial Model

The orientation of the EcoSociology Paradigm (ESP) is toward human interactions with the general ecosystem, as noted above. This may best be visualized by Figure 4. Although getting to that point requires a quick visual trip through various EEW realms, as depicted by Figure 3. Picture the following, as did the first astronauts looking back at Earth from their craft.

Figure 3: Visual Journey From Small Planet to One Human Society

Travel from "Spaceshifl Earth" to the "International Social Order'' to "One Human Society"

Animal Kingdom

7

\

Sun­light

PIa nts

Soil

Figure 4: The EcoSocial Model

, , , , , , ,

B ird s

~ ... ....

Animal Kingdom

-----------------

,, ,, ,, , __,..,- Human .,..,''

~ Societies ~----' , , , , , , , ,

Communities Cultures

~ V~ues Neighborhoods '\

Attitudes/Beliefs \

Heat, 02 C02

+

;I

.,.., --1

OrQanizations

' .._Relationships

Human Social Patterns

Nonrs /

Sanctions F 1· s h l r----- -Status-Roles

....... _, Interactions

',I s'. I At. , OCIS C IOnS

',,, "" ', Actions

I t t Identities

I Social Aggregates

/ Resources

',, ~ ', Behaviors

............. ......... ............ __ __ ' ',,

'

m poser m unity

--------------·

~~~~:~!. ~?,~:M .. =- . ______________ _: I

··.

To make that journey requires travel back from space through the animal kingdom box to see how the international social order is actually set in the general ecosystem, before you can actually get to selecting and clarifying the vision of just one human society, say the United States. Now Jet's expand that USA into the EcoSocial Model (Figure 4) to see how individual US citizens are actually intertwined further with nature, much less other realms of existence.

Insert Figure 4 Here

Key Definitions of EcoSocisl Model Concepts

Behavior: any observable movement (e.g. putting one foot in front of the other; making one sound after another).

Action: "behavior'' to which meaning is attached {e.g. walking; talking). Social Action: "action" directed toward others (e.g. chasing; lecturing). Interaction: "social actions" mutually engaged in by two or more people (e.g. dancing;

conversing). Relationship: a patterned set of "interactions" {e.g. coupling; teaching). Organization: a patterned set of "relationships," which may be informal/social or

formal/complex {e.g. singles' bar; school}. Institution: a patterned set of "organizations" (e.g. family, education) Neighborhood: a patterned set of local "institutional representatives" in a recognized

limited geographical area (e.g. families, schools, churches, businesses}. Community: a patterned set of "neighborhoods" and larger "institutional

representatives" in a formally specified geographical area (e.g. ward, village, town, city, ecocommunity).

Society: a patterned set of "communities" and national "institutions" in a formally specified and defended geographical area (e.g. U.S.; Kenya).

Culture: the total way of life of a given "society," including its ideational and material components, as well as subcultures and countercultures (e.g. Western; Mau Mau).

Values: things that are regarded as important/not-important, right/wrong, or good/bad (e.g. "life, liberty & pursuit. .. ;"equality).

Beliefs: things that are regarded as true/false or correct/incorrect; attitudes are clusters of "beliefs" with cognitive, conative, and affective components (e.g. "God is made in the image and likeness ... ;" 2 + 2 = 4 [base 10]).

Norms: expectations for "behavior'' and "beliefs," including folkways, mores and Jaws (e.g. "drive on the right side of the road;" use the farthest fork first).

Sanctions: rewards and punishments which govern expectations for "norms" (e.g. prison, "A's").

Status-Roles: social positions and their accompanying expectations (e.g. guard,· student).

Identities: traits and characteristics ascribed to and/or achieved by people (e.g. "bright student;" parent).

Aggregates: categories of people sharing common traits/characteristics or "identities" (e.g. "baby-boomers;" African-Americans).

Resources: things with which life is managed-man made and natural physical/ chemi~l. and biological elements (e.g. money; oil).

Energy Flow: energy moving through an ecosystem in a series of transformations (e.g. photosynthesis; electri.c power).

Mineral Transport: materials cycling through ecosystems again & again (e.g. food chain).

8

J

A major point to keep in mind that differentiates this model from the DWW and S/HEP (and SEIP) is that each of the latter views natural"resources," "energy flows" and "mineral transports" only as RESOURCES for the "human social pattern." The EEW and EcoSociology view "hyman social patterns" as set deep within the ecosystems GOVERNED by natural "resources," "energy flows" and "mineral transports," and the latter are not mere "resources" for human consumption.

Structures and Realms of Analyses

That point may be clarified and expanded on by relating the EcoSocial Model to various social structures examined by traditional Sociology, as well as realms of EcoSociology paradigm analyses. These may be visualized as follows in Figure 5.

Figu!!..§;. Structures and Realms of EcoSocial Analyses

HUMAN SOCIAL REALM

Society Community

Attitudes/Belief

E

Status-Roles

Inorganic

, Organic

9

Key EcoSocial Model Structures

A: EcoStructures-ecosystems and abiotic components (e.g. general ecosystem; solar system).

B: Psycho-PhysioStructures-human psychology and physiology (e.g. neurosystem; muscular system).

C: Micro-Social Structures-human groups and small scale social systems (e.g. dyads; gangs).

D: Macro-Social Structures (lnfrastructures)-large scale social systems (e.g. corporations; federations).

E: SuperStructures--cultural systems (e.g. nationalism; fundamentalism).

These structures and realms of analyses form the broad foci of EcoSociology and the EEW. Generally, the analyses are more applied, or oriented toward solving some particular problem of interest or urgency. Yet before we venture into such problem-solving, let's find out more about the processes used for analyzing problems and creating solutions.

Analvzing Problems

A lot of effort is spent analyzing social problems. Manis (1976) wrote a book with that same title, in which he promoted using the "knowledge-values of science" as a paradigm to identify, assess, solve and prevent pressing problems. He contends further that these "knowledge-values" involve 3 types: intrinsic values directly related to knowledge; contextual values pertaining to society; and social responsibility involving the responsibility of knowledge­seekers to society. The latter most characterizes EcoSociology, while the others certainly play a role as well. Let's see how.

Analyzing "Analysis"

Analysis, at a minimum argues Russell (1948), requires words of certain kinds: "proper names" that usually denote some continuous portion of space-time; "qualities or relations" that evoke certain characteristics; and "logic" which connects them. He notes that we need a "minimum vocabulary" just to begin to analyze things. Scientific concepts are meant to offer that. Reynolds (1971 :48) points out however, that "the most important feature of any scientific term, used to indicate a concept, is the degree of agreement about its meaning, agreement about the nature of the concept." You can see trouble brewing already.

Greer (1969) correctly denotes that "the conceptual realm is not in fact unitary. It is fragmented and variable, by societies and cultures and periods of civilization, by individual variation and invention." Thus, he says we often use partial analysis whereby we combine simple concepts (those that can't be broken down further) into complex concepts (those involving "a pyramid of meaning") through abstractive hierarchies (levels of abstraction-such as those noted in Chapter 1 ).

Now it is more widely recognized that such "analysis" actually takes place at a higher level. The recent Sociology Student Writer's Manual (Johnson et. al, 2000) places the analytical level AFTER the fact-gathering level (Level One) and the infonnationallevel (Level Two).

At this [analytical] level, the student becomes familiar with and somewhat proficient in completing various types of sociological analysis. Usihg the same example, "What is Social Security?", some students might present their facts in numerical terms, using formulas, mathematical curves,

10

_)

statistical tests, or table to express relationships among variables. Other students might reduce their data to common prose, using different theories to analyze and explain the same phenomena (p. 117).

The point is that "analysis" means breaking down the thing being analyzed into its constituent parts, each with its own terms; identifying the qualities and relationships among those parts; and explaining/demonstrating it by putting it back together again to accurately show how the "whole thing" works.

~~consumer Society" Problems

Throughout this book a major theme is to analyze how Consumer Society Zero (CSo) and Consumer Society Negative One (CS.1) actually lead to greater problems, and forsake our social responsibility "knowledge-values" by participating in them-with or without knowing about the forthcoming analyses. This is shown to be because they are inherently unsustainable. Not only are they not able to be sustained, but they also financially and in other ways burden each of us who participates in one or another of them. Wrth that "preview," what else are we going to do?

Creating Solutions

The Sociology Student Writer's Manual referred to above claims that "the highest and most difficult level" is creativity.

At the creative level, the student is essentially alone, trying to discover something new, perhaps an insight that colleagues can't appreciate initially. To the question, "What Is Social Security?", the creative sociologist, using the sociological imagination described in Chapter 1, might employ both historical analysis and creative forecasting to discover new infonnation. The creative level is where knowledge is advance, its frontiers pushed inevitably outward (p. 117).

Analyzing "Creativity"

"Creativity" moves beyond breaking down the thing being analyzed into its constituent components, relating and re-assembling it; to rearranging it, adding/deleting parts, and/or possibly substituting something else to do the same thing as good or better. It often clicks with an "Ah-HAH!!!" episode, steps one up into high gear, and propels one to do their BEST work. One great commentator on "creativity," Maslow (1968), concludes that it may even be the thing that makes us Human (or perhaps better "HumanKIND" for maybe nothing is worse than a "creative" murderer).

I shall call "primary creativity" that which proceeds from and uses the primary process much more than the secondary processes. The creativity which is based mostly on the secondary thought processes I shall call"secondary creativity." This latter type includes a large proportion of production-in-the-world, the bridges, the houses, the new automobiles, even many scientific experiments and much literary work. All of these are essentially the consolidation and development of other people's ideas. It parallels the difference between the commando and the military policeman behind the lines, between the pioneer and the settler. That creativity which used both types of process easily and well, in good fusion or in good succession, I shall call "integrated creativity." It is from this kind that comes the great work of art, or philosophy, or science ... And if self-actualization or health must ultimately be defined as the coming to pass of the fullest humanness, or as the "Being" oUhe person, it is as if SA creativity were almost synonymous with, or a sine qua non aspect of, or a defining characteristic of essential humanness (pp. 144-45).

11

It is that essential use of creativity as a human quality that allows us to do "good work" everyday, aside from achieving glimpses of "greatness." Jandt, in Conflict Resolution Through Communication (1973), summarizes creative sequencing that various authors have suggested.

1. An initial period which leads to the experiencing and recognition of a problem which is sufficiently arousing to motivate efforts to solve it.

2. SecOnd, a period of concentrated effort to solve the problem through routine, readily available, or habitual actions.

3. Then, with the failure of customary processes to solve the problem, there is an experience of frustration, tension, and discomfort which leads to a temporary withdrawal from the problem.

4. During this incubation period of withdrawal and distancing from the problem, it is perceived from a different perspective and is reformulated in a way which permits new orientations to a solution to eme4rge.

5. Next, a tentative solution appears in a moment of insight often accompanied by a sense of exhilaration.

6. Then, the solution is elaborated and detailed and tested against reality. 7. Finally, the solution is communicated to relevant audiences (pp. 171-72).

11Conserver Society" Solutions

Another major theme throughout the book is to analyze how Conserver Societies One, Two, and Three (CS1 , CS2 , & CS3) may lead to using our social responsibility "knowledge­values" to create solutions to Consumption Society problems-hopefully with knowing about, and perhaps participating in, the forthcoming analyses. This may help lead to living sustainably, and also be more rewarding financially and in other REAL ways for those who participate in one or another of them. With the "preview" complete, let's review.

"REAL Important Points"

Key items from above are highlighted here to summarize chapter "Real EcoSocial Alternatives for Living." 1. The "Dominant Western Worldview" {DWW) contains its own "normal scientific

disciplinary matrix" to set the context for the "Sociological/Human Exemptionalism Paradigm" {S/HEP) to operate according to its own "paradigm matrix." This in tum spawns subsets of "paradigm-variation matrices," i.e. the major Sociological "theories" and "perspectives." While Sociology conforms to this situation, Ecology presents an exception; an anomaly for the DWW.

2. EcoSociology tries to resolve this anomaly-like "Ecology exception" with Sociology's emphasis on human relations to ecosystems. It extends the emerging "not-quite-normal scientific EEW inter-disciplinary matrix", and leads to the "new non-exempt ESP paradigm matrix," which has its own "Consumer/Conserver paradigm-variation matrices." As such it presents a "revolution" to the operations of "normal science," opening "bio-disciplinary" (living, changing, inter- and multi-disciplinary) and "bio­diverse" (living, changing, inter- and multi-specied) windows to the REAL world.

3. EcoSociology is NOT Sociology of Environmental Issues, Human Ecology, or Environmental Sociology. NOR is it "Sociobiology" or "Biosociology."

4. Other characteristics of the EEW beside "bio-disciplinary" and "bio-diversity" include being "eco-centric," "relative" {non-linear), ••pattern integral," interdependent with nature and indigenous peoples, and sustainable oriented.

5. The EcoSocial Model (Figure 4) illus!rates how individual citizens of a given country are actually intertwined further with nature and other realms of existence.

12

6. Various structures and realms of analyses fonn the broad foci of EcoSociology and the EEW. Generally, the analyses are more applied, or oriented toward solving some particular problem of interest or urgency.

7. "Analysis" means breaking down the thing being analyzed into its constituent parts, each with its own tenns; identifying the qualities and relationships among those parts; and explaining/demonstrating it by putting it baek together again to accurately show how the "whofe thing" works.

8. "Creativity" moves beyQnd breaking down the thing being analyzed into its constituent components, relating and re-assembling it; to rearranging it, adding/deleting parts, and/or possibly substituting something else to do the same thing as good or better.

9. Throughout this book two major themes are to analyze how Consumer Society Zero (CSo) and Consumer Society Negative One (CS.1) actually lead to greater problems; and to show how Conserver Societies One, Two, and Three (CS1 , CS2 , & CS3) may lead to the creation of solutions to Consumption Society problems.

10. This may help lead to living sustalnably, and also be more rewarding financially and in other REAL ways for those who participate in one or another of them.

"PEcoPoem Summary" How about this "eco-picture" accompanied by "eco-poem" for this chapter? .

Everyone's raising fingers touch petals opening to a new day, receiving wannth life, light, energy, from the sun.

Everyone's opening eyes see fingers holding petals--the petals of our world, raising to the sun.

"REAL Resources"

"EcoSocial Exercises"

The Celebration

Our eyes moisten, close, lower.

We bring the petals closer to our hearts, and from our bowing heads the tears fall gently on the petals, nourishing the world now opening to full bloom.

1) Show "The lorax" video, read parts of The Lorax, and compare with macro/micro and other structurat-effects of coffee production/consumption, including "Channel 6 Alterra Coffee" video news segment and "coffee tasting/buying."

"EcoSocial Exam"

1) See Chapters One and Four SELF-TESTS in Nyden's "Study Guide for Henslin's "Essentials" (3rd edition).

2) Make up 2-3 of your own multiple ch6ice or true/false questions for this chapter, and submit them on the back of the Feedback Form for this section.

13

"Living Sustainably; Creating EcoSociology" Feedback Form For Chapter(s):

By Sociology 101 Z, INTRODUCTION TO SOCIOLOGY, Summer, 2000 THIS FORM IS TO BE RETURNED TO INSTRUCTOR following each LSCE class section.

Responses to this part of the book will be reviewed by the instructor after the day of the course when this section is covered. The infonnation will be used to help make improvements to the book, and for the Fall, 2000 course offered by this instructor. PLEASE GIVE YOUR HONEST AND CONSTRUCTIVE OPINION TO EACH OF THE FOLLOWING QUESTIONS. Thank you for your feedback, and best wishes for the next section.

1. What things do you DEFINJTEL Y LIKE about this section, and why?

2. How could that/those thing(s) be IMPROVED to make it/them even better?

3. What things do you NOT UKE about this section, and why?

4. What could be changed about this/those thing(s) to help make it/them better, and why?

5. What do you think of the students' supplement(s), and other students' input for this'section, and what needs to be improved that would help make participation more useful to you next time?

6. Add any OTHER COMMENTS you want to make about this section on the back of this sheet, including about this book, the textbook, study guide, internet guide, video(s-), activities, etc. that were used with this section. Thank you VERY much.

_)

Chapter 3: Getting REAL; Going FISH!ing for "Living Sustainably; Creating EcoSociology"

Bill Tarman-Ramcheck, 6/26/00 (Use with Henslin's "Essentials" Chapter 2, Culture)

"EcoSocial Lighting"

Getting REAL is just DOING IT -making Real EcoSocial Alternatives for Living! We stressed that "EcoSociologists" are more applied, which simply means they get their hands dirty-scavanging, sorting garbage/recyclables, building stuff, planting/harvesting, experimenting by trial and error, etc. In fact they're so busy DOING those things that you rarely hear about them or see them "in the news." The NEWS Vv'Ould rather show you rapes, muggings and murders instead. Maybe that makes us feel better by lowering our comparison level, and letting us pretend we're not the ones getting molested, robbed and killed. "Pretend" because we see it as "OK" if the Consumer Society does those things slowly to us (seduced to spend, usured by interest, wasted by cancer) instead of quickly by the "man on the street" (or worse-the "profiled black man on the streef'l).

The EEW and "Everyday EcoSociologists" refuse to get bogged down in the mire of society's "dark side{s)." Instead, they have a vision of something better; and work hard to bring that vision into being. One might say they are guided by a kind of "EcoSociallighting" that enables them to "see" enough to develop and manifest those vision{s). It may even be something of an etemally sought and daily pursued "vision quest."

While they follow this "lighting" {or "lightenings"), they may actually be leading the way(s). While rarely in mainstream news, they are increasingly written about. Two excellent books that portray the efforts of many such eco-leaders are: The Green Reader: Essays Toward a Sustainable Society (Dobson, 1991), and Eco-Pioneers: Practical Visionaries Solving Today's Environmental Problems (Lamer, 1997). And "Time Magazine" highlights some now and then. "Time's Special Earth Day 2000 Edition" honored "A Century of Heroes" (Golden, April-May 2000:54-57)

The dozens of people profiled in the many pages of these works might be said to be true "LEADERS," as characterized by Peter Giuliano, founder and CEO of Executive Communications Group. He offers the following tips for ANYONE to be an effective leader.

• Listen-With your ears and eyes wide open, listen to what is being said as well as what is not being said, especially during times of stress. Determine the true problem with interoffice squabbles, client upset or project derailment. Take the time to fix it at the moment.

• Examine-Think through all problems and look at them from everyone's perspective. Never play favorites and never jump to conclusions. Arm yourself with all the facts, and aim to find the solution that is best for the individual and the group.

• Assist-Help others to tum mistakes into teaming experiences. Don't chew people out for their errors-go over what went wrong, where others could have helped and how the situation should be handled in the future.

• Develop-Implement fair policies afld solutions. When you need to make a tough call, take time to explain how-you arrived at your decision and why you think it is best.

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• Encourage-Provide every employee [student, friend, etc.] with the tools, resources and assurance to do the best job. Give people extra responsibility and gently push them to advance into more demanding roles. If you allow people to grow, they'll reward you with better perfonnance and increased loyalty.

• Recognize-When deserved, praise the positive in every worker [everyone]. Do not overlook flaws, but give approval whenever possible. Let people know when you like what they are doing.

Visionary "Light"

EcoSocial/eaders seem to act these ways using visionary "lighf' rather than "putting out fires." Appropriately, Michael 0. Patterson wrote the following on the "Ecobalance" listserve (ecobalance@lists.gaia.org July 14, 1999, Subject "Vision vs. 'putting out fires'").

Some folks complain of spending all their time Mputting out fires," they want to do more than just that.

Steven Covey has an exercise, where participants are given a toy bucket, with larger stones, smaller stones, gravel, and sand. He tells people to fill their buckets. When they have done so, he sees how many larger stones they have left. Most have quite a few.

He tells them the larger stones are their big priorities. You have to figure out what is really important. You put the big stones in the bucket FIRST, just as you concentrate on your priorities FIRST, because otherwise you will never be able to frt them in. You put in the big stones, then the small ones, then gravel, then sand, to fill the bucket efficiently.

In the same way you have to concentrate on your priorities. Priorities come from Vision. This is a useful area to be award of, because ALL highly successful people running good programs come from Vision, whether they express this consciously or not. There is an easy test of whether you are working from your Vision: are you satisfied with things, are you sufficiently challenged. If you feel a vague sense of dissatisfaction, or that really sharp sense of dissatisfaction that comes from knowing you are draining your life energy away I useless activity, this is a clear sign of inadequate Vision ...

. . . There is, however, another side: the energy side. What doe~ your Vision FEEL like? If it were a vibration, a power, an energy, how would you feel as it coursed through your body? Could you tune your body to this frequency, just like a radio, for a few minutes at the beginning of the day, to align the day's efforts?

Of course you have the fires to put out. Vision has effects that are hard to put in words, though. Somehow, the more you focus on your Vision, the clearer and more primary and pure it is, the more the Universe will help you. Work expands according to the time you have. If all you are doing is "putting out fires," you won't have a lot of energy, the day will drag, and you'll never quite clear it out. If however, you have an exciting Vision of what's possible, with items that residents [friends, co-workers, etc.) really like, then you will be more excited, and somehow time will open up during the day, resources will appear as if from nowhere, for you to do something to make an element of that Vision happen. The Dream drives the Action, without Vision, the people prerish. You right now are the summation of your Vision, and your questions, which drove your choices and actions ...

There is communication and meta-communication. Only about 8% of communication is the text, or words. Most of communication is the tone, the nonverbals, body language, and so on. What I feel that poisons meetings is people who are never listened to, whose poisons and resentments

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_)

have built up to incredible levels, "vent,~ instead of concentrating on the mission. www.rc.ora mentions a way to deal with this.

Indigenous cultures went to great lengths to align groups before speaking. Ancient Hawaiians would breathe, in unison for up to 6 hours before anyone could speak, and there are other cultures that would sit silently before speaking. Even 15 minutes of such alignment makes a massive difference. The Navajo purpose of life is the creation of sparkling hannonious, joyful, healing beauty. This kind of an undercurrent makes a massive difference in how even the most mundane communications are received.

The ambient Menergy" or frustration level or inner peace of a person is communicated in everything they say. The energy of your Vision, or lack of Vision, is carried in everything you do-what you say, what you write, how you present yourself, and so on. People with a very clear, exciting Vision, experience life totally differently from those who don't have such a Vision. Consider this hierarchy:

Pure being Vision/mission in life Values/Principles Long range goals Short range objectives Dally/weekly task lists Gather resources/tools Do It

This message is based on my observation of people who are highly successful at running good programs ... As you operate more and more out of Vision, you give others pennlssion to do the same-you throw concentric rings in anything and everything you do. The more Vision you and others demonstrate, the less DilbertWor1d you'll have to deal with. How else can you deal with it, anyway.

If you are bored, or easily irritated, or dissatisfied, or just not happy, aside from the Dilbert issues your Vision may not be big enough. Just putting out fires isn't usually satisfying. Humans were built to exceed the specification, to go beyond, to do what hasn't been done before, to seek out the impossible and do it. If you're not on the edge, you're taking up too much space. If you are cocooned In your zone of comfort, how will you grow?

Consider a Vision of what's possible, maybe just outside of the range of what you think possible. Does it excite you just a bit? Fascinate you? Would it be really satisfying to accomplish? Fun? Then you're on the right track.

You CAN do It, and you can HAVE FUN doing it. Every great human accomplishment started out as a feeling In the heart of one person, who persisted at bringing It into fonn. Even the Internet started out as an idea in the head of Professor Licklider, at MIT.

Sun as Ecology's "Light"

Ecologists categorize the elements that make up or affect an ecosystem into six main parts, based on the flow of energy and nutrients through the system. The six are:

1. The sun 2. Abiotic substances 3. Primary producers 4 . Primary consumers 5. Secondary consumers 6 . Decomposers

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The EcoSocial Model in the previous chapter shows many of the relationships among these in a version of the general ecosystem. The sun provides the energy that primary producers (green plants, grass, trees, etc.) need to make food through the process of photosynthesis. But plants also need abiotic substances, such as phosphorus and water, to grow. Primary consumers of these producers include mice, rabbits, grasshoppers, and other plant-eating animals. Foxes, skunks, and other secondary consumers-or predators-eat those animals. And decomposers, such as bacteria and fungi, break down dead plants and animals into simple nutrients. The nutrients go back into the soil and are used again by plants. (Hall, 1992:55). Ecology's enduring sun "lighr thus powers the enduring cycles which through EcoStructures sustain us all, even if we don't "visualize" or "visionize" this everyday.

Culture as Sociology's "Light"

The EcoSocial Model not only portrays Ecology's sun "light," it also paints a picture of Sociology's cultural"light." All of our Psycho-PhysioStructures (especially our brains) "see" the worfd brought to us optically, audibly, etc., not only through the EcoStructures, but especially via ALL the other structures.

The SuperStructure, i.e. cultural system, we live in profoundly influences us; perhaps even "imprisoning" us as some contend (e.g. Quinn in Ishmael, 1992). Yet its values, beliefs, norms, sanctions, etc. are not neatly presented in some unified system that we study and mimic like well-worn book or "broken record." They are delivered in multitudes of different ways intertwined with the MacroStructures we are schooled in, work in, governed by, and so on. And even more powerfully they are threaded through the MicroStructures we are raised in, befriend, compare ourselves to, yahda, yahda. The S/HEP IS the vehicle in which we can traverse these paths more fully to try to understand them more completely, depending on which "direction(s)" we take (or even ask for).

Keewaydinoquay's "Direction We Know"

I had the honor to be briefly taught by a REAL leader from two worfds, a Medicine Woman in the Ojibway, and a Ph.D. in the Anglo. Keewaydinoquay, whose name means "Woman-of-the-Northwest-Wind," revealed, much to my U.S. cultural na·ivete, that there are actually SEVEN directions: East, West, North, South and ... . . . In, Out, Here. The latter three opened my "eyes" to directions I hadn't previously "seen." One certainly can go inward toward the "center" of the Earth, or even oneself. And people are sending probes, and soon maybe even themselves, outward toward other planets, even reaching beyond our solar system. But here? Indeed, if someone asks "Which way are you going?", to which I reply "Here"; it certainly conveys a sense of place. It almost shouts a sense of "groundedness" and contentment for being Here-and you instantly know where that is.

Keewaydinoquay also pointed out some other things about directions that by indeed ground humanity. In Direction We Know: Walk in Honor (1979) she expounds on similarities among pow-wows and other formal occasions of the "cultural group" the Anishinaabeg. "For those who have not known before, the Anishinaabeg are those who are required by the government to call themselves variously: Salteur, Red Earth, Leech Lake, Pillagers, Ojibway, Chippewa, Ottawa (Odawa), Waubauki, Pottawotomi, etc. with local variations. (p. 10-11). She goes on to comment on the similarity of the directional orientation of dance circles all over the Midwest U.S. and the continent. Dancers almpst universally enter the circles from the East, and leave to the West. _...

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The concept of the direction of East representing beglnnjng certainly needs no socio-anthro­analyst. Wherever ear1y man stood on his native piece of land, the sun appeared in the same direction each day. Far Into the remote times when our Anishinaabeg ancestral island, the mysterious and fabled Minlss-WaublnAulsee first gave rise to the culture which became Algonkian, some prehistoric ancestor had welcomed the appearance of light by pointing eastward and exclaiming, 'Waub. • And waub has been the core word for light, white, East, ever since ...

. . .It is easy to surmise the association of light and the direction of its appearance with beginnings. It is also easy to surmise the association with that which is good and holy. The sun brought light that man could see, and thus he was safer. The sun brought light and warmth, and then man was more comfortable. It is ridiculous to assume that ear1y man did not notice the dependence of vegetation upon light. Granted he did not understand the complexities of photosynthesis. But with his very life, and that of the other animals, dependent upon the vegetation, and the waning of vegetation with the lessening of light, the association of the two was idelibly impressed upon his mind.

There is much research, recording, and archeology centered about the effort of Nordic and ancient European Man to call back the Sun at Solstice, to greet Sun and to use Sun for demarcation at Equinox. This great welter of material, including song, ceremony, and custom, is now accepted as documented research. It should not be too much to ask then that it be accepted that here, on the North American continent, a correspondingly ancient man saw the connection between the length of light and the maximum fullness of the vegetation. To that man, the direction of Waban, (Wauban, Waubin, Wabae), the East, the color of white, and roundness, the shape of the Sun2

, became special symbols of that which is needful, good, and holy.

The Anishinaabeg culture of the North American continent is only one counterpart. Other primitive cultures in which the same or similar phenomena occur include the ear1y peoples of Africa, South America, Near East, Siberia, and Asia. Indeed, some scholars, seeking to push back the curtains of great antiquity and reveal the beginnings of socialized man, have used the commonality of the sacred sun disk, the symbolism of white, and the reverence accorded the East, as attempted evidences of a common source of civilization ...

. . . At what point in time the color of red became symbolic of the West is not among our oral traditions. Perhaps the color of the West was suggested by sunset colors. The symbolic colors of the four directions were scredly revealed, it is said. The traditional colors of the Anishbinaabeg today are white, green, red and black-at least this is true according to my grandfather, Mideogema. Green stands for the direction of the South, Shawan, whose gentle, warm breezes and soft rains breathe life Into green, growing things. This is the direction of creativity. Black is the color of the North, Kabbibon-Nodin, the Cold-Blower. Black symbolizes strength and the foil of understanding which is necessary to view the splendor of life and creation.

The life of a man, tradition says, is like the path of the Sun orb, beginning anew each morning, ending with sleep each night. One day, when man's body is worn and tired, his ego-self pays back Mother Earth for the nurture which She has given him, and his spiritual-self slips off to the West to begin another cycle in a refreshed form. That which was West is then East, his only point of attachment to his former life, the other six points of his directions being new. That which was his western There, now becomes a point of beginning. This belief in the continuing cycles of the life of man, echoing the pattern of the ever-changing cycles In the path of the Sun orb, is clearly expressed in our romantic folk song, East and West Are One, which is still popular ...

. . . Native americans have been characterized by those of European descent as being stoic in the face of life's vicissitudes and death. Perhaps it is his complete identification with eternal ways of nature that has made the native american seem this way. For him there is no death-only the adventure and challenge of a new cycle (pp. 5-12).

2 It is also the divine shape of Tibik-gisiss, the moon, whose Anishinaabeg name means literally "Night-Sun.'

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Keewaydinoquay has since passed to "the adventure and challenge of a new cycle" herself. This book is in great part dedicated to her, and all she continues to influence.

"EcoCultural Relativism" versus "Anthropo/EthnoCentrism"

One might ask what relevance such Native American meandering has for today's modem society. That depends in part on one's view of human nature; whether as "risen apes" (Hobbes, 1651) or "fallen angels" (Rousseau, 1762). Yet both, and essentially all D\NW and S/HEP points of view about human nature are just that, HUMAN CENTERED; i.e. anthropocentric. They also tend to be more than that, namely ethnocentric-where one's own culture is the measuring stick by which others are JUDGED, generally negatively. The combination we here call anthropo/ethnocentrism; a demeaning if not deadly force in human history.

The Sociological "opposite" of that is cultural relativism-where one's own culture is used as a context in which people from THAT culture are UNDERSTOOD, generally neutrally if not positively. Yet that is also anthropocentric. So to alleviate that problem, we here suggest combining it with "ecological relativism" to form EcoCultural Relativism-an enlightening if not enlivening force in the evolution of all things. It gives us a much bigger measuring stick by which to evaluate. various species' evolutionary progress (or regress).

"Anthropo/ethnocentrism" would likely say that Kee's "directions" have no or little connection to today's society. "Cultural relativism" acknowledges that such "directions" are OK for the Ahnishbinaabeg, but may or may not be OK for us. "EcoCultural Relativism" says maybe

·I there's something here to think seriously about, even for today's "modem" society, especially if such "directions" are/have been found to be something of a universal socio-historical link. In other words, we shouldn't just "explain them away" anthropologically; we should look into them EcoSociologically.

The "EcoSociological Imagination" (ESI)

C. Wright Mills (1959) called upon the power of Sociology to transform individual lives as it changes society. One of the major current introductory Sociology texts (Macionis, 1999) summarizes Mills exhortation: people

"do not possess the quality of mind essential to grasp the interplay of men and society, of biography and history, of self and world ... What they need .. .is a quality of mind that will help them to [see] ... what is going on in the world and ... what may be happening within themselves. It is this quality .. .that. .. may be called the sociological imagination (p. 11).

Popular for quite some time, the sociological imagination helped make Sociology more applied and relevant to addressing contemporary issues. Although still not enough, for in 1973 Regush called for something more in Visibles and lnvisibles: A Primer for a New Sociological Imagination. There he claimed "that the development of a radical, action-oriented sociology-a sociology which links itself to the events of everyday life-has been fruitful and necessary" (p. 12). Sociology became somewhat more applied then, and took even more to the streets to try to change some things.

Yet today most Sociology texts dowrwlay both the "old" and "new'' sociological imaginations, stressing instead the "perspective" of Sociology. For example, Henslin (2000):

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Sociology offers a perspective, a view of the wor1d. The sociological perspective (or imagination) opens a window onto unfamiliar wor1ds, and offers a fresh look at familiar wor1ds ... But you also will find yourself looking at your own wor1d in a different light. As you view other wor1ds, or your own, the sociological perspective enables you to gain a new vision of social life ... The sociological perspective stresses the sociological context in which people live. I examines how these contexts influence people's lives. At the center of the sociological perspective is the question of how people are Influenced by their society-a group of people who share a culture and a territory (pp. 4-5).

Progress in one sense, a broader perspective; but regress in another, narrower action. And still not enough of either for today's real problems and REAL solutions. That why we here call for an EcoSociologicallmagination-the "PERSPECTIVE" of the interplay of not only "biography and history," but of the entire "interdisciplinary matrix" of the EEW; AND the "ACTION ORIENTATION" to personally participate in doing something EcoSocially responsible. We'll dub this EcoSociological Imagination perspective and action orientation "ESt."

ESI: Personal Choices/Consequences ~ Public Consequences/Choices

Yet as Mills noted there is an interplay. Our personal choices have public consequences, and public choices have personal consequences. Whether we choose to spend high prices for gasoline has important private and public sector consequences. Oil companies may enjoy higher profits if we do, tower if we don't. Federal investigations may pressure oil companies to change policies; anti-trust actions may force them to do so. More high mileage vehicles may become available, including hybrids and other alternatives. More public transportation routes or systems may be deployed. Or as in the 1973 oil embargo, many more bicycles may be sold and used! And so on.

Magnify that scenario immensely, many times over, for everything we do, everything we buy, everyday. Likewise for every decision that is made behind closed doors regarding public and private services and products that impact the public. What's made, how, where, when, why, for whom, with what consequences, and with what final destination (e.g. landfill, remanufacture, etc.).

The ESt is REAL-ly what we need to even begin to ask the right questions to do effective analyses of these scenarios, and to create even more effective solutions to problems uncovered in such analyses. Many are already doing so, although they don't call it using their ESt. That's merely a label for the thought processes and actions they are engaging in to bring their visions into reality.

Some have even formulated an "Earth's Ten Commandments" (Norwood and Smith, 1995). These could be interpreted as ESI/mperatives.

1. Thou shalt love and honor the earth for it blesses thy life and governs thy survival. 2. Thou shalt keep each day sacred to the earth and celebrate the turning of its seasons. 3. Thou shalt not hold thyself above other living things nor drive them to extinction. 4. Thou shalt give thanks for thy food to the creatures and plants that nourish thee. 5. Thou shalt limit thy offspring for multitudes of people are a burden unto the earth. 6. Thou shalt not kill nor waste earth's riches upon weapons of war. 7. Thou shalt not pursue profit at the earth's E!xpense but strive to restore its damaged majesty. 8. Thou shalt not hide from thyself or others the consequences of thy actions upon the earth.

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9. Thou shalt not steal from future generations by impoverishing or poisoning the earth. 10. Thou shalt consume material goods in moderation so all may share earth's bounty.

Let's apply this action perspective to examining the range of options that will be recurring throughout this book. Although it may be appropriate to reserve ESI for the Conserver Society options, and stick with SI-Sociologicallmagination (at best) for the Consumption Society versions.

"EcoSocial Communities" = ESI Playground

Two excellent resources for seeing where and how the ESI is being played out in various fashions are Rebuilding Community In America: Housing for Ecological Living. Personal Empowerment. and the New Extended Familv (Norwood and Smith, 1995), and Communities Directorv: A Guide to Intentional Communities and Cooperative Living (Fellowship for Intentional Community [FIC], 2000). Kathleen Smith eloquently states the reason for such ecocommunity experimentation in her introduction to the first mentioned work.

The great malady of the 201h Century, implicated in all of our problems and affecting us

individually and socially, is the loss of community. When our need for community is neglected, it doesn't just go away. It appears in the fonn of violence, loss of meaning, isolation, and a myriad of other symptoms. We try to isolate these symptoms, to eradicate them one by one, but the root problem, our loss of connection to others and the natural world, remains. The common complaints of our tim~oneliness, loss of values and meaning, lack of personal fulfillment, emptiness, disillusionment, powerlessness, and fear-are all symptoms that reflect our loss of community.

We yearn for a sense of connection and belonging, but we do not necessarily identify it with community. We search, almost frantically, trying one church after another or one therapy after another, hoping to satisfy our unnamed hunger. We think we can satisfy our needs if we find the right job, relationship, church, or club, but without community in our daily lives, whatever we find will be unsatisfying ...

. . . It is essential to the healthy functioning of all living things and all living systems to have a place in the larger environment, to see their connection to others and their role in the cycles of life. Community helps bring us closer to a richer understanding of these connections and our vital role. We gain security, self-esteem, satisfaction, and pride from knowing how we fit into the larger community and how we affect others and they affect us. It is in relationships that we define ourselves, create boundaries and overlaps, and gain understanding of who we really are. For too long, we have denied our basic needs to see and touch others in a deep way, to feel the sun on our shoulders and the soil beneath our feet, to see the connections and impacts of our actions larger than ourselves or our immediate families. Community, more than any other way of life, can satisfy these needs ...

. . . We can't just sit back and wait for community to happen. We need to make it happen, by going out into the world and talking and listening to people. By opening ourselves to others, we can start to experience our interconnectedness and what it means to truly belong. We can begin to see ourselves as connected to others and the natural world. And as we begin to build with nature, live in community, and show concern for all living things, we will begin to heal ...

. . . I believe deeply in the power of little steps to m_ake big changes. So, despite the obstacles, burdens, and challenges, go out there and make community. As you read this book it might be helpful to put aside any ideas you have abqut how things should be or how things are, and simply imagine how things could be-what yourAife could be like in community. Try not to say "no way, it can't happen," because right now thousands of people in the United States and millions of

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people throughout the wor1d are living in some form of community. It is not only possible, it is a reality. You can start small. Say hi to a neighbor or gather a group to plant some trees, make jam, or discuss community. I know you've heard It before, but now let's do it-together.

I read recently that to be happy, a person needs three things: Something to hope for Something to do Someone to love and be kind to.

In community, we can find all three (pp. xx-xxii).

The kinds of communities referred to above are often intentionally created. "An intentional community is a group of people who have chosen to live or work together in pursuit of a common ideal or vision. Most, though not all, share land or housing. Intentional communities come in all shapes and sizes, and display an amazing diversity in their common values, which may be social, economic, spiritual, political, and/or ecological. Some are rural; some urban. Some live all in a single residence, some in separate households. Some raise children; some don't. Some are secular, some are spiritually based, and others are both. For all their variety though, the communities featured in our magazine hold a common commitment to living cooperatively, to solving problems nonviolently, and to sharing their experience with others" (Communities magazine, FIC, 2000:16).

Many are also now increasingly being referred to as "ecovillages." An "ecovillage is a vision, an ideal, a goal. Except for some aboriginal villages that have retained their ancient sustainable cultures, there are no examples of fully realized ecovillages as of this writing. Those using the term are describing a commitment or intent to live more sustainably, reintegrating their lives with ecology" (FIC, 2000:44). Sustainability is one of the key features. Yet "there is really no simple, clearly agree-upon definition of sustainability. Some would try to define it in scientific terms: carrying capacity, energy flows, ecological systems, design strategies. Others would talk about the social factors: humans' relationship to nature, spirituality, wisdom, equality, decision-making processes, holism, a sense of place. Often people talk about looking ahead seven generations or creating systems that can be continued into the indefinite future. Of course, even if people agree on the definition, they will incorporate these ideals into their daily lives in very different ways and at different levels" (FIC, 2000:44).

Given those variations we here offer the typology created by Valaskakis et. al. (1979) in The Conserver Societv, subtitled and researched by myself in Toward an EcoSociology of Ecocommunities (1983). The key characteristics of each identify its distinguishing features; while an attempt is made to also place a real life community example with each as well to further clarify those features. Keep in mind that the characteristics are "ideal typical" in Weber's sense of "an analytical construct that serves the investigator as a measuring rod to ascertain similarities as well as deviations in concrete cases" (Cozer, 1971). An ideal type thus provides the basis for comparative study, while never finding an exact match in reality.

No societies can yet be specified either beyond Consumption Society Zero and Conserver Society Three. CSo sets contemporary U.S. and other western counterparts as the "standard" by which the others are compared. Such societies, especially Conserver ones, should be viewed as long range options toward which some are actually moving. But like "ecovillages" none except perhaps CS0 and CS3 (various indigenous cultures) have actually achieved characteristics similar to those noted. But even the CS3 versions related to societies of indigenous peoples have to be viewed critie;ally on some characteristics, especially "defensibility" since they have routinely been-decimated by diseases, warfare, and other genocidal acts. Yet this typology will serve as a basis of comparison throughout this book.

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As noted above, the typology is PRIMARILY based on the comprehensive work, The Conxerver Society (Valaskakis et. al., 1979). However, I have taken the liberty of modifying it to a very limited extent by changing some of the societal titles and subtitles, adding assessment criteria, and trying to set real examples to them. I take full responsibility for any variations in perceptions this may attribute to the original work; but I hope it also extends and clarifies that invaluable work. Table 4 summarizes that work and some of my additions.

Table 4: Consumption/Conserver Society Criteria

Analytical Consumption Societies Conserver Societies Criteria cs.1 CSo cs1 cs2 CSa

1. Growth Extreme Growth is Growth with Affluent stable Ascetic: human Philosophy material growth haphazard conservation state over material

orientation growth 2. Expected Lowest Low High Higher Highest Conservationist Effect 3. Distance Very close Zero Quite small Further Furthest from Present U.S. Value System 4. Impact on High Medium Short term Low Very low Inflation medium, long

term low 5. Impact on High Medium More efficient Same as CS1 Very Low Unemployment use of labor 6. International Destabilizes Very Offers More stability Possibly most Implications global relations competitive stability, long term

depending on stability other countries

7. Is the Option Not at all No Moreso Yes Very much so Egalitarian? 8. Does it Lead Less statism No More efficient Yes Not likely, 'cuz to More mixed less needed Statism? political- than current

economy CSo 9. Is the Option More Unfortunate-ly Could be if Unfortunately More unfortun-Attractive to the unfortunately yes long term no, with ately no, with "Third Wor1d"? yes I stressed exceptions exceptions 19· Expected May become Does not Wrthin the Within a From one to Feasibility in fact soon apply ( = now) coming generation Mseven" Time generation generations 11. Is the Short term yes, Short term Yes, perhaps Yes always, if Only if statism Option but long term yes, but long even in long equally valued for Defensible? very term term distributed defense

questionable questionable

Besides the criteria for analyzing each type of society/community above, it would be helpful to round out the comparisons among them by fleshing out their creative assumptions. The following table does that, again with some- adaptations from Valaskakis' original work to help expand it. ·'

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)

Table 5: Consumption/Conserver Society Assumptions

Creative Consumption Societies Conserver Societies Assumptions cs.1 CSo cs1 cs2 CSs 1. Motto Do MORE with Do MORE Do more with Do the same Do LESS with

MUCHMORE with more less with less less 2. Human- Material Technology Only efficient Serious natural Carrying capa-ecosystem expansion is not will overcome expansion limitations city is already interaction limited by nature any natural can counter- Impose long exceeded, so

limitations act natural tern stablliza- we must cut limitations tion of society back&

emphasize human growth

3. Goals Maximum Material and Energy and Self-reliance Self and other growth and economic economic and actualization display of wealth growth efficiency sustain ability

4. Means to A. drive the A. achieve A. refonn A. zero artificial A. negative goals economy by happiness by consumption needs growth artificial needs

wasting/squan- accumulating habits B. zero indus- growth de ring things B. share by trial growth B. negative B. exploit all B. use human renting C. zero urban industrial natural and ingenuity to C. manage growth growth human conquer time better D. zero energy C. negative resources nature D. develop growth urban growth C. hoard before C. utilize any conserver E. zero D. learn from someone else natural and technologies population and protect all gets things human E. price on growth species D. ostensibly resources full cost basis F. zero waste E. learn fonn display wealth D. treat •exter- F. optimize and protect E. live for today nalities~ as no state/market indigenous and don't worry cost mix peoples about the future

5. Conventions Authoritarian Empirical Empirical, Empirical, Empirical, logical logical, logical,

authoritarian authoritarian, mystical

6. Exemplars Bush, WTO, Clinton, Gore, Toffler, Daly, Lovins, Elgin, Rifkin, Buchanan (Pat) Keynes Nader, Satin Henderson Spangler,

(Mark) 6. Community StoneBridge Milwaukee Davis, CA Celo, NC Findhom, ·samples~ Village, MO County, WI Scotland

Consumption Society -1: The Hyper-Consumption Society

The least "conserving" (although most-claimed but ill-named "conservative") society is CS.1. Its perspective is ''the more activity the better, even if it is wasteful activity" (Valaskakis et. al., 1979). The motto of "do MORE with MUCH MORE" pertains to stimulating ever increasing production and consumption. The "sacred cow" in this society is more jobs. Anything is good, no matter how wasteful and/or destructive, if it provides more jobs and more economic growth. This society will not help solve, and will undoubtedly intensify, the main EcoSocial problem-the lack of societal and _global pattern integrity.

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A former Emeritus Professor of Economics of mine, whom I worked for together with my former college roommate, illustrated this most vehemently several times decades ago. After we had done considerable yard work for him, including building a stone wall, it began to rain. We weren't quite done bringing in the many tools, to which the told us "Leave them be." We objected, and said we didn't mind getting wet to bring them in. He retorted "Just let them stay outside and rust. That way I'll have to go buy new ones, which is something I don't mind because it drives the economy." (No kidding; real story. Unfortunately not REAL enough!).

A community that may typify this scenario, albeit maybe not my former professor's, is StoneBridge Village, near Branson, Missouri. The description off its website www.c6oper­communities.com/sbv/bodv.html (6125/00) is

The newest of the Cooper villages, StoneBridge Village offers a quiet, private, gated lifestyle that's just minutes from the fun and excitement of Branson. Because Branson is such a popular vacation destination, timeshare is a popular product. Branson plays host to more that six million visitors annually. Live entertainment in the many theaters offer some 90 shows daily, including Mel Tillis and The Welk Resort. Other popular attractions include Silver Dollar City, Shepherd of the Hills, more than 300 restaurants and great shopping in three outlet malls.

The key words, among others above, are "private, gated lifestyle." Translate that as exclusive (exclusionary), protected (fencing out out-group and poorer "riff-raff"), and lifestyle ("of the rich and not-so-famous"). It covers 3,200 acres with just 29 homes, and property-owner dues of over $60.00 per month. (I'll report on home prices, etc. when I receive more info I requested). In case you missed it too, there's only 300 restaurants and 3 malls nearby to hyper­eat and hyper-consume at hyper-costs (or mini-hyper-costs since they're "outlets"). There are also plenty of medical facilities (30) and places of worship (28) nearby in case one gets too hyped out, or indeed "checks our into another "westerly cycle."

Consumption Society 0: The Mass-Consumption Society

The next society, the one most of us U.S. citizens live in, is CSo. Its perspective views the world as a cornucopia, and tries to "do MORE with more." Ever trying to grow mass­consumption and mass-production, it allows materialism, anthropocentrism, and the lack of pattern integrity to go on-at least as long as it is ecologically or sociologically possible.

A sample community for this is the greater Milwaukee metropolitan area. For easier identification we'll use Milwaukee County, Wisconsin. The reason for including the whole county is because the City of Milwaukee is too limiting, especially since it is one of the most segregated cities in the United States. The County of approximately 1 ,000,000 people includes many suburbs to which the Whites and others have ''flown," even though they are now moving tCYcounties north, west and south of Milwaukee. Of course while some have wanted to even build a "gateway arch" to them, the neighbors of the City of Milwaukee have not yet formally gated themselves off. In fact to be fair, the county is richly diverse, and celebrates that periodically through numerous fairs and festivals, for which many are world famous. These do mask however, many serious racial and ethnic geographic divisions and stratifications.

Yet for many reasons, including its diversity, conservatism, frugality, and other demographic characteristics, it is a major test marketing area. It's often said "If you can sell it in Milwaukee, you can sell it anywhere." An ironic twist is that while the current (2000) Mayor of the City of Milwaukee presides over, and stru_ggles with expanding (much less preserving) the mass-consumption/production efforts of the area, his wife heads a midwest

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citizen/environmental adion organization spearheading the "UvableCommunities" effort in Milwaukee and Wisconsin. This helps foster the sustainable development programs of the "President's Council on Sustainable Developmenr and others. Perhaps even that local blended version is symptomatic of the undercurrents of such disparate efforts nationwide.

Conserver Society 1: The Energy-Efficient Society

The first REAL ecosociety version is CS1• Its perspedive is growth with conservation, efficiency and expansion; and has a motto of "do more with less." We would get to there from here through the reform of inefficient consumption/produdion habits (R.I.C.H.), sharing by renting, better management of time, conserver technologies, full-cost pricing, and an optimum­mix economy/polity. This choice would no doubt forestall the consequences of EcoSocial problems for some time, but would not eliminate them. At some future point human societies would still have to become more pattern integral.

A sample of this is Davis, California. Close to the Sacramento River, about 50 miles upstream from San Francisco, the progressive City Council voted in 1968 to adopt numerous and far reaching energy-efficient measures. It downsized vehicles and promoted bicycling; oriented solar housing; retrofitted existing buildings; narrowed streets and shaded them with trees; used biological pest controls; "sandioned" clothes lines; solarized swimming pools; encouraged working at home; set up recycling programs; and increased energy independence (Ridgeway, 1980:39-40).

Mostly white, the City has about 12% minority representation-mostly Hispanic. The citizenry is well educated, enjoys good incomes; and is mostly Christian or non-denominational. They are mostly monogamous, and have the largest share of their educational, religious, leisure, and other adivities contained in their community. Decisions are essentially made by "minority rule" -coming from a small eleded governing body.

They consider themselves to be quite successful in their endeavors. Their most noteworthy successes are in the areas of energy conservation, recycling, crime awareness, city pride, and establishing "somewhat of a model city." Their satisfadion level is high, and turnover low. Ridgeway reports:

Two years after the city began to enforce its energy-conscious building code, the results were manifest. Figures for 1977 electricity consumption revealed a 12% drop in consumption per customer in the community. Even more remarkable is that while the number of customers increased by seven percent from 11,600 to 12,500, the total consumption of electricity by all customers declined by six percent (p. 40).

They do have some shortcomings though. They feel least successful in the area of personal/interpersonal relationships, due mostly to individual successes and failures. Yet most impressively, they claim that they would do almost everything the same if they were to do it over again, and would require solar orientation for all buildings, as well as energy conservation measures (Tarman-Ramcheck, 1983).

Conserver Society 2: The Self-Sustaining Society

The next REAL ecosociety is CS2. Its perspedive is the affluent stable state, geared toward moderation; with a motto of "do the sarne with less." It epitomizes the Greek ideals of simplicity, production and harmony. The means of getting there include: zero artificial needs

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growth, zero urban growth, zero industrial growth, zero population growth, and zero waste. Certainly this society has much potential to become truly pattern integral, and to survive over the long haul, depending upon the level of affluence at which it chooses to stabilize, and if that affluence is globally acceptable.

An example of this is Celo Community, North Carolina. Started in 1939, Celo is a 1,200 acre land trust with about 40 households. "Members do not own the land in fee simple but purchase "holdings" that carry most, but not all, the privileges of regular ownership. A holding may be sold only to another member or to the community. Plans for building houses, roads, or power lines must be submitted to the Property Committee for approval" (FIC, 2000).

Mostly married and familied, with a few singles, the families live in separate homes and earn independent livings. Members meet monthly and participate on a number of committees to carry out community projects. There is a lot of concern with ecology and social issues. At the end of trial memberships the community decides if the family/individual should be accepted for regular membership. There is a waiting list for membership, many of whom move nearby and take part in community activities. They actually outnumber members in many projects, attesting to the success and desirability of the community (FIC, 2000:217).

With several forms of appropriate technology is use, it is very self-reliant in most areas, such as subsistence farming, homesteading, craft production, energy use, and health maintenance. They have been able to provide a sound economic base for self-sustainability. Their successes include protection and care of the land; wood/solar energy; gardening; good neighbors; and low turnover. They list as failures: effecting changes in the outside society, still relying on cars, not protecting wild animals enough, and not fulfilling everyone's sense of community. Their advice is to stress community; encourage more cluster housing as well as solar retrofitting and construction; encourage more local food production; stress carpooling; develop more interdependence, common meals, and cooperative projects; and build more trust as well as support for individual goals (Tarman-Ramcheck, 1983).

Conserver Society 3 The Actualizing Society

The final approach, perhaps the most pattern integral, is CSa. Its perspective might be called the "Buddhist scenario." It emphasizes "being, not buying," with a motto of "do less with less, and do something else." The something else is to be guided by the "Buddhist" (or other traditional or indigenous) values on appropriate technology, right livelihood, and community (as in EcoCommunity described by FIC). The way to get there is through negative artificial needs growth, negative industrial growth, and negative urban growth. This approach likely has the most potential for long term survival, if not "thrival."

A fine example of this is Findhorn, Scotland. Established in 1962, the Findhorn Foundation Community is multifaceted, "all motivated by the conviction that a joyful, loving, and sustainable future on Earth will require changes in the way that we as humans related to ourselves, other people, the natural environment, and the spiritual dimension of life" (FIC, 2000:248). Everyday life is a learni'ng experience of living and working together in the kitchen, gardens, or other service areas. Each person responsibly focuses their own spirituality, creating an awareness of their integral part of the evolution of the whole community and of all humanity.

When people come here, they can experiepce an expansion of consciousness and their heart opening to themselves, other people, the11atural world, and spirit. Sharing this kind of education with the thousands of people who come here each year for Experience Weeks or other programs

14

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Is a major means by which the community sustains itself. The community is also engaged in developing its built environment and creating an ecovlllage as a natural continuation of its earlier woi'X In cooperation and cocreation with nature (FIC, 2000:248).

They maintain personal, computer, video, and other contact with over 6,000 other groups wortdwide. Yet their "networ1< of lighr is much more than a communication system. They fell it is "simply another image for an evolutionary convergence of consciousness, Earthkind's" coming of age". Ultimately they feel it will become a "planet of lighr and not just a "networ1< of lighr (Tarman-Ramcheck, 1983:147-148).

The members tend to be mostly White, poor, college educated, and oriented toward "western mystery tradition" rather than any single religion. Virtually all activities are in the community, including work in gardens, craft studios, shops, guest houses, and the publishing plant. Decision-making is based on "spiritual attunement," or a combination of consensus, majority and minority rule, and anarchy. The basis of this is the process of "manifestation" in which they wor1< "with natural principles and laws in order to translate energy from one level of reality to another (The Findhorn Community, 1980).

Their successes include many forms of guest programs, consciousness raising, balanced lifestyles, high satisfaction, and appropriate technology. The latter includes solar, wood, recycling, composting, organic gardening/farming, and livestock raising. They see their earty failure as some dependence on outside non-renewable resources, which they are improving on. The advise: use more appropriate technology; improve economics; raise member satisfaction; produce more of your own food; clarify vision; develop strong leadership; be flexible; clean out a building's "darkness" and replace it with "love and light;" and maintain a consciousness of love and peace. For them, and perhaps for all, "the message which is unfolding throughout the earth, for humanity to awake, to arise, and to be creators, now, of the wortd you have envisioned, and through envisioning are bringing into being" (The Findhorn Community, 1980).

EcoSocial Problems We Face

As positive as those forms of creative energy may be from the "conserver communities," there is a lot more negativity to be overcome from the "consumption communities/societies." M~nis (1976) pointed out that "the study of serious social problems can be aided by comparisons of their harmful consequences." He then classifies those problems as "primary" that have many harmful consequences; "secondary" that result from the primary and have additional harmful consequences; and "tertiary" that result from the first two. And since many still engender further harem, we might add "guartiary," or fourth level problems.

Using this distinction from an ESI perspective we might arrive at the classification of EcoSocial problems in Table 6. There are numerous EcoSocial works which delineate the problems, as well as solutions to them, especially the primary problems of national industrial/consumptionism and its global transfer (see REAL Resources). According to Toffler (1980) the mass-consumption society is thought the have a "code" based on six principles: standardization, specialization, synchronization, concentration, maximization, and centralization. And this code apparently transcends national political-economic differences, characterizing all industrial countries whether capitalist, socialist, or communist. Therefore, as the superpowers, whether governments or corporations, divide up the planet, this becomes globalized. And as global industrial/consumptionism grows, so does the host of related secondary, tertiary and quartiary problems; and so does the lack of pattern integrity. Per Valaskakis et. al. (1979) and

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others, this lack of global pattern integrity in indeed the primary problem to be solved from an EcoSocial perspective. And the primary problem-solving strategy from this perspective is applied EcoSocial change toward the development of ecocommunities and ecosocieties.

Table 6: EcoSocial Problems Classification

Primary Secondary Tertiary Quartiary 1. National Industrial- A. Resettlement i. Fiscal crises a. Slums Consumptionism trends (rural-urban;

and international) ii. Poverty b. Crime and delinquency

2. International B. Classism iii. Wealth c. Elite deviance neocolonialism-i.e. the global transfer of C. Racism iv. Segregation d. Alienation national industrial-consumptionism D. Sexism v. Discrimination e. Unemployment &

underemployment E. Food problems . vi. Hunger and f. Poor education (unequal distribution malnutrition and control over vii. Pollution g. Inflation resources) F. Ecological/envi- viii. Erosion h. Illness ronmental problems (waste and ecosys- ix. Shortages i. Death tern destruction) G. Energy and min-eral depletion

"Fish!" For Life

There is a world famous business and business philosophy circulating the globe; and its not your typical OWN "winning is everything." You can see it at "Pike Place Fish Market" in Seattle, Washington; or at www.fishphilosophy.com:. It started with

The fishmongers firing fish at each other, making spectacular catches and inviting delighted customers to try their luck. The market was crowded and noisy, but when a worker focused on as customer, it was like they were the only two people in the place. Everybody was smiling! And the cash registers were ringing like crazy.

I was amazed. Why couldn't my workplace pulse with this kind of energy and passion and wholeheartedness?

When I too a closer look at what made the fish market so special, I became even more intrigued. A bunch of fishmongers had already found-and were living every day--what corporations spend millions of dollars each year searching for.

I called these simple principles the FISH! Philosophy, and made two films-FISHI And FISH! STICKS-to show the world how to bring the joy of living to the place where we make a living. Thanks to the FISHI Philosophy, people in thousands of organizations have realized they have the power to make a difference. They've ~iscovered a better way to live at work. Any you can, too (Christensen, CEO ChartHouse Learning, 1999).

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_)

The FISH! Philosophy is based on several key principles.

• PLAY: We put more energy into what we enjoy, and finding ways to "play'' can jumpstart creativity. Play is not about acting irresponsibly; it's about finding ways to have more fun accomplishing serious goals.

• MAKE THEIR DAY: Few things are as rewarding and infectious as lifting another person's spirits. Through an act of kindness or engagement, you can tum routine encounters into unforgettable experiences.

• BE THERE: The glue in our humanity is in "being there" for one another. When you are fully present, you can make a positive difference in someone's life with every encounter.

• CHOOSE YOUR ATTITUDE: When you look for the worst you will find it everywhere. When you look for the best you will find new opportunities for learning and fulfill ment. The attitude you choose each day not only affects you but everyone around you.

• COMMIT: We all long to be part of something larger than ourselves. Fully committing to your work and enrolling in a larger vision can be a source of amazing personal energy.

• BE IT: "Being it means taking absolute ownership of the company by the way you live your job. The key is to recognize and live the hundreds of potential"vision moments" you have each day.

• COACH IT: The mystery of communication disappears when you treat others with respect and open yourself to feedback, giving and receiving. At the fish market, every employee has permission to coach each other. It's not only a right. It's a responsibility (CharterHouse Learning, 1999).

The ABSOLUTE KEY TO ESI AND THIS BOOK IS FOR YOU TO PUT THE "FISH I PHILOSOPY" INTO ACTION TO FISHI FOR YOUR ECO-LIFE EVERYDAY OF YOUR LIFE !!! You'll be surprised what you catch! Happy ESI FISH ling.

"REAL Important Points"

Keep these key items from above in mind, in heart, in soul, in action.

1. Getting REAL is just DOING IT -making Real EcoSocial Alternatives for Living I We stressed that "EcoSociologists" are more applied, which simply means they get their hands dirty-scavanging, sorting garbage/recyclables, building stuff, planting/harvesting, experimenting by trial and error, etc.

2. The EEW and "Everyday EcoSociologists" have a vision of something better; and work hard to bring that vision into being. One might say they are guided by a kind of "EcoSocial lighting" that enables them to "see" enough to develop and manifest those vision(s). And they are effective LEADERs-something we all can be too.

3. Consider this hierarchy: Pure being; Vlsion/mission in life; Values/Principles; Long range goals; Short range objectives; Daily/wee.kly task lists; Gather resources/tools; Do it.

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4. Ecology's enduring sun "light" thus powers the enduring cycles which through EcoStructures sustain us all, "visualize" or "vislonize" this everyday.

5. The EcoSocial Model not only portrays Ecology's sun ulight," it also paints a picture of Sociology's cultural "light."

6. Keewaydinoquay, whose name means 'Woman-of-the-Northwest-Wind," revealed that there are actually SEVEN directions: East, West, North, South and In, Out, Here.

7. Keewaydinoquay also says "some scholars, seeking to push back the curtains of great antiquity and reveal the beginnings of socialized man, have used the commonality of the sacred sun disk, the symbolism of white, and the reverence accorded the East, as attempted evidences of a common source of civilization."

I

8. Cultural relativism-where one's own culture is used as a context in which people from THAT culture are UNDERSTOOD, is anthropocentric. So to alleviate that problem, we here suggest combining it with uecological relativism" to form EcoCu/tural Relativism-an enlightening if not enlivening force in the evolution of all things, a measuring stick by which to evaluate various species' evolutionary progress (or regress).

9. We here call for an EcoSociolog/callmag/natlon-the "PERSPECTIVE" of the interplay of not only ubiography and history," but of the entire "interdisciplinary matrix" of the EEW; AND the "ACTION ORIENTATION" to personally participate in doing something EcoSocially responsible. We'll dub this EcoSociological Imagination perspective and action orientation uESI.

10. We have enumerated the "Earth's Ten Commandments" from Norwood and Smith (1995). These could be interpreted as ESt Imperatives.

:t.1~·cso sets contemporary U.S. and-other w~stem counterparts as the. !'.standard" by . · which the others are compared. And Conserver Societies should be viewed as long range options toward which some are actually moving. But like "ecovillages" none except perhaps CSo and CS3 (various indigenous cultures) have actually achieved characteristics similar to those noted. But even the CS3 versions related to societies of indigenous peoples have to be viewed critically on some characteristics, especially "defensibility" since they have routinely been decimated by diseases, warfare, and other genocidal acts. Yet this typology will serve as a basis of comparison throughout this book.

r

12. As positive as those forms of creative energy may be from the "conserver communities," there is a lot more negativity to be overcome from the "consumption communities/societies." From an ESI perspective we might arrive at the classification of EcoSocial problems, especially the primary problems of national industrial/consumption ism and its global transfer.

13. The ABSOLUTE KEY TO ESI AND THIS BOOK IS FOR YOU TO PUT THE "FISH I PHILOSOPY" INTO ACTION TO FISHI FOR YOUR ECO-LIFE EVERYDAY OF YOUR LIFE!!!

I --

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PEcoPoem Summary

"REAL Resources"

"EcoSocial Exercises"(Affluenza)

You and Eye

You are the sun Radiating Penetrating Providing life

You are the rain Earth and seedling Ufe's nourishing and life's nourished

You are love-life's Essence, meaning, Unity and Celebration

Eye, I; aye, high!

1) Show the "Affluenza" video, and do some of the exercises in the accompanying video manual. Analyze it from using the ESI and CS.1 through CS3 .

"EcoSocial Exam"

1) See Chapters Two SELF-TEST in Nyden's "Study Guide for Henslin's "Essentials" (3nt edition).

2) Make up 2-3 of your own multiple choice or true/false questions for this chapter, and submit them on the back of the Feedback Form for this section.

I

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I ,/'"

·-. ..,

l I

--------;·., . .

It all started in Seattle when I heard a crowd laughing and screaming. Suddenly the crowd parted and I came face to face with the source of the commotion. It was a fish market.

The fishmongers were filing fish at each other, making spectacular catches and inviting delighted customers to try their luck. The market was crowded and noisy, but when a worker focused on a customer, it was like they were the only two people in the place. Everybody was smiling! And the cash registers were ringing like crazy.

I was amazed. Why couldn't my workplace pulse with this kind of energy and passion and wholeheartedness?

When I took a closer look at what rrtade the fish market so special, I became even more intrigued. A bunch of fishmongers had already found-and were living every day-what corporations spend millions of dollars each year searching for.

I called these simple principles the FJSr.l ?~ilc>3uph:,, and made two films-i='jSHl and i=lSH! Si1 CXS-to show the world how to bring the joy of living to the place where we make a living. Thanks to the FlSH! Philosophy, people in thousands of organizations have realized they have the power to make a difference. They've discovered a better way to live at work. And you can, too.

~ John Cluistensen, CEO ChartHouse Learning

Your peers are using the FISH! Philosophy to: ... ~ ~ ~ ~'®nl. "After introducing the FISH! philosophy, our work environment is

more fun and more positive. People want to stay here and we're exceeding our retention goals." -LL~ri Lockhart. Sprint

~ ~~- "The program built around the FISH! philosophy is the most successful t ' ,1+, t I 0 h d II - . - -.- • •.• :,_ •..• ,_ J, ,.;.' ';_,· ._, ,, ·, ·. : '."" cus omerservzcee11 or we veeve1 a. ·- ...... --· ~ ... ::- ·'· _ <,r,, .. e.v ._ __ .. · .... .

~ ~-flsfiUiiitsf. "FISH! STICKS helps all of us throughout the organization to walk our talk." -Chri~ Sh:::~~::.:.> ~ ~~- 5;:.::2 : .:c·;~--. ::>i..::·.::K·.:o

~~-"FISH STICK?! shows that creating a culture in which people want to live a vision is more effective than demmiding that they live with it." -Biil Ccodwin, .3\I

""" -.... I -- · - - - .-, - • - :

I 0 h h _,-. ',J' d _, -. • r • _, ~! ""'-I/-. ts ard to sav wen r-!:::: ..• ; an r-.:::.~· ... ::, •i...- . ,::: moved from bei~g just a set of films to a phenomenon.

Maybe it was when employees in organizations worldwide started telling trainers, as they told Diana Flores of Honeywell, that the FISH! Philosophy "had changed their whole life."

Or when people started applying the lessons of the films not only at work, but in their family relationships.

Maybe it was when our clients told us that the FISH! Philosophy was so powerful they wanted to take it even deeper into their organizations.

That led us to start the ;. :2 :·: ;·: ... : , a unique gathering place on the website www.fi!tlr.ph.ilofjoph.lf..com, where clients can share inspiring stories and ask their peers for new ways to extend the;.:-; S :-:. ?:,:: :::::: · ..

One :. :s :.: . :: : :·, : story, about a nurse manager whose hospital floor ultimately doubled its patient satisfaction, led us to film a short piece about the experience. We later took our cameras into other workplaces where the ;:-: 2 !·:: ? ;..: ! i =· ~ := ;:· ~~:· had dramatically improved the culture. We call these instructive films :~: 2 i{ 7: i ·2::.

\1\Te also began offering live learning presentations to show companies how to create a meaningful, high-quality work experience by the way we choose to "be" at work.

In March, Hyperion released our book called (what else?) r [ 51-::: Already in its third printing, this moving tale about a "Toxic Energy Dump" whose workers rediscover their passion "pulls all of the concepts of the video into workplace reality," says Bunny Huller, Department of Veterans Affairs.

I

··.

- ;

FiSHr SliCKS

Lots of organizations have inspiring visions that end up as words on a boardroom wall, instead of actions on the workpla·ce floor. The

fishmongers keep their energetic vision alive through a deep, daily and very personal commitment. FISH! STICKS shows you how to keep your vision strong and alive.

~ (Q) IM\1~ fl ~ We all long to be part of something larger than ourselves. Fully committing to your work and enrolling in a larger vision can be a source of amazing personal energy.

I~ n 1r "Being It" means taking absolute ownership of the company by the way you live your job. The key is to recognize and live the hundreds of potential "vision moments" you have each day.

~@/tJ~IXJ flTI The mystery of communi-cation disappears when you treat others with respect and open yourself to feedback, giving and receiving. At the fish market, every employee has permission to coach each other. It's not only a· right. It's a responsibility.

"FISH! and FISH! STICKS capture in a simple but powerful way what leaders today need to hear."

-Larry Wilson, founder, Wilson Learning and Pecos River Learning

n because it's fun, but they ~+~~ u.,. People watch FISH! once

U ..,c watch it over and over . because it's fundamental

to satisfying work and satisfied customers.

f?(J,/£W We put more energy into what we enjoy, and finding ways to "play" can jump­start creativity. Play is not about acting irresponsibly; it's about finding ways to have more fun accomplishing serious goals.

•mm~oo W&W Few things are as re­warding and infectious as lifting another person's spirits. Through an act of kindness or engagement, you can turn routine encounters into unforgettable experiences.

~- The glue in our humanity is in "being there" for one another. When you are fully present, you can make a positive difference in someone's life with every encounter.

Clf11JE YoUR ATnTUDE When you look for the worst you will find it everywhere. When you look for the best you will find new opportunities for learning and fulfillment. The attitude you choose each day not only affects you but everyone around you.

"FISH! is so much fun to watch, and the message is so important to hear, that I carry it with me whe·tever I go."

-Ken Blanchard, coauthor of Tl1e 011e Mi11ute Manager

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) EcOSoctally ;

Chapter 4: Communicating How We Express, Inform, & Persuade Ourselves. Bill Tarman-Ramcheck, 10/06/00, revised 5/26/01 with "Communication"

(Use with Henslin's "Essentials" Chapter 1 B, Research; & 3, Socialization)

Physiology and Philosophy of the "Mind:

We "see" and communicate with the world in large part by what is received into our brains, filtered through our senses, and processed by our brains. "Technologies" of various times have influenced both what is received and how people have perceived such "receptions" and "processes." The early Greeks thought of mental activity in terms of the flow of bodily fluids . . Later, in the 1600's Descartes compared brain activity to the operations of machines (Restak, 1994:5). Although he also declared the famous dictum "I think, therefore I am" (or more precisely: I am, I exist-that is certain; but for how long do I exist? For as long as I think; for it might perhaps happen, if I totally ceased thinking, that I would at the same time completely cease to be." Descartes, 1641). As much as we all know people who seem like they have already "ceased thinking," I have often thought even Descartes' dictum needed to be revised to "The only certainty is uncertainty, and even that is uncertain." For philosophers have long contemplated, but not located, the "mind," much less "reality."

The 1800's brought the view of the brain in line with rail and telecommunication technologies. That is, the emphasis was on anatomy, or the physical connections of one brain part to another. That prevailed into the 1900's, when brain scientist Sir Charles Sherrington compared the brain to how a telephone switchboard operates. But computer electronics suggested a brain conception more analogous to circuits and computations. This new way of thinking about the brain has flourished over the last decade, and emphasizes the chemical and molecular brain activities. Now the view is, "In short, all things mental-both normal functions and disorders of thought and emotion-originate from some corresponding order or disorder at the molerular level. . . [and] nature displays a marvelous parsimony, in which events at one level mirror what is going on several higher or lower orders away" (Restak, 1994:5-7).

Furthermore, according to Restak, "the common unit at all levels is information" (p. 7). And information comes in a variety of forms: sights, sounds, smells, chemical structures, etc., which the human brain encodes and decodes at various levels. This even includes chemical bases for emotions as well as thoughts. Pert's (1998) landmark book, Molecules of Emotion, provides neuroscientific evidence for this. Thus further yet, anything that alters the molecular/chemical activities of the brain, are thus "mind-altering substances"-whether coffee, chocolate, cigarettes, or cola (with or without rum). This leads to the probable conclusion that WE ARE NOT ONLY WHAT WE EAT ( & TASTE), BUT ALSO WHAT WE SEE, HEAR, SMELL, ETC., I.E. WHAT WE CONTACT (or contacts us) IN ANY WAY!

The key to these various levels of information receiving and processing are RECEPTORS: "specific behavioral, neuronal, and molecular structures that receive information from the outer world and transform it by means of symbols" (Restak, 1994:30-31). He goes on to say:

Thus, when we are conversing with a friend, our neurotransmitters stimulate, inhibit, or otherwise exert control over our brain communication in ways that reflect the three levels simultaneously: the words, the accompanying neuronal firing_ patterns. and the biochemical, bioelectric, and magnetic field forces within the living brain (p. 30).

1

)

That adds at least two more "people," and two more "sets of eyes" (albeit neuronal and molecular) to our earlier conception of seeing "reality" in any conversation. And anything that alters tnose, alters our perceptions-as well as those of the other person we're talking to.

Socializing Thought. Attitudes. Values

Yet remem~r the other "directions" we know from K~waydinoquay? To find our Here, we need to look "Out" as well as "ln. • The discussion above glanced inward; Sociologists meanwhile are prone to looking_outward. One prominent theorist, Karl Mannheim, developed a "Sociology of Knowledge• that contends that all thought products are determined in form and content by their SOCIAL reality. "The principal thesis of the sociology of knowledge .is that there are modes of thought which cannot be adequately understood as long as their social origins are obscured" (Mannheim, 1936:2).

Although .criticized for this relativistic position, Mannheim admits his indebtedness to the German idealist Georg Hegel, who posited th_e notion of dialectical idealism. By that he meant · that ideas are products of cultural history, such that any idea eventually generates its opposite, which together generate a new idea- visualized as follows (Cullen, 1979) ..

Thesis (the "idea") -4'4f------.1Jlo Antithesis (the "opposing idea")

~ .---------Synthesis (the "new ideaj

It's not as if ideas are out there floating to be latched onto, although that sometimes seems the case. It's more that the soci{:ll milieu sets the context for the interplay of opposing ideas, and their newly constructed ideational outcomes .. Further, Hegel thought that the absolute "idea" was represented by spirit, or the central principle and secret of the universe ; and this "spirit" is a process-a becoming (Remmling & Campbell, 1970:45).

One such self-admitted synthesis was postulated by the French Jesuit paleontologist, Pierre Teilhard de Chardin, who tried to integrate evolutionary theory and Christian revelation. According to Teilhard, "the unive(se evolves toward the fullness of Christ, who is the Omega, or end point of the cosmic process" (lmbelli, 1992). Further, his self-expressed fundamental thesis is "It is through that which is most incommunicably personal in us that we make contact with the universal" (Teilhard de Chardin, 1969). That of course may generate an "antithesis" or perhaps even "synthesis" in you and others; but how do we KNOW any of that? Or more precisely, how are we socialilfKl into knowing ~ny of that-or anything?

Types of Knowing

Walter Wallace (1971) summarizes FOUR ways of knowing: authoritarian, mystical, logico-rational, and scientific. The major difference among them is the way the receiver of a message places confidence in the truthfulness or authenticity of the sender of the message.

• Authoritarian knowledge is fostered by those who are socially defined as qualified producers of knowledge, so called "experts" (elders, royalty, scholars, or cultural leaders). ,

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• Mystical knowledge, while drawing on authoritarian "position," depends much more on the knowledge experiencer's acceptance of ritu~listic purification and sensitizing experiences that transfer the knowledge (visionaries, prophets, zealots, or hallucinogenic providers).

• Log/co-rational knowledge relies more on rules of formal logic, although it can be incorpor~ted into the above twQ. It can also be channeled into less formal ven;icms .Qf testimonials and persuasive communications (philosophers, mathematicians, sta~es(wo)men, and advertisers).

• Scientific knowledge cOmbines primary observation with formal procedures and methods for generating such observations and subsequent statements (scientists, researchers, and "trial & error" practitioner-S).

All of these ways of knowing are utilized everyday around us. Some of us even subscribe more to one or another, and less to the others. Don't be fooled into thinking that because you might be in school that all knowledge passed along to you is "scientific" in origin. Very much depends on the influences of the others as well. Just look around at the differences among various departments, much less different teachers, and of course the schools

. themselves. These all attest to the "sociology of knowledge" co·ncept that the macro- and micro­cultures greatly effect the transfer and acceptance of ideas.

The Scientific Part of EcoSociology = "Research Cycle"

While Ecology and Sociology rest primarily on scientific knowledge, they do involve all four as previously shown in the EEW Interdisciplinary Matrix. The scientific knowledge process can be visualized by the following research cycle depicted by Walter Walla~ (197x:).

Insert Figure x. here

ESI = 11Research," 11Authorltarian." 11Logico," and ''Mystical" lRALMJ

Besides the solid foundation in scientific research, the other three forms of knowing are also integral parts of the EcoSociologicallmagination (ESI). Many EcoSocial "pioneers" .

. (Ecopioneers, 2000; Environmental Reader, 1990) have become "authorities" now, to which others tum for theoretical and/or practical guidance. Others have used the "logico-rational" kno~edge ·approach to develop mathematical models of how far the planet's carrying capacity can be extended for humans, if at all (Meadows, 19xx; EDF?). Still others rely more on the "mystical" knowledge approach for guiding their work in developing intentional communities and/or trying to extehd the reaches of the environmental movement (Spangler, 19xx; FIC?). Thomas Berry (1999) seems to combine all of these. ·

Numerous "alternative" media have been developed to disseminate these various types of knowledge among those seeking to acquire and use them. A variety of them are listed below under the section on "ecomedia." Before reviewing them as ways to enhance one's ESIIet us next investigate one of the deeper ESI "RALM's qt knowing, ·involving Research cycles, Authoritarian leaders, Logico-rational examinations, and Mystical revelations.

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18

CONCEPT ·FORMATION, PROPOSITION FORMATION,

AND PROPOSITION

ARRANGEMENT

EMPIRICAL GENERALIZATIONS

MEASUREMENT, SAMPLE SUMMARIZATION,

AND PARAMETER ESTIMATION

The Logic of Science zn Sociology

THEORIES

LOGICAL INFERENCE

DECISIONS TO ACCEPT OR REJECT

HYPOTHESES

TESTS OF HYPOTHESES

OBSERVATIONS

LOGICAL DEDUCTION

HYPOTHESES

INTERPRETATION, INSTRUMENTATION,

SCALING, AND SAMPLING

Note: Informational components are shown in rectangles; methodological controls are shown in ovals; information transformati9ns are shown by arrows.

Figure 1. The Principal Informational Components. Methodological Controls, and Information Transformations of

the Scientific Process.

Deep Ecology and Ecosophy

Although.all "RALM"s permeate this area, perhaps the strongest is the "mystical." In 1973 the "deep ecology movemenf' was named by Norwegian philosopher and mountaineer, Arne Naess (Drengson, 1999). According to its current website, www.deep.ecoloay.om/ , Deep Ecology is:

• a philosophy based on our sacred relationship with Earth and all beings; • an international movement for a viable future; • a path for self realization; and • a compass for daily action.

Further Deep Ecology supports:

• continuing inquiry into the appropriate human roles on our planet; • root cause analysis of unsustainable practices; • reduction of human consumption; • conservation and restoration of ecosystem~; and • a life of committed action for Earth.

Likewise, the values of the Institute for Deep Ecology (ID~) provide a platform for their activities, decisions, and affiliations with others. These values focus on interdependence, relationships, diversity, learning, sustainability and restoration. These are reflected further in· the · notion of Ecosophy, which de~elope~ out of the Deep Ecology movement.

According to Alan Drengson ( http://trumpeter.athabascau.ca/liriks.htm , July, 2000), Emeritus Professor of Philosophy at the University of Victoria and founder of The Trumpeter: Journal of Ecosophy, here is Naess's definition.

"By an ECOSOPHY I mean a philosophy of ecological harmony or equilibrium. A philosophy as a kind of SOFIA (or) wisdom, is openly nonnative, it contains BOTH norms, rules, postulates, value priority announcements AND hypotheses concerning the state of affairs in our universe. Wisdom is policy wisdom, prescription, not only scientific description and prediction. The details of an ecosophy will show many variations due to significant differences concerning not only the 'facts' of pollution, resources, population, etc. but also value priorities:

This also stretches to all "RALMs" as he goes on to say about The Trumpeter: "For fourteen years we have published a print quarterly devoted to appreciation and discussion of ecosophies (human and nonhuman) and of the wisdom and values inherent in Nature." He notes as well that in 1972 Naess clarified how the "long-range deep ecology movemenf differs from the "shallow ecology movement." The word deep refers in part to the most fundamental questioning of our purpose and values, especially regarding environmental conflicts; while shallow stops questioning before THIS ultimate level. That distinction is also useful here for clarifying the difference between EcoSociology and the Sociology of Environmental Issues Paradigm (SEIP).

The SEIP operates by a "business-as-usual" approach to coping with environmental matters. Alternately, EcoSociology encompasses Ecosophy's comprehensive view of the whole global context shared by diverse cultures and beings, both human and nonhuman. Ecosophy operates at various levels to extend the deep questioning into everyday activities.

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• Levell • Levell! • Levellll • LeveiiV

Ultimate Premises-values and assumptions Platform Principles-attitudes and beliefs Policies-norms and sanctions Practical Actions-behaviors and activities

These levels are extensive, but EcoSociology expands them further as previously described in the EcoSocial Model. Beyond "practical actions" there are "levels" for relationships, organizations, institutions, neighborhoods, communities, societies, cultures, etc., all of which are embedded in ecosystems, and further impacted by the "practical" ecosocia/ actions. One of the most fundamental activities we can do to foster changes at these more complex levels is to resocialize ourselves and others to continuously act as ecochange agents. Note that continuously means through our every breathing moment.

"R-EcoSocializing" Our ESI Through "EcoChange Agents"

·One of the cornerstones of Sociology is the notion of socialization, or the continuous passing on of values, attitudes, behavioral patterns, etc. to succeeding generations to help ensure some societal continuity. It is both inter- and intra-generational, as well as changeable to some degree to allow for personal and societal adaptations to a changing world. ·

Likewise, there are often times when people may be re-socialized. That occurs when people voluntarily take on significantly different patterns, or deviate enough from conventional patterns and may be involuntarily retrained in the those traditional patterns. Such resocialization often takes place through total institutions like the military, prisons, religious groups, boarding schools, etc., where almost every aspect of their lives is governed by the controlling organization. Some organizations intentionally try to mold people to conform more clpsely to conventional expectations; and some purposely alter people to get them to act as change agents to help reform society or even overthrow it.

EcoSociologists are often more like the latter, training themselves and others to change fundamental aspects of society. As such they can properly be called EcoChange Agents, and might be said to be R-EcoSociallzlng themselves and others to help usher in more sustainable societal patterns. They are extending their EcoSociologicallmaginations (ESI) to try· to blend their personal actions with societal consequences. Those consequences challenge the fundamental societal patterns at all levels, and are thus akin to other major resocialization effort$.

Starting where this chapter began, one of the first things they tend to change is their mind,s. As you're aware, it's hard enough to change your own mind, much less someone else's! But that's precisely what's happening, and needs to happen even more to engage in truly sustainable lifestyles. And what better place to start than with one's first socialization agents­family and friends (or at least acquaintances), schools, and the media.

EcoFamilies and EcoPeers Some research shows that infants are influenced by social in addition to biological factors even inside the womb before birth.· These influences can include stress, emotional support, and relationships, just as much as food, beverages, smoking, drugs, etc. Most mothers want to avoid the negative influences and accentuate the positive ones if at all possible to help ensure a ~~althy child.

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That is especially true in EcoFaml/les that want to. minimize infant health risks and maximize child development opportunities in an ecologically enhanced family setting. Several factors may come into play, from mate selection, to preconception, through adolescence, to provide such a setting. The practices below assume monogamous, mixed sex· couples, by far the norm throughout the world. but may not necessarily be limited to that.

• Dating many people so as to ultimately find the "besr person that can help you commit to successfully raising offspring for 20 years or more (if both of you want offspring). · ·

• Going together for an extended time when you find that person so as to get past the "romantic" blinders and find a comfortable promising compatibility.

• Expressing that compatibility through a ritual binding long term commitment (into the "hearts" of those committing even moreso that civil or religious law).

• Deferring intercourse to some mutually agreed time period when you and your mate are really "ready" (even "REAL-ly ready") to try to successfully raise intentional or unintentional offspring.

• Maximizing birth control techniques for the same reason as above, AND to limit the number of your offspring to that which will at most rep Ia~ you as a couple (the "world" already has more than enough to support). ·

• Planning and building/buying/renting the desired EcoHomestead in which, and where, you and your mate want to raise your family (this itself may take several years-more on that later).

• Obtaining and advancing in the preferred EcoJob or Eco Vocation that not only does "Good Work," but pays the bills, provides for the future, and offers adequate health coverage (again time consuming-and more said on that later too).

• Optimizing safe and healthy conditions for any and every pregnancy through prenatal care and childbirth preparations.

• Participating in and appreciating the birthing experience (i.e. not regretting it).

NOW WE FINALLY GET TO THAT PART WHICH IS NORMALLY CONSIDERED · "SOCIALIZATION!" Perhaps the above items should be considered PRE-socialization, or

better PR-EcoSocla/ization. Yet they are as important, if not more important than the rest.

• Surrounding the newborn with love, showing affection, and nurturing EcoGrowth, CONTINUOUSLY!

• BUilding self-concept, self-confidence and self/other-respect from infancy through adolescence by EcoModelling behaviors/beliefs/values.

• Developing EcoMaturation throughout the offspring's life with EcoExperiences and tEcoFriendships.

• Working with each child's teachers/mentors to help provide EcoGuides to lifelong learning.

• Channeling appropriate media/toys/games/hobbies to promote a flow of EcoMessages to countervail the barrage of "consumption" and "violence" messages offspring will receive (more on that later too).

Special attention should be paid to peers, even though briefly mentioned above. Peer groups are likely as significant to child development as family. Use your ESI to encourage EcoPeers that provide EcoSocial/y oriented prim~ry groups, reference groups, and in-groups to enhance your offspring's EcoSupport. Again several factors may come into play.

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• Start such activities with your firstborn so as to help younger offspring team from them too (if more than one is desired).

• Spend time with other EcoSimi/arfamilies/neighbors/organizations/people who have children near the same age to create desirable play groups.

• Reward EcoFriendships by promoting a lot offun, healthy activities with them to help foster long-term EcoRelationships.

• Avoid inappropriate anti-EcoSocial families/neighbors/organizations/people. • Set the example, and develop/maintai~ EcoPeers of your own.

EcoSchoo/s Beyond families and friends the next most influential socialization agent In industrial and post-industrial soCieties is schools. Several factors come into considel'fJtion when preparing for EcoSoCial change through schooling for yourself or your offspring. From daycare to doctoral degrees, EcoSchoo/ing options are available.

• Child care and preschool programs are increasingly used by today's dual wage earner families and others. Check for those with EcoSocial orientations. Montessori, Waldorf, and other creative programs can be found in the U.S. and worldwide.

• Homeschooling is advocated and used by many "back-to-the-land" types, as well as some religiously and politically motivated. It may be appropriate in some circumstances, but be sure the child(ren) get adequate social and EcoSocial interactions.

• Elementary & secondary systems increasingly incorporate environmental education either voluntarily or by mandates. Yet these may still be more "ameliorative" than truly EcoSocial. In fact Roodman argues in State of the Wortd (Brown et. al.,·1999) that "Environmental education may require major changes in how students are taught." That change necessitates a sharing of wisdom (rather than just information) about the workings of the natural wortd and human interaction with it. Each of us, especially those with children in public and parochial schools, needs to help bring that about. Adult & vocational education systems offer specific environmental courses and programs as well. Often they are localized toward community issues and interests, such as community gardening, pollution prevention, recycling, and many more.

• College & university environmental programs are beginning to abound as well. Search for "ecology schools" on the internet and you'll find them affiliated with notable universities in California, North Carolina, Wisconsin, as well as other U.S. states and countries around the wortd.

• On-line courses and resources bring a wortd off opportunities to aid EcoSocial change. One helpful resource can be found by searching "Ecology for Kids" on the internet. Others include "ThinkQuesr at www.thinkguest.om and the Global Schoolhouse at www.gsn.om . Or find the "Student Environmental Action Coalition" (SEAC) at www.seac.om/seacnet/ . . Along with its many chapters and resources, that group has put out a useful environmental audit guide called Campus Ecology: A Guide to Assessing Environmental Quality and Creating Strategies for Change (Smith, 1993). Among others, even Barnes & Noble offers an online "university" with free courses in" ... Life Improvement, Literary Studies, Health & Wellness, Business, and Technology ... " ( www.bn.com ). ·

EcoMedia and EcoNet Cable, wireless, satellite and internet communications are increasingly influential in today's global network. Besides exchanging information, offering entertainment, and globalizing change, these tmtdia have even been credited with reducing

7

revolutionary resistance. In Chiapas, Mexico, the Zapatista rebellion in the mid 1990's succeeded in part because of the internet.

Two aspects of the government's reaction are worth noting. First, they seem to have been relatively restrained in their reaction, due in part, no dount, to the skilled handling of the media and the Internet by the Zapastistas, whose supporters maintained a Web site ( www.utexas.edu/ftp/studenUnave/zapatismo.html ) to report the Zapatistas's version of events. With the story making international headlines and the Zapatistas compared with Mexican heroes of the revolution, the government could not move to crush the rebellion militarily. (Robbins, 2000:336).

One has to have access to the internet and other media to empower such EcoSocial change. Yet with the globalization of these media, even the poor are realizing and utilizing its strength. Several resources abound for such access, and more are mentioned in the next section as well.

• The Envirolink Network at www.envirolink.om maintains an active list of 248 mailing lists served by their server. Besides the SEAC mentioned above, examples include: "ecotech"-"dedicated to business-like earth-centered thinking," "pollution-map"­"online pollution mapping project," and "environews"-"Envirolink News Service Comprehensive daily."

• The Envirolink News Service lists audio/video resources like "E-Town"-"weekly public radio program, heard throughout the USA," "EarthWatch Radio"-"5 programs per week ... at the University of Wisconsin-Madison," and "Earth Cafe Television for a Sustainable Future"-"A series of 30-minute programs designed to present environmental information in an entertaining format."

• The Video Project offers a catalog of "media for a safe and sustainable world" at www.videoproject.org.

• EnviroVideo has "A Catalog of ENVIRO-VIDEOS too hot for TV!" at http://home.earthlink.neU-envirovideo .

• There is the "GreenWorks Channel" at http://www.greenworks.tv . • And "the most comprehensive listing on the Web of environmental industry and

cleaner production/pollution prevention magazines and newsletters is now at www.cleanernroduction.com/emags.htm "

Communicating

However, communicating is the most fundamental exercise of acting as "EcoChange Agents" to "R-EcoSocialize" ourselves and others. Therefore, a thorough examination of the communication process should enable us to more effectively exercise that skill. The accompanying two figures will help provide an analysis of communication.

A Dozen Eyes; Eight Steps Figure 4.1, "Communicate Effectively," shows that in any verbal, written or visual communication there are really "six people in dialogue" for every two physical participants. Even just you and I have a dozen eyes watching us, as illustrated in the perceptual and physical models of each of us in Figure 4.1. There's my self perception, my perception of you, and visa versa; and there's the "actual" you and me that exists despite our perceptions (that's 6 "people"). ·

Keeping that in mind, it's a wonder we ever communicate effectively! In order to help ensure we actually do convey shared meanings efficiently and effectively, the eight steps in

•)! --

)

Communicate effec~ively: interact to grow through th~ eye$ of others 1)

2)

3)

4)

5)

6)

7)

8)

walk a mile in their footprints; for a dozen eyes are watch· • attend to the "six people in dialogue" . . . ~---·-P)-S_'!_t. 0-.. ~-.; ..... • ... from he~d to toe . 00 ;m -don't say a ~ord; h~ten first; thtnk ~econd Other: · -• percetve acttvely, not selecttvely . · " • rephrase and clarify then say what you mean; properly encode and convey your • use the "multilevel transactive model" mean what you say; observe feedback anq restate/reinforce if nec~ssary • reduce the noise; accentuate the nonverbal • reuse the "model" • fecycle the interactive process; again and again address socio-emotional needs; b\.lild mutual/self acceptance • risk building trust through hon~~ty • accept yourself and others • actualize tog13ther · accomplish the task; do the work intended; do it well • plan and organize • analyze and problem-solve • direct and control • keep track of time and other resources • . summarize and monitor · • evai~Jate and revise and always say you're sorry; manage conflicts • avoid and reduce malevolent cycling • create and increase benevolent cycling • win-win whenever possible 'till death do we part, if then; live with commitment or die with the lie • avoid succumbing to the lie • communicate together to grow together

Figure 4.1 should be taken seriously, and practiced-Practiced-PRACTICED I Each of those steps could have a better portion of a chapter written on them, but suffice it to say that the "picture" (i.e. Figure 4.1 itself) may be worth a thousand words. Having said that however, I'll expand on the 7th step-managing conflicts-a little later because it's so IMPORTANT. But before that, it may be worth another picture to further elaborate on the communication process.

TransActive Model The "Multilevel TransActive Model of Communication" in Figure 4.2 illustrates more clearly many of the things that effect the communication between you and me, much less everyone else. All four levels impact us right now as you read this. As I wrote this I talked to myself about how you would perceive it, like just as you are now talking to yourself about how you may (or may not) be understanding it. The words on the pages thus bring us into an interpersonal communication, while the school/office/home you're in impact your reading at an organizational level, as did the publisher of this book. And the media of this book, accompanying Power Point slides, internet resources, etc. all impact the technological ability to convey and interpret this message.

As if that isn't bad enough to have all those things effect our communication, then there's the processes 1/you (i.e. we) must go through to encode, decode, fine tune, set the tone, channel, systematize and cybercize this message! Many of these things are done at different levels as mentioned above, but all effect the form and content of communicating-in this case explaining communication. Furthermore, there's the surrounding context and noise that impacts us-in my case the hum of the computer as I write, in yours perhaps the favorite music or arguing roommates in the background (or the sounds of the "silent" library). And the context may be that you will be quizzed on this stuff tomorrow or someday, and so have to have some idea of what it's all about (better yet, you may WANT to put it into conscious practice).

Benevolent & Malevolent Cvcling The thing that perhaps may be most worthwhile to put into conscious practice is how to manage conflict-especially since it seems so prevalent to NOT manage it! The best thing we can do as "EcoChange Agents" is to create and increase benevolent cycling, and avoid or reduce malevolent cycling.

We've all likely done, or at least heard, the latter. In the mal ("bad") cycle, one person/group/nation slurs or slams another ("you stink"); the offended person/group/nation responds with a slightly larger slur/slam ("oh yeah, you suck"). It escalates more ("your mama .. . ";"you want some more ... "). Sometimes it escalates physically (WHAM); even more violently (BANG; or worse in the case of nations-BOOOM!).

We have also likely done the former, although perhaps far less often. In the ben ("good"), one person/group/nation compliments or praises another ("you look great"}; the re,cipient retums the gesture ("you don't look so bad yourself"). It escalates more, but more slowly because people are less likely to take risks of opening up than they are at closing down. But it may progress when each suspects/knows they can trusUrespect the other ("where'd you get those/that earring?" followed by "you wanna go to the mall tomorrow?") . It may also escalate physically ("maybe we should ... together''), and if REAL trusUrespecUiove flourishes ("will you marry me?"); or better in the case of nations-"can we formalize this PEACE?" That creates WIN-WIN: the best way to manage conflict.

Counteracting the Media Mega-Corps "SuperSocializers" (ct. "age" etc. chart) I '

In order to enable us to better manage conflicts and benevolently cycle to change things EcoSocially we should fully perceive the monumental media challenges. The Public Television

_)

documentary on "Free Speech For Sale" by Bill Moyers wryly, dramatized the full power and extent of the major media corporations. At the time of this writing there are about five media mega-corporations in the U.S. with global reach that control most of the media messages we see and read. These include: (get names from video). As an example of their power and range, one-- --controls all of the following: (get video sample).

Further, these media giants were able to carry out perhaps the worlds largest "robbery" by getting Congress and the Executive to pass legislation to allow them free access to the digital spectrum of the airwaves for transforming today's outdated television and other media to High Definition and other wireless programming. While this offers tremendously greater choices to consumers that can afford it, it gave away a multibillion dollar publicly owned resource-the airwaves-free when a fair rent could and should have been extracted. After all, if Congress and the Executive gave away all the National Parks to one industry, say lumbering, there would be a huge outcry to demand it be fairly compensated if not stopped altogether! Any wonder why we didn't hear or read a word about it in the visual or print media?!

Consider the socialization impact these media conglomerates. That may best be pictured in Figure 4.3 below, indicating that the media is quite likely the most pervasive and important socialization influence on all Americans throughout our lives. The only two other institutions that may come close are the overall political-economy, and perhaps religion. If we choose to, that's a lot to try to counteract EcoSocially or any other way.

Figure 4.3

Institutional and Other Lifelong Socialization Influences

+++++++++MEDIA Mega-Corporations++++++++++++++++++ ++++++++++++political/economy; churches++++++++++++++

+++schools++other parents++leisure++AARP+++++++ +parents+++peers++worklorganizations++++++++family+++ x--------x---------x---------x---------x---------x--------x--------x--------x

Any U.S. Citizen's Age: 0 10 20 30 40 50 60 70 80

REAL-I-ties to CS Mind Games

The Sociologist W.l. Thomas (Thomas, 1918) developed what is known as the Thomas theorem: "If people define situations as real, they are real in their consequences." That led to a view called the social construction of reality, which is the use of background assumptions and life experiences to define what anyone sees as "real." Thus, with over six billion people in tne world, there are over 6,000,000,000 versions of "reality." But yet virtually all are somehow impacted by the media mega-corporations, many in major ways throughout their whole lives.

However, some are beginning (or continuing) to postulate that the "plant people," "finned people," "feathered people," "rock people" and other non-human people, may also have their own versions of "reality." Plants may "communicate" through chemical releases or magnetic fields. The Earth may be a living being-"Gaia." And Life itself may even be "self-making."

All these even further complicate what ~e might conceive of as an "EcoSocial construction of REAL-I-ties." That is, everytfling I "tie" myself to helps create my own version of REALity, and since I may actually construct several versions from my various "ties," I may

potentially view many REAL-I-ties. That also helps me, and you, break out of our AnthropoEthnoCentric modes to become more EcoCulturally Relative.

These ties are however strongly influenced by what connections we have to the type(s) of societies that we live in, and whether we seek to Jearn more about and/or construct others. Let's further examine some examples of how our mind sets, worldviews, and indeed realities are influenced by the typology of societies delineated in earlier chapters.

Consumption Society -1 The "Hyper-Consumption Society" is perhaps most advocated by various media associated with promoting conservatism, accelerated growth, and a kind of social survival of the fittest-otherwise called "Social Darwinism." It may include such popular U.S. media samples as the following.

• Forbes Magazine • NBC's Nightly Business Report • Rush Limbaugh's Talk Show • The Wall Street Journal • World Trade Organization homepage: WINW.wto.ora/ • and last but not least: "Rambo" movies

Some of Rush Limbaugh's "35 Undeniable Truths" from http://www.tntech.edu/-mww/www/rush-35-truths.html may provide somewhat of a flavor for this approach to reality.

1. There is a distinct singular American culture-rugged individualism and self­reliance-which made America great.

2. The vast majority of the rich in this country did not inherit their wealth; they earned it. They are the country's achievers, producers, and job creators.

3. No nation has ever taxed itself into prosperity. 4. Evidence refutes liberalism. 5. There is no such thing as a New Democrat. 6. The Earth's eco-system is not fragile. 7. Character matters; leadership decends from character. 8. The most beautiful thing about a tree is what you do with it after you cut it down. 9. Ronald Reagan was the greatest president of the twentieth century. 10. through 35. etc.

Consumption Society 0 Mainstream USA is the "Mass Consumption Society" where most U.S. citizens live and consume. Some of its media mainstays include the following.

• American Beauty, or similar movies • Any "top ten" radio station • JC Penney Catalog • LoCCJI TV news supplemented by national network news • Time Magazine • USA Today, or more likely the local community newspaper • www.yahoo.com

The typical American consumer becom~s steeped in the "realities" of the above media, which blend into the overall "reality" of global capitalism. It is growth oriented, stratifying despite

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egalitarian expressions, and is eyeing environmental concerns but slow to change lifestyles accordingly (except for perhaps recycling). Time Magazine typifies this by excerpts from .its "Special Edition Earth Day 2000."

1. Biodiversity-Hero: Laurie Marker, "Giving the cheetah a running start." 2. Oceans-Hero: Noah ldechong, "Keeping his fish from being stir-fried." 3. Population-Hero: Nirmala Palsamy, "Promoting health and family planning." 4. Sprawl-A Century of Heroes, "Muir, Carson, Cousteau, Goodall and other pioneers

of environmentlism." 5. Climate-Heroes: Amory and Hunter Lovins, "Their creed high efficiency, no waste." 6. through 10. etc.

Conserver Societv 1 The driving force behind the "Energy-Efficient Society" being practiced by a growing number of U.S. and other planetary citizens is growing efficiency through conservation. Some of the "heroes" cited by Time, and their followers, really are moving their lifestyles in that direction. They don't just begrudgingly recycle, they may well be the ones that made it become law in many states, and actively now go beyond that by perhaps practicing "socially responsible investing" and/or making "environmental sound purchase." But they don't "move" too far away from mainstream US culture. Sample media that portray slightly more multiple "realities" for them include the following.

• Co-op America Quarterly • E-The Environmental Magazine • Mother Jones Magazine • "Phenomenon" (John Travolta movie), or similar • Public radio and/or TV • Real Goods Catalog • www.socialinvest.org

Perhaps some excerpts from The Co-op America Quarterly (Fall, 2000) may present something of a portrait of the realities being explored by these somewhat EcoSocial "innovators." While some REAL-ly try, most are not yet into "alternative" REAL-I-ties.

1. Feature-'WoodWise Consumer Guide: Practices, products and services that protect forests."

2. Columns-''The Green Consumer," "Responsible Investing News," and "Local Self­Reliance."

3. Departments-"Eco-Actions," "Sweatshop Update," and "Boycott Action News." 4. Across Co-op America-"ln Cooperation," "The Mail," "Ciassifieds," "Progress

Report," and "Green Business News."

Conserver Society 2 More removed from mainstream America is the "Self-Sustaining Society." People here are REAL-ly trying to work toward renewable, and equitable, lifestyles that be sustained indefinitely and globally by everyone on the planet. "Simplifying" their lives voluntarily is something of a rallying perspective. Media samples again show many more multiple "realities" for them.

• "Affluenza" and "Escape From Affluenza" videos • Back Home Magazine, and other gardening/farming/hunting/fishing periodicals • "Extreme Homes" and other Home & Garden Cable Channel shows

• GreenWave Radio • Heirloom Seeds Catalog, and similar others • www.simpleliving.net • World-Watch Magazine: Working For A Sustainable Future

Perhaps some excerpts from The Simple Living Network website may present something of a portrait of the realities being explored by these more down-to-earth EcoSocial "reformers." Most here REAL-ly try, and some experiment more deeply into "alternative" REAL-I­ties.

1. The Front Page-"Summer 2000 update," and "CyberAngels." 2. Feature Articles-"Real Vacations," 'Why Community," "Disappearing Busy Signals,"

'Wealth & Well-Being," and "Alternative Homes." 3. What's New-"Simple Loving," "Soul of a Citizen," ''Your Money Or Your Life (Video

Rental)," "The Global Living Handbook," "A Change of Heart," "living Cheaply With Style," and ''The New Natural House Book."

Conserver Society 3 The "Actualizing Society" people are more concerned with human growth than material growth. They form the neighborhoods and communities most distant from today's consumption society. Whether traditional religious, or modem intentional, these emphasize cutting back consumer/producer patterns to less exploitive and more sacred EcoSocial patterns. The influential media here are exemplified as follows.

• Communities: Journal of Cooperative Living (Quarterly) • In Context: A Quarterly of Human Sustainable Culture • RAIN Magazine • The Permaculture Activist • "Visions of Utopia: Intentional Communities ... Coopeative Experiments to Build a

Better World" videotape • www.ic.org (Fellowship for Intentional Community website) • www.nonviolence.om//tranetl (TRANET website for "A Digest of the Alternative and Transformational movements")

Perhaps a segment of TRANET's ''The Best of the First Twenty Years" (from their website) offers a glimpse into the REAL-I-ties fostered by CS3 types. Although it doesn't capture the REAL-I-ties of the more traditional religious orientations, it certainly speaks to the more REAL metaphysical aspects of modern "Actualizers."

For 20 years, since its initiation at the U.N. Conference on Human Settlement in Vancouver Canada in 1976, TRANET has been helping concerned Global citizens exchange ideas and techniques which empower people at the grassroots and promote local community self-reliance. It has been among the growing numbers of organizations and individuals which believe that the whole earth is in a period of transition for the homocentric Industrial Culture based on self­interest, survival of the fittest, and materialism to an ecocentric Gaiain Culture based on belonging, cooperation, community and mutual respect.

Many seminal ideas and actions have been brought to the publics attention by TRANET's bi­monthly Newsletter-directory.

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"REAL Important Points"

1. We "see" the world in large part by what is received into our brains, filtered through our senses, and processed by our brains. "Technologies" of various times have influenced both what is received and how people have perceived such "receptions" and "processes. n

2. This leads to the probable conclusion that WE ARE NOT ONLY WHAT WE EAT ( & TASTE), BUT ALSO WHAT WE SEE, HEAR, SMELL, ETC., I.E. WHAT WE CONTACT (or contacts us) IN ANY WAY!

3. ''The principal thesis of the sociology of knowledge is that there are modes of thought which cannot be adequately understood as long as their social origins are obscured" (Mannheim, 1936:2).

4. To enhance our EcoSociologicallmaginations (ESI) we use deeper ESI "RALM"s of knowing, involving Research cycles, Authoritarian leaders, Logico-rational examinations, and Mystical revelations.

5. EcoSociology encompasses Ecosophy's comprehensive view of the whole global context shared by diverse cultures and beings, both human and nonhuman. Ecosophy operates at various levels to extend the deep questioning into every activity.

6. One of the most fundamental activities we can do to foster changes at these more complex levels is to resoclallze ourselves and others to continuously act as ecochange agents.

7. EcoFamllles want to minimize infant health risks and maximize child development opportunities in an ecologically enhanced family setting. Several factors may come into play, from mate selection, to preconception, through adolescence.

8. Peer groups are likely as significant to child development as family. Use your ESI to encourage EcoPeers that provide EcoSocial/y oriented primary groups, reference groups, and in-groups to enhance your and your offspring's EcoSupport. Again several factors may come into play.

9. Beyond families and friends the next most influential socialization agent in industrial and post-industrial societies is schools. Several factors come into consideration when preparing for EcoSocial change through schooling for yourself or your offspring. From daycare to doctoral degrees, EcoSchooling options are available.

10. Cable, wireless, satellite and internet communications are increasingly influential in today's global EcoNetwork. Besides exchanging information, offering entertainment, and globalizing change, these media have even been credited with reducing revolutionary resistance.

11. We might conceive of an "EcoSocial construction of REAL-I-ties" in which everything I "tie" myself to helps create my own version of REALity. Since I may actually construct several versions from my various "ties," I may potentially view many REAL-I­ties. That also helps us to become more EcoCulturally Relative.

12. These ties are however strongly influenped by what connections we have to the type(s) of societies that we live in, and/or help construct. Our mindsets, worldviews, and indeed realities are influenced by all societal types.

"PEcoPoem Summary"

"REAL Resources"

That Which Adrenals a Want for Life

Things please the body. And such simple pleasure

is bodily happiness. What social problem

is not from physical cravity? How nice

that science can pacify our every wanton desire ...

Let's damn this harbor of lust from which manunkind sprouts,

and help uncover the formula for the

New Mankind of MIND.

"EcoSocial Exercises" Play the William McDonough audiotape from the KGMB "Environmental Compliance Seminar," and have students "DESIGN" themselves.

"EcoSocial Exam"

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SOC 101-X Spring, 2001 Allen Lee

n :p r ONLINE

THIS WEEK'S SHOW Click here tor Real Audio

SOUND JOURNAUSM FOR THE PLAKET hosted by Steve Curwood on National Public Radio

Table of Contents

CONSUMPTION SOCIETY- 1 ............................................................................................................... .. 1

CONSUMPTION SOCIETY 0 ................ , ................................................................................................... 2

CONSERVER SOCIETY 1 ......................................................................................................................... 2

CONSERVER SOCIETY 2 .......................................................................................................................... 3

CONSERVER SOCIETY 3 ................................................................................. - ....................................... 5

PILLARS ................................................................ - .................................. ~ ................................................. 5

1. EcosociAL MODEL IDEAS ...................................................................................................................... 5 2. OWN/OTHERS VALUE IMPACTS ................................................................. .. .................................. ........... 5 3. Acosoc. IMAG. ACTIONS ...................................................................... ............... : .............................. 6 4. LIFELONG ADAPTATIONS ......................................................................................................................... 6

PRIZES .......................................................................................................................................................... 6

1. HELPS ACHIEVE A CLASS GOAL. ............................................................................. .................................. 6 2. HELPS SELF IN OTHER WAYS .................................................................................................................... 6 3. HELPS OTHERS IN SOME OTHER WAY ................ ...... ........... .... ...... .... ... .... .. ..... ... ... ..... ... ... .... .. .. . · ........... ·· ·· 6

ANNOTATED BIBLIOGRAPHY .............................................................................................................. 7

CONSUMPTION SOCIETY- 1 ..... ... ... ........ ................. ... ... .. .. .. ............ .............. .......... ............ ...... .. .... .... .... ···· 7 CONSUMPTION SOCIETY 0.· .......................................................................................................................... 7 CONSERVER SOCIETY 1 ...........•...........•.•••...••••..........•...........••.....••..•••.••.••...................•..•....•..•......••........... 7 CONSERVER SOCIETY 2 ......... ...............• : ............................... ......................... ............................................. 7 CONSERVER SOCIETY 3 ......... .................•.••.....••.••....•......••....•.....•....••••.••..••........•.............••..•.............•....... 7 ALL GROUPS •....••..•.... .. ...........................•..•..•..........••..••..•..•..•.•..•.•••••..•.••....•.........•...............•..................... 8

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Consumption Society- 1

Media for this type of society of "do more with what ever it takes" ideology, would consist of the following.

• Forbes Magazine. When people get serious about business they read Forbes. The

magazine offers in-depth coverage that examines the personalities and issues that shape the business world today and explores the trends of tomorrow. In the Feb 19 01 Issue. Forbes Finds Midas Money. Venture capitalist Vinod Khosla makes a career out of determining which high-tech companies survive and which outfits will become futuristic flops. Forbes, the magazine that serves the interests of business leaders, professionals, and investors, reveals how Khosla turned· $50 million into $15 billion over the past few years, and reveals "The Midas List"- a directory of the hottest deal makers in high tech. (2/19/01 ).

• Entrepreneur Magazine. This is the small business authority. It is written to help entrepreneurs and small-business owners manage and grow their business. In the February, 2001 Issue Entrepreneur Breaks Some Muggle Rules. Harry Potter- boy wizard - is now doling out advice to the Entrepreneurs (and kids) in all of us. From the magazine that helps entrepreneurs and small-business owners manage and grow their businesses, learn some serious (and basic) rules of business from this very unlikely character, his creator, and the story lines that are more fact than fiction. (2/01)

• Rush Limbaugh's talk show. This talk show airs in Milwaukee on WISN 11 :30, 12 noon - 3 p.m. He is pro republican with no consideration of a compromise with any other party. Here·is a quote from Rush.

"Conservatism needs to be re-taught constantly, because liberals are lying about it constantly, necessitating the constant correction of their lies and demagoguery,"

• The Wall Street Journal news paper. This new paper is the leading business publication in the country, with the most relevant information available on the business of making a living. It provides valuable information on the latest news and trends in business; on advancing your career and increasing your income; on using new technologies; on managing change and on working smarter and investing more profitably. What this all a,ds up to be is the Journal delivers news you can use. ··

Consumption Society 0

This is where most of us live now and use the following media for our information.

• USA Today News Paper. With up-to-date coverage of news, weather, life, money, and one of the most popular sports sections in the country, USA Today is the nation's newspaper. The ever-popular "Snapshots" takes a look at "the statistics that shape our lives," while state-specific news keeps you in touch with your community. Delivered daily, Monday through Friday, this is one newspaper that everyone can enjoy.

• - People Magazine This magazine has all of the inside news you crave about the personalities who fascinate you. Each weekly issue is packed with amazing stories about ordinary people and their extraordinary lives. When you simply have to know the latest about Hollywood's hottest celebrities, super-star athletes, and the biggest names in business and politics, then you simply have to have People! In the February 26, 2001./ssue. People Examines What's at Stake. Tom Cruise and Nicole Kidman are preparing to square off in a divorce proceeding that will put everything on the line- their kids' futures, their $250 million fortune, and their nearly impeccable reputations. People, the magazine that delivers the news you crave about the personalities that fascinate you, takes a look at what's at stake in this split, and why it could turn ugly. (2/26/01)

Conserver Society 1

This society does more than just the basic recycling but takes it to the next step. They are more aware of who and what gets their dollar vote when making a purchase. Here are some media that would help them.

• Business as unusual. Book by Anita Roddick Jan. 19, 2001 The book details the ups and downs she encountered creating an "unusual business" in the marketplace, a company that does not harm the environment or violate human rights in the path to profitability. Here is one paragraph from her book that deals with the unfair profitability of a major corporation.

Or take the example of Walt Disney, chosen by the US corporate watchdog magazine Multinational Monitor as one of the ten worst corporations of 1996, because of its refusal to pay decent wages to contract workers in Thailand, Haiti and even in the US. Haitian contractors producing children's clothing under license to Disney were paying workers 28 cents an hour, or about 7 cents for every garment they make. In other factories producing Disney clothing, workers earn as little as $1 a day-- 12 cents a,n hour. The workers' call for a living wage-- 58 cents an hour-- fell on deaf ears at Disney. To interfere would be "an inappropriate use of our authority," said a Disney spokesperson. It would

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take one Haitian worker producing Disney clothes and dolls 166 years to earn as much as Disney president Michael Eisner earns in one day. Eisner isn't even one of the seven richest men in the world, whose pooled wealth would-- it is said-- be sufficient to eliminate global poverty.

• Living on earth. Radio broadcast. Living on Earth with Steve Curwood is the weekly environmental news and infonnation program distributed by National Public Radio. Living on Earth's news features, interviews and commentary on a broad range of ecological issues. He also has a web site at http://www.loe.org for a listing of radio channels that broadcast his show as well as audio files of previous broadcastings.

• Mother Jones Magazine. This is a magazine of provocative and unexpected articles that provides a perspective not found in the mainstream media. It challenges conventionc;~l wisdom, exposes abuses of power, and offers fresh solutions for positive social change.

• Mother Jones Web Site. http://motherjones.com/ This site was developed in conjunction with their Magazine with some added infonnation. You can join their e-mail mailing list to get notified of updates to the Web site. Find all the back articles, including those from the magazine, that are on the MoJo Wire.

• "Phenomenon" (John Travoltta movie). This movie is about a man named George Malley who is a very uncomplicated man who is given an amazing gift; the gift of brilliance. With that gift comes an enormous amount of responsibility, as well as personal challenges. He uses his brilliance to try and better the world for others.

• The Progressive Magazine. This one of America's leading voices for peace and social justice. It features some of the best political writers in the country, including humorist Molly Ivins. Every month it includes interviews with prominent activists and writers and features cutting-edge editorials and investigative reporting.

Conserver Society 2

The people in this society take the Conserver Society one step further by simplifying their lives farther. Some Media samples for this society would be:

• Back Home Magazine.

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BackHome magazine supplies do-it-yourselfers information on sustainable, self-reliant living. BackHome is for those interested in taking control of their own lives.

• BBC Castaway 2000 web site. http://www.bbc.eo.uk/castaway2000 Below is an excerpt from this web site that explains what a conserver society is all about. This site also lets you interact with people living this type of life.

Castaway 2000 is an experiment to examine what aspects of life are really important in society at the start of a new century and what aspects could be disposed of. Do we work too hard? Are we defined by our jobs too much? Are our children getting the right kind of education? What luxuries are actually essential and what essentials are actually unnecessary? Is there a difference between the priorities of the old and the younger generations? How will a range of people who previously didn't know each other, and perhaps wouldn't choose to be together in normal circumstances, get on together when they have to depend on each other?

To do this, Castaway 2000 has taken a group of people representing a cross section of society, and put them in an isolated situation that removes them from the everyday aspects of modem life, so they can reflect on these questions in a very practical and tangible way.

The Castaways were chosen with the help of a team of expert advisors. Lion Television's series producer, Chris Kelly, and his team set about choosing around 30 people to represent a cross section of British society today in all its hopes and hates, aspirations and concerns. Over 4000 people applied and we chose 28 adults and 8 children. They were not necessarily the 'best', but they did exhibit the range of practical skills, characters and traits that means we will all recognize part of ourselves in at least one of them.

The challenges they've faced continue to force them to examine the underlying issues. From dealing with a lack of living accommodation in the early days to reconciling the community budget or coping with the animals - all situations throw up wider reflections.

I'm not sure we'll come up with any definitive answers, but I hope that by seeing the Castaways go through the process of building a new community at least we'll have stimulated discussion and reflection about the values in our own lives.

• Dry It- You'lllike It! Book. This is a complete guide to dehydrating and preparing all types of food, including fruits, vegetables, seeds and grains, herbs, confections, meats and fish, trail foods, and more/ Also has recipes, and plans for building your own dehydrator. _..

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Conserver Society 3

Media that could help someone in this society that is more concerned with human growth than material growth.

• lnnerSelf Magazine. http://www .innerself.com/Creating_Realities/life _purpose.htm

This is an online magazine that has articles that help you understand what an actualizing society/person is. Here are some self-examining questions that Dhyani Ywahoo asks in her article uActualizing our Life Purpose".

We make our decision in relationship to the world around us. How is my duty as an individual, how are my gifts as an individual benefiting the world? How is it coming back? Can I write something that will help the people?

• University of Wisconsin-Eau Claire.

Pillars

http://www.uwec.edu/admin/counsel/pubs/chars.htm This site has an evaluation form that uses 16 characteristics of a self­actualizing individual described by Abraham Maslow. (See form attached to the back of this paper)

My selection for the Media Pillars Prizes Portrait is Conserver Society 1 at this time in my life.

1. EcoSocial Mode/Ideas. How I see my picking Conserver Society 1 for media, fits in the Ecosocial Model in this way. I am getting my information from a better source than hyper­consumption source or a Consumption Society 0 source. Those sources do not show me the full picture on how the information I am receiving, and maybe reacting to, effects all the other things that surrounds the human social patterns. Such as the soil, fish, water, plants, birds, air, etc.

~· Own/others value impacts. In my selection statement above, I stated "at this time in my life". Although I would prefer to pick Conserver Society 2, Decisions I have made in the past has put me at a Conserver Society 11eval. I realize my decision does not only impact myself but also my family as well. I hunt, fish, make my own sausages, wine, beer, enjoy gardening, gone camped in igloos weeks at a time, and participated on survival trips. I like reading and finding information that deal with all of these subjects. But I am sure if I told my wife that we are no longer going to use or get some media she might use at this time, with out talking it over and discussing it more, It would not go over that well. 1

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3. AcoSoc. /mag. ACTIONS. Actions I need to take are use web mailing lists that will help keep me updated with information I can use. Use media suggested in this paper, also not only read and keep informed using the right media but also use the information in my decision making.

4. Lifelong adaptations.

Prizes

I see this first step in a move to achieving the next step for me, and that would be the Conserver Society 2. As I learn more about this life style sharing it also with my family, it could change how, and the way we get our information through different media.

1. Helps achieve a class goal. I believe that my selection for the Media Pillars Prizes Portrait Conserver Society 1, will Help me achieve my class goal of learning how my decision about my own future goals affect others. I will be getting information from sources that present their information with on an EcoSosiology side. Thus getting information that I can make better decisions with.

2. Helps self in other ways. This media actually has information on things I enjoy and do. I also believe it could make me a better person by getting a clear view of what is happening around me. I will fill more afease with decisions I have made, worrying less of there out comes or results reducing stress in my life.

3. Helps others in some other way. Just being an example for my children can help them in their own future life decisions for a better world to live in. Hopefully it could carry down to their children and so on. This could even make people around me notice what I'm doing and get them questioning their own decisions in life.

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Annotated Bibliography

Consumption Society- 1.

The Rush Limbaugh Show. <http://www.rushlimbaugh.com> This site has a list of stations that airs Rushes talk show. I used this site to find out how Rushes talk show would fit in the consumption Society -1.

Consumption Society 0.

Conserver Society 1.

Anita Roddick "Business as unusual" Jan. 19, 2001 This book is the story of Anita Roddick and her challenges building The Body Shop to be one of the leading socially responsible companies in America. Used in my paper to help show unfair profits from other big corporations.

Jon Turteltaub, Touchstone Picture. "PHENOMENON" 1996 Movie Release Date: July 3

This movie pointed out to me the big difference between Consumption Society -1 and Conserver Society 1.

NPR ONLINE. <http://www.npr.org > This site has a list of all public radio stations in the US. Also has listing's of programming available on those stations.

Mother Jones web site: <http://www.motherjones.com > This web site aided in

Conserver Society 2.

BBC ONLINE <http://www.bbc.co.ukl?ok> I used this web site to find the web sit about Castaway 2000.

BackHomeMagazine.com <http://www.backhomemagizine.com>

I used this site to find out more about the magazine publication and other book publications.

Gen Macmaniman "Dry It- You'll Like It!" 1997 This book has information that would help someone that is self­sustaining.

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Conserver Society 3.

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lnnerSelf Magazine. <http://www.innerself.com/Creating_Realities/life_purpose.htm >

This is an electronic magazine web site. That is affable to help understand actualizing society.

University of Wisconsin-Eau Claire. Web site <http://www.uwec.edu/admin/counsel/pubs/chars.htm > Richard Boyum. "Characteristics of a self actualizing person an evaluation instrument"

I used this site for a self-evaluation exercise.

All groups.

Amizon.com. Web site. <http://www.thedaily.com/amizon.html> This web site has almost any type of book you would what to find. This site helped me find information on magazines and books listed in this paper. It also gave me a summarized overview of what the publication were about.

William F. Tarman-Ramcheck, Ph.D. Working Draft of "Living Sustainably; Creating EcoSociology" SPRING 2001.

This book is about combining Ecology, and Sociology, to get "EcoSociology". It also shows us how this is applied to the real world. Chapters 3 & 4 in this book were a major contributor for this paper and greatly aided in the information used throughout the paper.

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Characteristics of a Self Actualizing Person

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CHARACTERISTICS OF A SELF ACTUALIZING PERSON AN EVALUATION INSTRUMENT

By Richard Boyum

Page 1 of3

Listed below are a series of 16 characteristics of a self-actualizing individual as described by Abraham Maslow. Self-actualizing here is defined as a person who is in the proc·ess of fulfilling their potential. After slowly and thoroughly reading each characteristic, rate yourself on the scale listed below that characteristic from l to 10. Your results will give you both a linear and intuitive representation of your strength and weaknesses in moving towards being a self-actualizing person. Spend some time focusing on why you are stronger in some characteristics than others. What is it that has given you a higher score? What might you do to make your score higher on any given characteristic. The highest total you can receive is 160 points. How close are you?

1. The self-actualized person has more efficient perception of reality and more comfortable relations with it. He can accept the good and the bad, the highs and the lows, and he can tell the difference.

1 2 3 4 5 6 7 8 9 10

2. Acceptance of self, others, and nature. The self-actualizing person sees reality as it is and accepts responsibility for it. He is as objective as a subjective being can be in his perceptions.

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3. The self-actualizing person has spontaneity, simplicity and naturalness. In other words, this kind of person is not hung up on being as others think he should be. He is a person who is capable of doing what feels good and natural for himself simply because that's how he feels. He does not try to hurt others, but he has respect for what is good himself.

1 2 3 4 5 6 7 8 9 10 I

4. Problem Centering. The self-actualizing person is someone who is generally strongly focused on problems outside of himself. He is concerned with the problems of others and the problems of society, and is willing to work to try

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Characteristics of a Self Actualizing Person

to alleviate those difficulties.

1 2 3 4 5 6 7 8 9 10

5. The quality for detachment, the need for privacy. For all his social mindedness, the self-actualizing person has a need to be by himself or a need for solitude. He enjoys times for quiet reflection and doesn't-always need people around him. He can be with the few people that he would be close to and not need to communicate with them. Their presence is sufficient in and of itself.

1 2 3 4 5 6 7 8 9 10

6. Autonomy, independence of culture and environment. The self-actualizing person is capable of doing things for himself and making decisions on his own. He believes in who and what he is.

1 2 3 4 5 6 7 8 9 10

7. Continued freshness or appreciation. The self-actualizing person experiences a joy in the simple and the natural. Sunsets are always beautiful and he seeks them out. He can still enjoy playing the games he played as a child and having fun in some of the same ways he did many years before.

1 2 3 4 5 6 7 8 9 10

8. The mystic experience, the peak experience. Self-actualizing people usually have experiences in which they literally feel they are floating. They feel very much in tune or at one with the world around them, and almost feel as if they are, for a momentary period in time, part of a different reality.

1 2 3 4 5 6 7 8 9 10

9. A feeling of togetherness. Self-actualizing people have a feeling for all of mankind. They are aware and sensitive to the people that are about them.

I 2 3 4 5 6 7 8 9 10

10. Interpersonal relations. Self-actualizing people have deeper and more profound interpersonal relations than other adults. They are capable of fusion, greater love and more perfect identification that other people could

,consider possible. They generally tend to have relatively few friends, but those relationships are deep and very meaningful.

1 2 3 4 5 6 7 8 9 10

11. The democratic character structures. Self-actualizing people tend to believe in the equal nature of human beings, that every individual has a right to say, and that each person has his strengths and each person has his weaknesses.

2 3 4 5 6 8 9 10

12. Discriminating between means and ends, between good and evil. Self-actualizing people know the difference between means and ends and good and evil and do

htto://www . uwec.edu/admin/couns el /ntJhs/r.h~rc; htm

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Characteristics of a Self Actualizing Person

not twist them in a way that hurt themselves or others.

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13. Philosophical and unhostile sense ofhumor. Self-actualizing people tend to enjoy humor. They like to laugh and like to joke, but not at the expense of others. They are generally seen as good natured, even though they are capable ofbeing very serious.

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14. Creativeness. Self-actualizing people are capable of being highly creative. Creativeness can be expressed in many dimensions by writing, speaking, playing, fantasies, or whatever, but self-actualizing do have moods of being creative. Maslow has said that a first-rate cook is better than a second-rate painter. Hence, creativeness can be expresses in many dimensions.

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15. Resistance to inculturation, the transcendence of any particular culture. Maslow feels that the individual is above his culture in some way, that he maintains a strong individuality and is not so absorbed that he cannot evaluate the culture objectively in such a way that he can make decisions about what is best for him and those he cares about .

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16. The imperfections of self-actualizing people. Self-actualizing people are individuals who are aware of the fact that they are not perfect, that they are as human as the next person, and that there are constantly new things to learn and new ways to

Page 3 of3

grow. The self-actualizing person, although comfortable with himself, never stops striving.

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Counseling Services Old Library 2122

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University of Wisconsin - Eau Claire .IW' Il.n~l....-"· 1 Phone: (715) 836-5521

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Student Permission to Use "Pillars' Prizes" and/or "Learning Contract" Project Materials

for Sociology 101 C/X with Bill Tarman-Ramcheck, Ph.D., Course Instructor, and Author of

Living Sustainably. Creating EcoSociology

This notice acknowledges that A Lt.- £IV Lz._'f- , student in Sociology 1 01 CIX., has read and accepts the terms of this agreement for allowing Bill Tarman-Ramcheck, and/or his designated representative(s)-including book publisher(s), to use portions or all of said student's "Pillars Prize" and/or "Learning Contract" project materials in the forthcoming book tentatively entitled Living Sustainably, Creating EcoSociology (LSCE).

This student acknowledges their completion of the following "Pillars Prizes" or "Contract

Leamin~:p;:~$ ftZIUS P~~r:; /'1'W2A: " & (Title/Description of project)

LSC£-

(O~~ented or turned in to Instructor for class credit)

This student acknowledges that except for a personal citation denoting the source of the project material information, there shall be no other reimbursement of any form for the use and publication of that student's materials; and further hereby waives all claims of any form for liability or damages resulting from Bill Tarman-Ramcheck's use of those materials in said LSCE publication.

The student also agrees that the Instructor shall keep at least one copy of the project materials, including the originals, without need to return any of the completed project to the student-except as is necessary to provide feedback for the project c!ass gracie. S!GN . .; !uRc3 INDICATE AGREEMENT TO THESE TERMS AS DATED.

c:1R }). -:L 6;/~-JL (Student) Bill Tannan-Ramcheck, Instructor

/ & 8 0) C _$ f//Z;;0(s- / ;?oo J (Student 10 or Social Security number)

·3/7 /o 1

(Course semester & year)

<o::. !:zlo l (Date signed) 1

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