Thoughts on David Orr (1991), Part IV

Orr’s (1991) fifth principle for rethinking education “has to do with the importance of “minute particulars” and the power of examples over words” (p. 13). Orr (1991) stresses the importance of role models and institutions that wholly represent the responsibility and integrity they teach. Orr’s (1991) sentiments are an echo of Leopold (1949, as cited in Gruenewald, 2003) who theorizes that education, even environmental education, perpetuates the dominant paradigm of disconnect from the land and ecology. When students are educated in institutions that engage in irresponsible social and ecological practices but preach responsibility and citizenship, they quickly become aware of the hypocrisy and hopelessness of their educational experience (Orr, 1991).

Many times in this course, we discussed the importance of role models in the development of environmentally conscious students/ children/ citizens. Further, we discussed that while most institutions do perpetuate the dominant paradigm of ecological passivity or hypocritical ecological practice, it is individuals in these institutions (certain teachers, parents etc.) who challenge the status quo and become the role models critically needed for environmental consciousness and action.

Much of the literature in the course discussed role models (especially in childhood) as important influences to ecological consciousness and ecological action. One author spoke louder to me, personally, than all others. This was Richard Louv (2007):

“Parents, educators, other adults, institutions- the culture itself- may say one thing to children about nature’s gifts, but so many of our actions and messages- especially the ones we cannot hear ourselves deliver- are different.” (p. 14).

This quote reminds Malone’s (2007) discussion on the “climate of fear... restricting children’s movements to such an extent that children will not have the social, psychological, cultural or environmental knowledge and skills to be able to negotiate freely in the environment” (p. 513). Malone (2007) identifies the parenting phenomenon of “bubble-wrapping” (p. 513) where out of love and protection, parents prohibit their children from autonomous outdoor play. This phenomenon of parenting translates to children who believe that “computers are more important than nature” (Louv, 2007, p. 13) and are “too busy to go outside” (Louv, 2007, p. 13).

Through review four different bodies of research on environmental behaviour in children, Chawla and Cushing (2007) conclude that adults and peers acting as role models positively influence and encourage environmental behaviour in children. Gruenewald (2002) discusses how his personal interests and behaviour was influenced by Henry David Thoreau’s Walden. Walden promoted Gruenewald (2002) to re-examine his values and challenge the status quo paradigm of middle class consumerism as a teenager. Further study of Thoreau’s works encouraged Gruenewald (2002) to practice the art of educating others through “field-based learning... and... play” (p. 535).

In my opinion, whether people find environmental role models in real life or by reading literature or through media, it is valuable to their development of environmental consciousness and action. By acting consistently with our lesson plans, we as environmental educators incite a real sense of responsibility for the environment instead of a “greenwashed” set of insignificant mantras; this is “the power of examples over words” (Orr, 1991, p. 13).