Situating Systems Thinking Between Past & Future: Hannah

A Multicultural Interdisciplinary Inquiry

Situating Systems Thinking between Past & Future Hannah Arendt’s Discourse on the Multicultural “World”

Chanthou Thoeun

There is by now a devastating cata- Lupinacci, 2011). What can be no longer promote a network of interrelationships logue of evidence revealing the depth and hidden from public consciousness is that among developed and underdeveloped breadth of corporate sponsored, govern- the earth’s natural resources cannot sus- nations, functioning instead as an exten- ment sanctioned acts of violence against tain the excessive consumption habits, sion of corporations’ and governments’ the environment across the globe. British persistent exploitation of human labor, expansion through acts of neo-imperial- Petroleum’s (BP) oil spill, for instance, is a and willful degradation and depletion of ism. The systemic nature of the assault testament to large-scale catastrophic eco- resources, particularly in underdeveloped on the environment and its testimony to logical damages resulting from corporate nations: the world is collapsing. That the the rise of mammoth-like corporations overexpansion and systemic ecological ecological crisis continues to be rendered has been largely underestimated by ignorance (Martusewicz, Edmundsun, & inconsequential at the structural level mainstream media and politics. Given depicts a disturbing image of our society; the urgency of the ecological crisis that all we are a society stuck in the midst of an levels of society face, a paradigmatic shift Chanthou Thoeun is a teacher ecological crisis that tests our values, toward restructuring politics, economics, of advanced placement English ideology, politics, and education. Beyond and education must take place to ensure and English language development exposing the corruption of a society that episodes such as the BP oil spill can be in the Stockton Unified School District privileges capitalism and progress and eradicated. and a doctoral candidate fails to protect and conserve the earth’s Placed within a historical context, in currciulum and instruction ecological networks, the continued exploi- we can observe that collective awareness at the Benerd School of Education tation of natural resources attests to the of the commons, the network of natural at the University of the Pacific, manner in which globalization fails to resources and human practices that sus- Stockton, California.

FALL 2013 Sustainability Education tain the earth in the face of unrelenting ticultural education and environmental Toward a Common Theory globalization (Bowers, 2002), have given education share key ideas that undergird As society becomes fragmented along way to large-scale hyper-consumerism and both approaches to education: (1) the im- multiple lines of difference due to the excessive individualism that feeds capital- portance of a local and global multicultural proliferation of technology, capitalism, and ism at the expense of shared mores about context; (2) the importance of seeking so- migration—forced or volunteered—the sustaining life for the future. However, to cial justice in the act of educating; and (3) feasibility of conceptualizing “world” and speak of suturing the ecological crisis by the call to reform education in response “environment” seems nearly effete. The restructuring politics and economics is to hegemonic and often damaging ways notion of one’s place is both mutable and beyond the scope of this article; however of knowing (Banks, 2007; Banks & Banks, transient, constantly changing due to the I maintain that through education we 2009; Nieto, 2000). Arendt’s philosophy has overwhelming forces of capitalism and can begin to address the local and global only recently been unearthed by scholars globalization. Orr (2004) refers to people ecological crises systematically through and applied to environmental studies who experience this lack of place, home, multicultural educational pedagogies. In (Chapman, 2007; Ott, 2009; Whiteman, and belonging as “de-placed,” or “mental particular, the manner in which teachers 1994) at the same time that educational refugees” whose disconnection from nature are trained to become knowledgeable and researchers (Hinchliffe, 2010; Levinson, is not unfamiliar to the homeless (p. 162). informed scholars can initiate a series 2012; Mackler, 2010) now turn to her work of actions that resist social injustices, particularly environmental exploitation (Nieto, 2000). Embracing multicultural Embracing multicultural education as a system education as a system of networks con- of networks connecting professors, teachers, students, necting professors, teachers, students, and and parents with community and environment, parents with community and environment, I argue that inculcating teacher education programs I argue that inculcating teacher education with theoretical knowledge relative to ecological intelligence programs with theoretical knowledge relative to ecological intelligence plays a plays a critical role in addressing the culturally rooted environmental crisis. critical role in addressing the culturally rooted environmental crisis. In addition, we must broaden the field to gain another layer of understanding This threat to what constitutes place of multicultural education to include sys- about educating teachers and students. magnifies challenges in moving society tems thinking and the current ecological Given the concurrent development toward a systematic consciousness of place crisis. Scholars of multicultural education of these particular strands in relation to in economics, politics, and education. Ap- assert that multicultural education arms the analysis of Arendt’s oeuvre, it seems proximately one in every eight adults is students with skills and knowledge to en- natural to bridge the discussion between an immigrant while 25% of the nation’s gage in their local and global community, Arendt’s thoughts about nature and mul- children are born to immigrant parents while remaining cognizant of social justice ticultural education. Nonetheless, the (Baum & Flores, 2011). Set against this issues endemic to globalization (Banks, manner in which Arendt’s conception of context of hyper-immigration, the concepts 2007; Banks & Banks, 2009; Nieto, 2000). the world enlarges epistemological under- of world and place are constantly being To this end, I utilize a theoretical lens to standings for what Bowers (2002) terms tested by adaptation and assimilation into juxtapose and ultimately link systems the commons within the context of educa- America’s consumer-based and materialis- thinking and critical theory through Han- tion has largely been left unexamined. In tically driven culture. Educators are now nah Arendt’s conception of “wordlessness” addition, Arendt’s place in critical theory being challenged to rethink the roles and to prevent the world from further collapse. situates her work in the middle of an on- responsibilities of schools and colleges of By juxtaposing Arendt’s texts with texts on going debate between scholars concerned education in preparing teachers to educate education for sustainability, the following with the ecological crisis and scholars of students for living in an era of increasing inquiry based questions arise: In what critical pedagogy. environmental decay and perpetual dis- ways does the work of Arendt inform issues My intention here is not to exacerbate placement (Cassell & Nelson, 2010). of multicultural education and sustain- the dissention between these two camps, Given such immense frame factors ability? Furthermore, how is Arendt’s dis- namely Bowers (2003; 2006) and followers that consistently work against building course on the “world” and “worldlessness” of John Dewey and Paulo Freire (McLaren, common language with which to discuss used to think about and conceptualize 2007). I utilize Arendt’s work because she place and environment, it is absolutely nec- educating students for sustainability in a offers relevant insights about humans, the essary to provide a framework with which multicultural world? world, and multicultural education; read- to address these issues of sustainability ing Arendt against scholars of sustainabil- education systematically. Indicating this ity education (Bednar, 2003, 2004, 2006; Why Arendt, Why Now, need for a common theoretical framework, Cassell & Nelson, 2010; Martusewicz, Why Multicultural Education? sustainability education is fraught with Edmundsun, & Lupinacci, 2011; Orr, 2004; buzzwords and hot terms (“environmental- Quite simply, Arendt’s few contribu- Stone & Barlow, 2005;) demonstrates the ism” and “greening”) that become co-opted tions to environmental studies on sustain- manner in which sustainability education by a corporate marketed consumer culture ability have not been noticeably linked to can co-exist with critical pedagogy within in ways that reinforce superficial thinking current discourse around environmental the framework of systems thinking. sustainability, particularly within the field at the macro level (McFarlane & Ogazon, of multicultural education. However, mul- 2011). Sustainability cannot become sys-

MULTICULTURAL EDUCATION A Multicultural Interdisciplinary Inquiry temic practice if a common discourse with Accordingly, the development of a theo- with worldly ideas, practices and institu- which to talk about place, environment, retical framework in relation to sustainabil- tions (Whiteside, 1994). While it may seem and multicultural education does not exist ity education must emerge from a systems reductive to create this binary construction at the theoretical and practical level. theory approach, by forging connections between world/nature, Arendt’s delinea- While the sustainability education among disparate and seemingly unconnect- tion between the two makes it possible to framework has provided clear and con- ed bodies of knowledge. As such, Arendt’s view how human practices erode limited sistent goals and objectives since the ideas on the world and worldlessness offer and finite natural resources. Arendt’s un- 1960s, a foundational and commonly a useful point of departure upon which to derstanding of the world and nature under- agreed-upon theoretical framework re- initiate a theoretical framework of sustain- scores the fact that earth’s resources are mains noticeably absent (Short, 2010). ability education. Arendt’s writings on the not only unlimited, but in fact dramatically Short (2010) observes “the sustainability world and education, while provocative and declining due to overzealous and unwar- education framework has not deviated useful for thinking about both topics, offer ranted over-production and over-consump- from its original form in the 1950s and diverse and complex ideas that have not to tion driven for the benefit and profit of the echoes the much earlier educational phi- date been adequately uncovered. corporate few. losophy of Dewey, who promoted the idea Discourse on Arendt’s conception of the Orr (2004) reiterates Arendt’s claim, of democratic education as serving a vital world and education often stems from the asserting that although “the preservation social function essential to the continuity discipline of political theory stance, par- of places is essential to the preservation of societies and life itself” (p. 8). In other ticularly juxtaposing Arendt’s philosophy of the world…we have not succeeded in words, definitions and focus of environ- with that of Marx. While a Marxist reading making a global economy ecologically mental education have remained constant of Arendt is certainly useful in explicat- sustainable” (p. 162). In other words, public for nearly half a century despite the lack ing Arendtian thinking, doing so does not measures to conserve natural parks and of a correlating theoretical framework. contribute to our conversation about how other formations become offset by economic Though dialogue about sustainability to educate students and teachers about expansion and subsequent exploitation and sustainability education have ensued sustainability in a multicultural world. on a global scale. Societies, cultures, and to some extent within the political and ed- Bowers suggests creating and speaking in languages continually become degraded ucational arena, following Giroux (1988) a newly transformed lexicon. However, that and are increasingly becoming extinct as I maintain that a theoretical framework does not take into consideration the ways the result of corporate expansion into the must come to fruition alongside develop- that previous scholars such as Arendt have developing world. ment of practical applications. The reifica- already begun to explain the actions of the This tension between the human tion of cohesive bodies of knowledge and world and its impact upon the fragility of world and the natural earth results from theory, however, tends to progress in tan- earth systems. the collapse of boundaries between world dem with the re-inscription of hegemonic and nature; in effect, the world of humans ideological ways of thinking that uphold The Nature of the World has eclipsed nature, becoming synonymous social, economic and educational inequi- and the Limits of Nature with nature instead of maintaining lines ties. As such, while Bower’s (2002, 2003, of distinction to coexist with balance and 2006) and Bednar’s (2003) indictment of Arendt famously writes in “The Cri- equality. Even more problematic is the Freire and Dewey seems heavy-handed, sis in Education,” that “[e]ducation is the increasing sense of disconnection and dif- attributing initial theoretical frameworks point at which we decide whether we love fusion that permeates society, rendering solely to such polemical and prevalent the world enough to assume responsibility people, culture, and nature subject to forms educational thinkers is problematic be- for it and by the same token save it from of neo-liberal ideologies and accompany- cause doing so recalls “entrenched” think- ruin which, except for renewal, except for ing corporate control. Because society has ing and does not approximate what Capra the coming of new and young, would be become so diffused, passing on the world (1997) calls systems thinking, the process inevitable” (1977, p. 96). In order to discuss and its ideas and practices, too, presents of considering many disparate and diverse Arendt’s relevance to sustainability educa- a Herculean task. The world, like nature, parts to a whole. tion it would be useful to clarify what she becomes lost. Such warranted concern for sup- means by the “world” before moving on to planting one dominant system of though a discussion about how to educate students Conservation how to live in this world. Arendt makes with another is mirrored by Bednar who for the Past and Future rightfully criticizes American education for clear distinctions between the world and passing down deeply flawed ethnocentric nature; one is a space visibly constructed World and nature, then, are brittle and anthropocentric views of the world by humans in the form of ideas, practices, terms, ready at any moment to become (2003). Specifically calling attention to and institutions while the other exists fragmented and of little use to a culture critical pedagogy, Orr (2005) contends independently from the human world in that is not only disconnected from human that the banking model of education used the form of flora and fauna (Chapman, relationships, but also relations to ideas, in conjunction with nature only continues 2007). Within this conception, the world objects, and practices that promote a sense to worship humans while misguidedly can be viewed as dynamic while nature of connection within a systems network. positioning “progress as our most impor- can be viewed as static, not unchanging For Arendt, this sense of alienation at such tant product” (p.158). Bednar (2003) offers but incapable of rational thought the way a global scale conjures up a sense of loss a similar critique, condemning Freire’s that humans are. What this signals too is almost insurmountable. Mackler (2010) ob- emancipator education for its lack of con- that nature is not without limits; what we serves: “loss of the world, for Arendt, is loss sideration for limits—in nature, economy see of nature is what we have and there of a common sphere” (p. 511). The loss of a and politics. is no way to make more of it like we can common sphere among humans presents a

FALL 2013 Sustainability Education pressing concern for Arendt because the loss be distilled down to basic memorization the world and its cultures hand down signals the sense of “de-placement” that Orr of disconnected pieces of information. To false legacies that offer little confirmation (2004) speaks of. The loss of place results in the contrary, for Arendt educating the and truth, humans must actively engage the loss of a common sphere, and vice-versa future generation of scholars and think- in practices that reconceptualize the past as humans fail to connect with one another ers entails maintaining connections to a in an attempt to forge a new future. This in terms of values, beliefs and practices. historical past to ensure the future does break in tradition is both daunting and In a sense, Arendt anticipates the dis- not become severed from the past. Astute liberating; on the one hand the thought of content expressed by Orr (2005) who notes in her observations about disconnected- an unforeseeable future offers little confir- that the crisis is upon us but there is no ness, Arendt’s assertion can be confirmed mation and tradition within which to exist. systematic structure in place with which to through casual observations in contempo- On the other hand, the lack of tradition address these impending catastrophes. He rary society where fanatical addiction to opens up a space within which humans says, “On the contrary, the kind of education consumption of material goods drives in- can engage in and practice habits of the we need begins with the recognition that the dividual behavior and corporate practices mind that are creative and consistently crisis of global ecology is first and foremost and ultimately common cultural values. work against hegemonic structures. a crisis in values, ideas, perspectives, and This zealous worship of material goods Explicitly, Arendt links her conception knowledge, which makes it a crisis of educa- as god looks to neither past nor future; of the world with education in “Crisis in tion, not one in education” (p. 126). It is the humanity becomes severed from a common Education” (1977), illustrating that the two co-exist and are not mutually exclusively. The crisis in education is a crisis rooted For Arendt, the act of loving and educating children in our perspective of the world. Under- goes hand in hand with protecting nature standing Arendt’s basic assumption about education is critical to consider as she has and preserving ideas and practice that conserve the world, often been accused of espousing tradition- particularly a multicultural one. alist and conservationist viewpoints. She says, “the task of education is always to cherish and protect something—the child world of humans that has systematically set of mores and ideals that lead to shared against the world, the world against the broken down and collapsed other intercon- action. In a sense, we live in a culture of child, the new against the old, the old nected systems in the web of life. inaction, especially in the face of severe against the new” (1977, p. 188). Arendt’s observations about human’s cultural and ecological crises. In The Human Condition (1998), Ar- relationship to the world and nature are As a survivor of the Holocaust, Ar- endt makes interesting observations about similar to questions surrounding ecological endt’s observation that Nazi war crimes man’s relationship with earth as well. She intelligence, sustainability, and a pedagogy signify man’s alienation from history says, “For this inwardly alienation has for survival (see Nelson & Cassell, 2012). and tradition functions as the crux of her nothing to do…with the alienation from Far from being an inexhaustible resource, continental style of philosophy (Parekh, the earth inherent in the discovery and the earth’s natural resources and the dam- 1981). Taken as a whole, Arendt’s oeuvre, taking possession of the earth” (p. 251). age inflicted upon geographical spaces and ranging from The Banality of Evil (1963), She further elaborates, “And even at the human lives in the name of unlimited eco- Between Past and Future (1977), The Life risk of endangering the natural life process nomic growth presents a crisis in witness- of the Mind (1978), and The Human Condi- we expose the earth to universal, cosmic ing and inheritance parallel with Arendt’s tion (1998), examines human relationships forces alien to nature’s household” (p. 262). observations (Bednar, 2003). Bednar (2003) within the time space continuum spanning She views the human world as acting upon criticizes hegemonic discourse for uphold- the distant past and unforeseeable future. nature and earth, thereby shrinking it. ing systemic inequalities relative to ecolog- Though her discussions about metaphysics The more humans know about the earth, ical intelligence and the current ecological and political philosophy are at times both the smaller the earth comes, thereby re- crisis through systems of silencing created complex and convoluted one key idea best sulting in a collapse between world and by political and economic infrastructures. characterizes Arendt’s (1977) thought on nature. Within contemporary society, this Bednar contends that through silence human relationships with the past and the mode of thought has become so pervasive such systems maintain and promote this future: “This small non-time space in the that terms such as sustainability remain notion of unlimited economic growth by very heart of time, unlike the world and unfathomable to laypersons (McFarlane depleting natural resources and human the culture unto which we are born, can & Ogazon, 2011). Our view of the world lives, particularly those situated in devel- only be indicated, but cannot be inherited has been eclipsed by the obsession with oping nations. For Bednar, the world as it and handed down from the past, each new accumulating wealth. Anticipating even has been constructed by human’s actions, generation, indeed every new human being Rachel Carson’s Silent Spring (1962), Ar- policies, and ideologies perpetually violates as he inserts himself between and infinite endt proposes a stance of conserving the nature’s boundaries. past and an infinite future must discover world, thereby conserving nature in the In ways that both parallel and oppose and ploddingly pave it anew”(p. 13). space of education. current research relevant to education For Arendt, human relationships with for sustainability and systems thinking, the past and the future is neither linear nor Loving Children, World, Arendt (1977) proposes a pedagogy of look- cyclical; conversely Arendt places people in and Nature ing between past and future to educate a time-space conundrum, thus rendering children about the common world. That human actions and thoughts about the While scholars focused on education is, for Arendt the act of education cannot past and future perpetually effete. Since for sustainability criticize neo-liberalism’s

MULTICULTURAL EDUCATION 10 A Multicultural Interdisciplinary Inquiry tendency to privilege ideas of progress and students once they leave the educational Banks, J. A., & Banks, C. A. M. (2009). Multi- individualism and conceptualize sustain- infrastructure. Levinson adds: cultural education: Issues and perspectives. New York: Wiley. ability, environs, and education within a But in trying to change the world through fragile web of interconnectedness (Bednar, Baum, S., & Flores, S. M. (2011). Higher educa- the young rather than through their own tion and children in immigrant families. 2003; Bowers, 2002), Arendt’s conception efforts, it seemed to Arendt that the adults Future of Children, 21(1), 171-193. of the “world” and its relevance of the had made a second mistake: by preparing Bednar, C. S. (2003). Transforming the dream: earth and education remain unexamined. young people for an integrated world that Ecologism and the shaping of an alternative Both Bednar and Bowers have delved essentially did not yet exist, they were American vision. Albany, NY: State Univer- into the linguistical limitations that have preparing children for the world as adults sity of New York Press. shaped closed systems thinking, call- wished it might be rather than preparing Bowers, C. A. (2002). Educating for a sustain- them for the world as it is. (p. 468) ing attention to Paulo Freire and John able future: Mediating between the commons Dewey as culprits who have contributed In contrast to teaching students for and economic globalization. Unpublished Manuscript. epistemologically to the ecological and a future world, Arendt (1978) asserts Bowers, C. A. How language limits our under- educational crisis contemporary society “culture…indicates a loving attitude and standing of sustainability education. Unpub- currently faces. While Bowers (2003) and stands in sharp contrast to all efforts to lished Manuscript. Bedner’s (2002; 2003; 2006) injunction subject nature to the domination of man” Bowers, C. A. (2003). Can critical pedagogy be against hegemonic models of knowing (p. 212). Loving children entails loving greened? Education Studies, 34(1), 11-21. cannot be contended, both writers fail nature in a way that preserves the earth Bowers, C. A. (2006). Silences and double binds: to consider the ways in which ecological while humans inhabit their world on earth. Why the theories of John Dewey and Paulo intelligence can be used alongside criti- For Arendt, the act of loving and educating Freire cannot contribute to revitalizing the commons. Capitalism Nature Socialism, cal pedagogical theorists such as Freire children goes hand in hand with protecting 17(3), 71-87. and Dewey. In particular, the contention nature and preserving ideas and practice Capra, F. (1997). The web of life: A new scientific surrounding Freire and Dewey’s contribu- that conserve the world, particularly a understanding of living systems. New York: tions to systems thinking offers a limited multicultural one. Anchor Books. view and fails to make significant connec- Carson, R. (1962). Silent spring. Greenwich, CT: tions between educating for sustainability Conclusion Fawcett Publications. and critical and cultural discourses that Cassell, J. A. & Nelson, T. (2010). Visions lost and have shaped knowledge and systems of Teachers’ attitudes about the world dreams forgotten: Sustainability education, and nature play a profound role in how systems thinking, and possible futures in knowing. American public schools. Teacher Education Amidst all of this discussion and dis- multicultural education prepares students to live in earth’s fragile and ever diminish- Quarterly, 37(4), p. 179-197 sention, Arendt still maintains that teach- Chapman, A. (2007). The ways that nature mat- ers hold a special place because they have ing network (Kandir, Yurt, & Kalburan, ters: The world and the earth in the thought a specific responsibility to introduce the 2012). The lack of a common theoretical of Hannah Arendt. Environmental Values, world as it is to students (Levinson, 2010). framework presents immense challenges 16(4), 433-445. Chapman (2007) usefully draws out the in preparing teachings and students to Giroux, H. A. (1988). Teachers as intellectu- distinction between world and nature in co-exist with the earth’s macro and micro als: toward a critical pedagogy of learning. ecosystems. In alleviating some of the eco- Granby, MA: Bergin & Garvey. Arendt’s work, concluding that nature as Hinchliffe, G. (2010). Action in a shared world. it is ought to be embraced while the world logical crisis society currently faces, theoretical considerations need to take place Teachers College Record, 112(2), 446-463. is the world of human ideas, practices, and Kandir, A., Yurt, Ö., & Kalburan, N. (2012). Com- actions. What this entails for educators alongside practical applications at the parison of teachers and teacher candidates is the notion that teachers ought not to educational, political, and economic level. in terms of their environmental attitudes. collapse the world and nature, but main- Hannah Arendt’s conception of the world Educational Sciences: Theory & Practice, tain clear distinctions between the two in offer unique contributions to sustainable 12(1), 323-327. teaching about a common history. Levinson and multicultural education because she Levinson, N. (2010). A “more general crisis”: Hannah Arendt, world-alienation, and the (2010) states: advocates for the type of education that conserves the world’s ideas, beliefs, and challenges of teaching for the world as it is. Because the world as Arendt understands practices while espousing the nature and Teachers College Record, 112(2), 464-487. Mackler, S. (2010). And worldlessness, alas, it is composed of the cumulative activities earth as it is. of human beings who have taken it upon is always a kind of barbarism: Hannah themselves to shape the world in one way Arendt and the challenge of educating in or another—by acting upon it, interpret- References worldless times. Teachers College Record, ing it, and otherwise seeking to influence 112(2), 509-532. Arendt, H. (1963). Eichmann in Jerusalem. A MacLaren, P. (2007). Conservation, class it—to teach “about” the world is also to report on the banality of evil. New York: cultivate a particular attitude toward struggle, or both: A response to C.A. Bowers. Viking Press. Capitalism Nature Socialism, 18(1), 99-1-8. the world and a certain sense of agency Arendt, H. (1977). The crisis in education. In Be- in relation to the world. (p. 467) Martusewicz, R. A., Edmundson, J., & Lupinacci, tween past and future (pp. 170-193). London, J. (2011). Ecojustice education: Toward Arendtian thought rejects the notion UK: Penguin Press. diverse, democratic, and sustainable com- of unlimited possibilities and progress, Arendt, H. (1978). The life of the mind. San Di- munities. New York: Routledge. ego, CA: Harcourt Brace & Company. pushing for education while consider- McFarlane, D. A., & Ogazon, A. G. (2011). The Arendt, H. (1998). The human condition. Chi- challenges of sustainability education. ing the past. Arendt argues that current cago: University of Chicago Press. educational practices prepare students Journal of Multidisciplinary Research, 3(3), Banks, J. A. (2007). 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