Posts
Prof. Dr. Mehmet Tunçer
Abant Izzet Baysal University
SCOPE
I- POLITICAL ECONOMY AND BIO-POLITICS
II- PRODUCTION, ELEMENTS OF PRODUCTION, LABOUR FORCE
AND PRODUCTION RELATIONS
III-RELATIONS AND CONTRADICTIONS BETWEEN ECOLOGY,
BIO-ECONOMY, POPULATION AND ECONOMY
IV- EDUCATION, DEFINITION AND CHARACTERISTICS
IV.1. BASIC CHARACTERISTICS OF EXISTING EDUCATION
V. CHARACTERISTICS AND CONTENTS OF ENVIRONMENTAL
EDUCATION
V.1. ENVIRONMENTAL EDUCATION
V.2. HISTORICAL ROOTS OF ENVIRONMENTAL EDUCATION
VI. SUGGESTIONS AND OPINIONS ON BOI-POLITIC/ECONOMY
RELATIONS FOR JOINING CONTEMPORARY EDUCATION STRUCTURE
VI.1. EDUCATION BEFORE PRIMARY SCHOOL
VI.2. PRIMARY SCHOOL EDUCATION
VI.3. SECONDARY SCHOOL EDUCATION
VI.4. UNIVERSITY EDUCATION
VI.5. TEACHING RELATIONS AND CONCEPTS OF BIO-POLITICS/ ENVIRONMENT/ECONOMY
AT THE POST EDUCATION OF UNIVERSITY
BIBLIYOGRAPHY
SELECTED BIBLIYOGRAPHY
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| http://www.nova-institut.de/bio/index.php?tpl=startlist&id=&aid=&lng=en |
GIVING A POSITION IN EDUCATIONAL SYSTEM TO THE
RELATIONSHIP BETWEEN ENVIRONMENT, BIO-POLITICS AND ECONOMY IN A MANNER THAT
CREATING ENVIRONMENTAL CONSCIOUSNESS AND ENVIRONMENTAL ANXIETY
“How sky buy or sell? We do not possess the clean air
and glitter water. How you would buy these from us? Every part of the world is
holy and lofty for my nation with our memories and experiences. We know that
white man does not understand our customs. He is an alien who come at night and
take everything that he needs from soil. World is not his friend but his enemy,
and goes ahead while he captures the world. He steal world from children. His
appetite absorbs world greedily, and leave a desert behind. When all kind of
animals annihilated, we will die due to the loneliness of our souls, what has
happened to animals will happened to us similarly. Everything depends upon each
other. What has happened to world will similarly occur to children of the
world. ” [1]
I. POLITICAL ECONOMY AND BIO-POLITICS
Political
economy takes part in social sciences. Social life is complicated and has
different directions, which covers politics, economy, culture, art and
ideology. Different directions of social life are examined by various sciences.
Political economy investigates society’s economic life and material production
sphere. Production has two aspects, that is, technical and societal. In
technical aspect, production is examined by technical and natural sciences. As
different from these sciences, political economy deals with societal structure
of production. The term ‘Political Economy’ is derived from “oykonomia” term that means administration
science and “politikos” term that
means government administration[2].
Bio-politics,
contrary to political economy, investigates not societal life and production,
but modifications, corruptions and pollutions in nature and life itself due to
technological revolution and social progress, and search for new progresses
occurred in every branch of sciences. Bio-politics
aims to integrate “environment”
dimension to every branches of sciences and arts as products of human beings- such
as science and technology, diplomacy, international collaboration, health,
sports, energy, economy, communication modes, theology, philosophy, law,
literature, history, mythology, arts, city planning and architecture; to
examine interaction between environment, nature and human beings; and to
re-arrange these relationships at a healthy and rationale platform.
The
word of “bio-politics” had been
created in line with belief that love of biology and “bios” (life) are the connection that attaches humanity to each
other. Accelerating economic progress and technological innovations brings
about exhausted natural resources and environmental pollution at a speedy rate.
“Bios”
(life) helps us for better perception of meaning of life. The dimensions of
biology reach a new perspective, which is called “Bio-politics”. Life is the
most important natural disposition in the world. Today, attitudes that bring it
to danger had been created a global threat[3].
(Proposal for a Bio-Syllabus)
 |
| International Prize for Outstanding Achievements in the Race to Save the Environment |
II- PRODUCTION, ELEMENTS OF PRODUCTION, LABOUR FORCE
AND PRODUCTION RELATIONS
Food,
clothing, housing, and other assets are must for living. However, all these
material properties are the products of labor force. Production involves all
working facilities that require production of material assets.
Production
is a condition for existence of entire society. Before struggling with science,
art or politics, human beings should meet their primitive living needs.
Marxism
illustrated that all societal lives depends upon production of obligatory
material assets.
Societal
structures, economic and political conditions have been changing through the historical
evolution; however, production always remains as a compulsory condition for
societies’ existence.
Conditions
of production have been faced with great alterations from the ancient ages till
to present.
The
ancient man had possessed only primitive instruments such as stone or thick
sticks. For nourishment like gathering fruit or removing roots from soil they
had used these instruments. In recent era, huge factories produce thousands and
thousands various materials.
Science
had been determined that production involves three fundamental elements, that
is, labor force (working), working matter (object), and working instrument at
all level of societal development. Everything that is implemented on labor
force is working matter. Everything that human being has impacts on working
matters through the way lined by himself is working instrument.
Everything
obligatory for living are not generally exists present in nature. Human beings
modify these natural objects properly for meeting their needs. Human beings cut
trees for building their shelter, or produce brick, cement, iron, concrete and
other tools by using such a way. In order to meet the need of clothing, they
cultivate cotton, transform cotton into string, and then weave and sew it.
Human
beings do not trust the nature’s philanthropy or kindness; therefore, they have
to be effective on nature so as to acquire anything obligatory for living.
Labor force creates a long-term war or fight (struggle) against nature. At this
war, human beings benefit from natural powers such as animal force, vapor,
electricity, chemical reactions, etc. in order to transform natural objects into
more suitable usage with parallel to desired aim[4].
Working
matter (object) is something that is implemented on labor force. This could be
not only natural resources but also the objects, which are not processed
before.
For
example, let’s think about a miner who find out coal or mine ore. The miner
breaks down the coal or mine ore, then take them on the ground. His working matter
is coal layer or mine ore deposit, that is to say, a natural resource.
The
same object can faced with various process phases. In political economy, the
working matter produced at the previous phase is called “raw material”.
Therefore, each raw material is a working matter; however, each working matter
is not a raw material.
Ground,
underground and water system are universal working matters. Nature is a kind of
giant chest containing inexhaustible working matters/subjects. The duty of
human beings is pull out and take these matters from sail or deepness of the
sea.
However,
the continuity of rapid economic growth is dependent on logic or illogic of
more production and more consumption.
Ground,
underground wealth and climate constitute integrity of natural conditions that
possessed by human community. These natural conditions are changing gradually,
but the forms of usage by human beings are altering very rapidly. These
conditions’ usage form is mainly depending upon technical level.
Various
natural wealth resources that were not regarded in economic importance until
the recent time, now find wide usage areas. For instance, bioxide (boksit)
which is the raw material of aluminum is not used anywhere at the near past.
Today, they processed intensively. In
recent times, uranium deposits have begun to process after the invention of
atomic energy resources.
The
logic of is opposite to the logic of industrialization. High level of
consumption could not support eternally in the world with insufficient resources.
Seeking for continuous growth and development of industry, will deteriorate the
planet and make people poor unavoidably[5].
Everything
that people use for being efficient on working matter is working instrument.
The first storehouse of working instruments had been the nature. The ancient
men find the stone that they use in the nature. In time, working objects that
were created by human beings from natural objects gained an important role. The
most important role is taken by machines, or all equipments making production
through all the working instruments. Everything that determines the quality of
production is accurately working instruments. Perfection and renewal of working
instruments are accelerated the sovereignty/dominance of human beings on
nature.
Entire
material conditions that are compulsory for production are working instruments.
What is important is that soil, factory buildings, canals, roads regarded as
universal working instruments and working matter/subject are the instruments of
production. An object can be regarded as working instrument, raw material or
product with reference to its role and location in the working process.
Therefore, coal is a raw material at the coke factory and a product at the
mine. Weaving workbench is a product at the textile machine factory and a
working instrument at the textile industry[6].
Instruments
of production are static objects without labor force does not take them into
action.
Labor
force is the most significant element of entire production. Animals perform the
most complex actions instinctively; however, labor force is a conscious action.
Labor force is solely peculiar/special tax for human beings.
Labor
force has basically two characteristics. Firstly, it precedes a working process
with beforehand determination aim; secondly, it depends tightly on working
instruments’ production.
Labor force is the preliminary condition for
entire human lives.
The
thing, that proofing human being is derived from animal cosmos, is that
production of working instruments, which were so primitive at the beginning.
Animal
only consumes the nature’s blessings; contrary to this, human beings are
effective on nature by using labor force and step by step gain sovereignty on
nature, and situated it beneficially for their goals.
Old
economists rightfully stated that labor force is the father of wealth and the
mother of soil.
The
beginning stages of societal development, productivity of labor force was
sparely low and the instruments were so primitive. However, division of labor
was seen even at this era. Man had gone hunting, women had made housework,
children and the aged people had tried to help them as much as possible.
The
development of production results in division of labor. The birth of people
working branches came on agenda. Tribes begun to deal with agriculture at the
appropriate lands or survive with stock rising at other areas. The appearance
of craftsmen (potters, ironmongers, weapon crafts, millers, etc.) had been
developed the division of labor to a large extent.
The progress
in the techniques results in developments in the production instruments and
deepens division of labor. Industry is separated from agriculture. With the
development of machinery, new plentiful working branches came on agenda such as
production of energy machines; production of working service machine;
metallurgy, textile, shoe, nourishment industry machine production;
agricultural machine production, etc.
As
seen above, production is the war of human beings against nature. Perfection of
production instruments and development of working power are the symptoms of
rising dominance of human beings on nature. This dominance/sovereignty is
accompanied with environmental problems.
III-RELATIONS AND CONTRADICTIONS BETWEEN ECOLOGY,
BIO-ECONOMY, POPULATION AND ECONOMY
“ECOLOGY
means appropriate harmony between human beings and nature.”
C.F. von Weizsacker
“Economy” brings basically in disharmony
and disorder with nature.
The
definition of “Economic Utility” is acquisition
of raw materials from nature directly or indirectly for production of assets.
“Bio-Economy” means the investigation of
impacts of biological sciences development on economy in order to measure the
future social and economic growths. With the help of bio-politics, new
technique cause new social and economic horizons and biology take part in many
branches like health, agriculture, arts, etc[7].
Nature
is polluted by emission and waste materials as a result of production of raw
materials. Due to this fact, nature exchange with natural raw materials so as
to produce waste materials. Besides labor force and capital, nature is the
third exploited factor of production[8].
The
most important components of proposed education system will be ‘how we develop
the location of nature’, ‘how we take in guarantee the rights of nature’ and
‘how we preserve the conservation of nature’.
The topic
of utilization of raw material and formation of waste materials has been known
since centuries. Technological and scientific developments give opportunity to
exploit the unsubstitutable natural resources on an accelerating rate and this
cause increasing amount of the unannihilated waste materials.
Nature
could not absorb these waste materials anymore and large amount of these waste
materials are harmful not only for the nature but also for the human beings themselves.
When
Marx and Engels had written Communist
Party Manifesto, they speeches out the state would remove from the system.
This would continue until reaching the abundant production in the worldwide,
and this abundance would provide an opportunity of ‘everyone gets everything
according to their needs’ in a classless communist society.
Marx
had not anticipated increasing in population 12-14 times at two centuries.
Furthermore, he had not foreseen “explosion
of desires” realized by consumption society constituted by happy minority.
Moreover,
Marx had not anticipated the gradual increasing inequality between developed
countries and other countries dominated by central capitalism.
Besides,
possibly un-renewalable resources such as energy, productive mine beds,
cultivated soil, unpolluted air, and so on, has been exhausted dramatically,
had also been foreseen.
Scarcity,
starvation and epidemic diseases that are increasing dramatically had not been
estimated.
All
of these facts force us to scrutinize fundamentally
of our opinions and understandings about future of humanity, “Optimal Population” of world, examples
of production and consumption[9].
The
first United Nations Conference on Human Environment held in Stockholm
Decisions
of Stockholm
By
the side of one by one firms, the expenses for prevention or removal of
pollution is included in firm’s cost accounts and decreases the firm’s
profitability. On the other hand, the over pollution of environment affected
not only the society but also the firms and firms’ labors’ families in an
harmful way.
To
do cleaning the environment, prevention of environmental balance corruption,
finding solution for environmental problems make it obligatory that some
resources for economic growth should be allocated for realize these aims.
Therefore,
this can results in slowing down the velocity of economic growth.
The
rule of “polluter pays” to the extent of determination helps society to pay great
amounts of values. Nonetheless, there is a risk that this value is paid by society
as a result of reflection to the prices.
The
user of consolidation can share the expenditure for consolidation of
environmental conditions; utilize the environment as a “public good” through
user’s charge is generally accepted[10].
IV- EDUCATION, DEFINITION AND CHARACTERISTICS
“In
general term, education has an aim to include people to life as an active
element, to make people utilize worth of culture and civilization, to make them
innovator for contribution on science, arts, and their own worth’s.
The
most fundamental principle for realizing this aim should be make people to
obtain rational decision making capability, and encourage them to utilize
cultural resources that belongs to humanity in line with bringing them up with
wide-sight-horizon and far from fanaticism.
In-school
education the aim should be in the framework of consciousness of teachers’
duties and responsibilities, educate students according to rotate them to the
out-world for deepening the knowledge and studies should be arranged dependent
upon students’ activities.
Teacher
is not only instructor but also educator. Under the umbrella of this twin duty,
teacher should realize the national education’s aims by using possibilities of
school and his/her own capabilities and should brings up well-informed peoples
who assimilate the knowledge and who make a connection to present time”. [11]
“Education” is derived from Latin
language and has equivalent meanings in some European language. Educare means feeding where educere means get out from something,
orientation and bringing up.
1. Education indicates a social institution and an education system.
Education has a structure and process rules as an institution.
2. The word of education is used as a result of an action. Education
prepares and adapts youths for life.
3. The word of education illustrates a process. This process connects two
or more people each other deliberately or un-purposely; make them to be in
relation with each other and encourage them to exchange their knowledge at a
reciprocal platform. Education exceeds environment of school, and it is the
process that could be seen/ observed at all ages and all situations in life[12].
IV.1. BASIC CHARACTERISTICS OF EXISTING EDUCATION
1. Instead of being “Dynamic”, it is “Static”. Education method does not
allow creating a dialog between student and teacher or even among students.
2. It is not give an opportunity for research or invention, but rote
learning/ memorizing educational system exists.
3. At present, there in no aim of bringing individuals up with general culture.
Educate someone as an intellectual is not the goal of education system.
4. The general approach of education is not totalitarian/ integrative but
item-based.
5. As a conclusion, coarse and out-of-fashion education level exists. [13]
In Turkey
Disciplines
dealing with ENVIRONMENT at universities are architecture, Planning, some
branches of engineering (Civil Engineering, Chemical Engineering, Physics
Engineering, etc.) and sociology, economy, biology, geography, etc.
In
recent years, “Environmental Engineering” departments were set up and
Environmental Engineer as new occupation group was formed.
These
departments’ educational programs are not give place to an interdisciplinary
education between the disciplines pronounced above.
In
medicine, a protective and preventive medicine branch against contagious
diseases exists like Environmental Health and Society Doctor.
“As
an old culture’s forms are dying, a new culture is created by few people who
are not afraid of lack of confidence sensation”
Rudolf BAHRO
V. CHARACTERISTICS AND CONTENTS OF ENVIRONMENTAL
EDUCATION
Since
“Environmental Education” is defined
by different groups for different aims with different comments, a definition is
needed.
In
environmental education there has been no systematic approach at hundreds of
years and there is no action towards a system approach located in general
education.
Environment
should be taught to all members of the society without discrimination in ages
and educational level. A system approach in environmental education should consist
of following components:
1. Environmental education should be comprehensive.
2. Relations and interactions between global structure, nature and life
segments should be included.
3. Problems from these interactions results should be determined. [14]
Present
education has not been reached to a sufficient level in terms of learning and
teaching the system’s defects and weaknesses from almost the Middle Ages.
There
is no exact agreement by whole educationalists and planners on environmental education’s
definition.
V.1. ENVIRONMENTAL EDUCATION
1. “Environmental Education” is a new approach in terms of teaching
relations of human beings and environment. How human beings affect their
environment and how environment affect them is the main topic of the environmental
education.
2. It is an integrative approach, which deals with structure of human
beings and natural environment.
3. It percepts school and its environmental society as an education laboratory;
it teaches structure of human beings, natural and physical sources at an
experiment-based teaching process.
4. It follows an interdisciplinary approach on such worldwide subjects as
social, scientific, cultural, economic, etc.
5. It roots from living in an urban society and lives in societal
development.
6. It aims to bring up self-confident and motivated individuals who have
environmental consciousness and responsibility.
7. It brings a rationalist approach that helps to raise living quality,
protect and developed it.
8. Environmental education does not mean conservatism. It should not be
regarded as a ‘nature education’ although it takes place in the environmental
education programs.
9. Environmental education is not extremely hard new ecucational program
and not requires huge money and resources. [15]
V.2. HISTORICAL ROOTS OF ENVIRONMENTAL EDUCATION
As
we look out the history of education about environmental subject, it is
difficult to find an “original” education.
Ancient
Greek Philosophers can be regarded as the first environment teachers.
Environment had been interpreted and concerned at various periods of human
development.
Human
being-environment relationship is closely related with science, technology and
progress level.
Society’s
understanding about environment has geographical and societal differences and differs
according to each regional structure characteristics at the same period.
Today’s
individualistic and intellectual education is seen as scholastic and encyclopedia-rooted
un-fashionable education although it exists in an environment that is technologically
developed.
Basic
resources that were used for explaining some environmental phenomenon such as
“sun, soil, water” at the primitive communal societies left its place to the
concept of “God” at the Middle Ages.
Another
interesting issue on understanding the environment phenomenon is that struggle
between the concepts of “Physics and Metaphysics” through thousands of years.
This
phenomenon had taken its place in the concepts of “Science” and “Religion”
through the history.
Parallel
to the scientific development, interpreting the environment in a rational way
had been accelerated in the philosophical and theological approach; therefore
religion had begun to lose its power on this issue.
This
is the evolution of idea oriented to the contemporary society where Galilee had dyed due to this fact.
The
failure of environmental approaches and understandings at those ages results
from implementing item-based strategies instead of an integrative approach.
Environment
has been examining with many “-logy” such as geology, biology, sociology, etc.
“This
world is not left behind as heritage by our ancestors; we borrowed it from our
children”
An African Proverb
VI. SUGGESTIONS AND OPINIONS ON BOI-POLITIC/ECONOMY
RELATIONS FOR JOINING CONTEMPORARY EDUCATION STRUCTURE
“What
should we do in order to utilize the whole favors of industrialization and to
reduce the natural destructions at its minimum level simultaneously? In more
concrete sense, how sort of socio-politic arrangement system we develop for 5
million automobile would exist in İstanbul that has 8 million population, daily
500 kilogram garbage per person would collected, however, the Bosporus would
still remain brightly, the air would not be polluted, there would not accumulated
fuel oil at or beaches...Our duty is provision of sustainable development and
prevention from harmful effects that limited us for utilizing the favors of
this development: not prevention of development.” [16]
It
is very difficult to differentiate education and research. Under-developed countries
are not giving the required importance to the environmental problems’ education
and research due to such facts that gross national[17]
product is low and distribution of this is unequal.
Developed
countries accomplished the renaissance and reform and they follow a rationalist
way; therefore, this help them to solve environmental problems as well as
creating solutions for crisis that they faced with in all other fields.
Education
on environmental problems should be performed at everywhere continuously. The
institutions of formal education perform this bit by bit without give a name to
this. However, orientation to do this in an orderly manner and to reach a
conscious level is important for prevention of waste of time, energy and
material. [18]
VI.1. EDUCATION BEFORE PRIMARY SCHOOL
Contemporary
education addresses all stages of human life from birth to death.
In
many countries, education before primary school, meaningly, education of
children before 6 years-old was institutionalized.
Education
of love of nature and consciousness should begin at early ages.
At
early ages, children should be taught about bio-politics, human being-nature
relationship and economic consumption patterns.
Such
an education’s quality and program could be determined with the participation
of psychoanalysts, psychologists, biologists and sociologists.
VI.2. PRIMARY SCHOOL EDUCATION
It
can be possible for educating a primary school child (6-13 ages) about
bio-politics and economic relations by arrangements in some courses’ scope and context.
The
concepts of natural environment life’s foundations, human beings’ structural
environment and natural interactions, environmental pollution should be took
part in subjects of history, literature, geography, social sciences,
citizenship information and basic sciences (mathematics, geometry, physics,
chemistry, biology).
The
main focus should especially be environmental problems results from
utilization, production and consumption of natural resources, waste materials
and acquiring returns, etc.
It
would helps children for their advanced education that teaching them beginning
from early ages of their childhood that they are the part of the biological
life on earth and being sensitive to biological life.
The aims of Primary Education:
1. To introduce their bio-environment to students, to provide creating a
connection with other living creatures and make them more conscious.
2. To develop student’s sensation of love, kindness and other senses
related with preservation of nature by teaching them bringing-up process.
3. To teach them the relations between creatures in the ecosystem and economic
structure’s effects on these relations.
4. To create moral judgment by teaching them the possible hazards that life
(Bios) would be faced with and showing the results of economic production and
utilization of resources.
The Methods of Education:
While
teaching primary school students on relations of bio-politics and economy, the
education methods that activate five-sense should be implemented so as to bring
them up as sensitive towards nature and its rhythm. Sense of hear, smell, touch
and see could be used in education with many directions.
- Effective
expressions and explanations,
- Methods
of individual research,
- The
studies that developed their capabilities of determination and evaluation
should be used.
The Principles of Education:
1. The principles of economic and bio-politic structures and functions,
2. The relations between ecosystem and economy,
3. Explaining the human being’s cruel, hunter, communal, parasite and
competitor characteristics,
4. Explaining the actions of all creatures and the actions of human beings,
and especially explaining the economic dimensions of production and
consumption.
5. Explaining the meaning of evolution, natural selection and formation of
species, quality of gene and DNA, and explaining that annihilation of species
could not substituted with another thing.
6. The concepts of increase in population and control of population, the
relations between economy and population, development- welfare and population,
7. Explaining the principles of photosynthesis, the importance of
agricultural products in economic side, and increase in environmental pollution
by usage of fertilizers and medicines.
8. Quality of control in pollution and protection of natural environment,
Teachers/
Instructors should encourage their students to questioning in moral, ethnic,
religious, political, economical issues and other fields. (Proposal for
Bio-Syllabus)
At
present, education is not only a product of schools. Sociologists stress the
importance of “parallel school”.
Generally
out of schools, which are abstracted from world, children take many warnings
from their living environment where it is not always useful.
Mass
media including newspapers, radio and television, daily experiences and
surroundings are educating them in a definite manner.
The
aim is to bring up a child with a balanced character, developed birthly owned
capabilities, equipped with knowledge related to bio-politics and economy,
acquired new capabilities, being in harmony with new situations that he/she
encounter, knowing to developed and correct himself/herself, and developed
consciousness of environment.
It
is necessary for creating human picture with consciousness about their
locations on the world, equipped with universal cultural values, and makes them
conscious about they are indebted to past and how the future will be.
VI.3. SECONDARY SCHOOL EDUCATION
In
secondary school education epoch, human character begin to take a shape, a term
includes very important years between childhood and adolescence.
At
this epoch such an education should impose to children that give an opportunity
for contributing his/her general culture in terms of the subjects of
bio-politics and economy, developing
his/her qualities with the help of consideration capabilities,
developing sensation of responsibility towards himself/herself in terms of
spiritual and social contexts.
In
this epoch, education has such aims as; to get an important status in the
society, to sustain and conserve the culture, to reach a beautiful life with
virtue and justice, to bring up honest peoples in order to modernize public
life and state.
Besides
these aims, educational program should contains approaches mainly depends upon
the subjects of “Environment”, which is proposed to take place in every branches
of science (-logy) at years of three thousands in a wider position and the
relations between economy and environment, which is our dominant research
topic.
The
concepts of bio-politics / economy should be added to branches of sciences such
as literature, grammar, biology, physics, chemistry, mathematics, geology, astronomy,
etc.
Lectures
rooted from humanistic or social sciences (history, geography, social sciences,
and music) should develop the students’ sensitivity and concerns on
environmental issues.
1. Ecosystem is managed with physical, biological and chemical rules,
2. Human beings is controlled by values and norms,
3. Issues such as the rules of economic system, labor force, production,
consumption, environment; utilization of natural resources, annihilation of
species; soil, water, and air pollution should be taught with reference to
their reasons and relations.
The Aims of Secondary Education:
1. To develop capabilities obtained at the primary school about subjects
like research and investigation on life (bios),
2. To explain the relationship between bio-environment and human beings,
3. To explain the problems related
with the relationship between environment and economy,
4. The ways/methods to discover the order or principles of bio-environment,
5. The ways/methods to define and analyze, consider and think the reasons
(economically dominant) affect the life and natural environment,
6. To teach that there is a harmony and diversity in life, protection of
biologic forms is needed, human life could only continue by this dynamic
balance,
7. To show that human’s actions and behaviors, economic production,
consumption and activity are changing
according to their cultures and values; however, environmental problems appear
depending on these actions.
The Methods of Education:
It
is proposed that secondary school programs should be arranged to teach the
relationship between bio-politics and economy with imposing the consciousness
and anxiety of environment; and sustaining education and instruction by using
methods listed below;
1. Field Survey: Field surveys can be implemented, for example; visiting
factories, purification foundations, garbage factories, sewerage system
purification systems, which exhausted waste materials and made production;
conservations and interviews with authorities at this fields; various social questionnaires;
learning the decisions and opinions of local citizens about environmental
problems, etc.
2. Supporting education with visual materials such as television, radio,
slide, etc.; collecting references systematically related with environmental
issues (books, magazines, periodicals, etc.) and forming an archive; and using
these references in lectures when necessary.
3. Laboratory Experiments: Laboratories of biology, chemistry, physics,
which are still exist in educational system should be rearrange to adapt
various educational experiments and researches related with biology and life;
performing and teaching analysis about pollution.
4. Organized Discussion and Conversation: To provide citizen participation
to organized discussion and conversation related with the topic held in seminars,
discussions, panels, conferences, etc.
The Scope of Education:
1. The chemical foundation of life and the effects of economic activities
on organic creatures; the reasons for pollution of water, air, soil; the effects of excess
production and consumption on annihilation of species,
2. To explain the biological issues such as the structure and functions of
cell and genetics,
3. Virus and its role in illnesses; the effects of increase in population
on environmental health; the economic cost of sanitary environment,
4. Evolution Process: Explaining the processes of biological evolution, and
social and economic evolution of human being comparatively,
5. The biological structure of human being, the animal species of
vertebrates and invertebrates, reptiles, plants and natural relation between
them,
6. The biotic and abiotic factors; mines; utilization of water, air and
soil; examining economically according to the concept of cost-benefit,
7. Explaining the basic principles of economics, the relationships between
environment-economy-bio-politics. (Proposal for Bio-Syllabus)
VI.4. UNIVERSITY EDUCATION
To
prepare individual for being organizer and member of a new society; to develop
individuals physical and mental capabilities; to develop people as productive
power; to develop the opportunities of being innovator; to arrange in order new
society’s new moral values and behavioral principles; equipped people as a
producer with necessary production knowledge and technical knowledge so as to
develop production for utility of nature and society; to developed peoples’
political consciousness; to prepare them to participate in society
administration directly and indirectly; to combine theory and practice, idea
and scientific knowledge could possibly realized by performing required reforms
in university education. [19]
Understanding
bio-environment more accurately, performing investigations at scientific level
in the concept of the relationship between environment and economy is seemed
more possible at university level.
The
university education and to create conscious peoples is so important due to the
fact that university students are the potential decision-makers and leaders of
the society.
Universities
should cover the courses listed below in their bachelor’s degree programs
related with life (bios) and bio-politics;
1. For Science, Architecture and Engineering Bachelor’s degree students,
the course of “Evaluation of Life and Bio-design”.
The
aim should be teaching the most necessary information about performing the most
proper design and implementation in line with environment and bio-politics with
the ignorance of minimum cost-maximum benefit principle, in the framework of
designing patterns of economic production and consumption (e.g. a factory
design, food packaging, and storing, waste material purification systems)
2. For Commerce, Accounting and Economy Bachelor’s degree students, the
course of “Production and The Corruption of Bio-environment in Relation with
Production”.
Re-interpreting
economy in terms of different production aims, means and techniques, which are
differ according to different systems (capitalist, socialist); re-locating the environmentally
sensitive production methods, which reduce the utilization of natural resources
at minimum, reduce the amount of waste material at its minimum level during
production or re-use of these waste materials; prevention of destruction of
bio-environment; teaching the methods of environment protection and reparation.
3. For Law Bachelor’s degree students, the courses of “Utilization of Law as a Control Mechanism on
Science and Technology” or “Sociology of Law”
The
education should cover such topics: Examining different law approaches, which
are distinct in free market economy or centralized economic systems; arranging
a new law system, which aims to protect and develop the environment,
prohibiting the approaches that seem environment and life as an economical
material, punish people with the principle of “polluter pays”, determining the
potential pollution areas before and taking precautions in the framework of
planned process, regulating the land-use and utilization of natural resources.
4. To instruct “Bio-Technology” course as a professional lecture.
In
scope of this course, bio-technology, examining economic dimensions of
bio-technology, performing new evaluations with including environmental factor
according to cost-benefit analysis is proposed.
5. The course of “Environment” and other scientific courses related with
environment.
The
course of “Environment” should be instructed as a “must course” in all Science
and Social Sciences fields/branches.
Exposed
environment consciousness’ continuity with educational means could only be
possible by instructing this in the concept of a scientific course.
The
concept and the relationship of Environment/bio-politics/economy is the
candidate chapter of this course.
6. For Human and Social Sciences Bachelor’s degree students, the course of
“The Role of Values and Behaviors in the Protection and Management of
Bio-systems”
Society’s
social and cultural norms and values, written and unwritten laws and rules,
traditions and customs are affective on the basis of values and behaviors of
human beings.
It
is necessary for changing the judgment, which believes the nature is
inexhaustible and unpolluted lasting for centuries.
Basic Guidelines of University Education:
1. Studies should be held in order to develop proper and unpolluted
technologies,
2. It is necessary to provide utilization of resources in an effective and
equal way,
3. Biologic diversity should be maximized with the help of rational and
logical strategies,
4. Increase in population should be controlled in order to implement economic
and bio-environmental programs effectively.
“If
we do not desire to kill ourselves by ability of technology, we have to
decrease population density or our demands seriously in a historically short
time.” [20]
It
is very important to perform field surveys, and research and evaluations in a disciplinary
way at the university education. Students should learn to be conscious in terms
of legal, political and moral aspects contrary to multi-dimensional life.
VI.5. TEACHING RELATIONS AND CONCEPTS OF BIO-POLITICS/
ENVIRONMENT/ECONOMY AT THE POST EDUCATION OF UNIVERSITY
The
concept of “continuous education” has
become popular in new forms of education.
This
type of education addresses/ directs the adults who have already an occupancy
or skill. The main aim of this education is not to give a diploma/degree.
Principles
of the birth of third term universities and providing education for the aged
are being exposed / put forward.
Therefore,
education is transformed to addresses the all step of human life from birth to
death. [21]
Moreover,
environmental problems require the urgent solutions, and spreading the
environmental education and consciousness over the people who completed their
education and educating these people on these issues.
Potential Education Group/ Mass the followings could
take place;
-
Managers and decision-makers of industry organization and firm,
-
Public Administrators,
-
Bio-environment activists,
-
Low-degree educated people,
It
is possible to reach these people or groups directly by using “mass media”
instruments such as satellite, television, radio, newspapers (corner of
environment and economy), magazines, periodicals, professional publications,
advertisements. The concern and attention of public groups should be oriented
to life and economic programs related with life by using these publications and
media.
Therefore,
it is supposed to be realize the “environment
consciousness” and “anxiety of environment” in wider meanings, and performing
a sanitary transition to a new societal order.
BIBLIYOGRAPHY
AKAT,
A.S., “İktisatçılar ve Çevre”, ŞEHİR Dergisi, Çevre Özel Sayısı, Sayı:11, 1988.
ARVANITIS,
A.V., “Biopolitics-Dimensions of Biology” , I.
Int. Conf. on BİOPOLİTİCS The Bio-Environment, May 6-10-1987 , Pub.B.I.O. , 1988, Athens, Greece.
BAHRO,
R., “Nasıl Sosyalizm?, Hangi Yeşil? , Ne İçin Sanayi? , Der. , Tanıl Bora,
Ayrıntı yay. 1989.
GÜREL,
S., “Systems Approach to Environmental Education” June, 1973.
İstanbul
3.İdare Mahkemesi, 7.6.1988 tarih ve 1988/26 Sayılı Kararı.
KELEŞ,
R., “Kentleşme ve Konut Politikası”, A.Ü.SBF
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LEONTIEV,
L., “Marksist Ekonomi Politiğin İlkeleri, Çev. Kenan Somer, Sol yay.1976, Ank.
PORITT,
J., “Yeşil Politika” , Çev. Alev Türker, Ayrıntı Yay. İnceleme Dizisi, 1988.
Proposal
for a Bio-syllabus.
SIMONIS,
U.E. , “Ecology and Economic Policy”,
I.
Int. Conf. on BIOPOLITICS
The Bio-Environment, May 6-10-1987 ,
Pub.B.I.O. , 1988, Athens, Greece.
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S., “Nasıl Bir Eğitim İstiyoruz”, 1988, Amaç Yay.
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F., “Çevre Sorunları”, A.Ü.SBF Yay. No:385, 1975
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