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• W324790502 abstract "In this issue of JCT, The Journal of Curriculum Theorizing, we begin in the company of Henry David Thoreau (2000). Thoreau remarks, I went to the woods because I wished to live deliberately, to front only the essential facts of life, and see if I could not learn what it had to teach, and not, when I came to die, discover that I had not lived ... I wanted to live deep and suck out all the marrow of life, to live so sturdily and Spartan-like. ... (p. 101) A Transcendentalist vision, such as Thoreau's, is too romantic, almost reactionary in its calling for a leap back into pre-industrial times. How can a postmodern individual BE a pre-industrial weaver of sorts? And would one want to do this anyway? Thoreau turns to the woods to find a sacredness--but does not weep at ecological degradation and devastation. At once, it dawns on me that the ecosphere is thick, beautiful, svelte and yet--tragic. The Savannah River is a nuclear waste dump. There is an atomic bomb or some dangerous submarine-thing that is glowing-with-nuclear-capability sitting at the edge of Tybee Island sunk in the mud. Many communities in America are surrounded by cancerous electrical wires from plants and generating systems. Office Buildings and homes are filled with toxic mold. The air in New York is polluted by the debris from 9-11. Silkwood is with us. Alongside Thoreau, I suggest one take a more Havelian position on things ecological. Vaclav Havel (1991) states, I'm a writer and I've always understood my mission to be to speak the truth about the world I live in, to bear witness to its terrors and its miseries--in other words to warn rather than hand out prescriptions (p. 8). Our job as curriculum theorists, too, is to warn--to be witnesses to wrongs, toxins of all sorts. An ecological education is one that is realistic about the degradation of our planet, about the horrors of nuclear proliferation and the fallout of dropping bombs and flying airplanes into buildings. But there is also the beauty of nature and the goodness of human beings to consider against the backdrop of ugliness and evil. This is what is so difficult about becoming more nuanced in one's intellectual critiques of culture. Culture is a variegated animal. Nuance. The Aporia of lived experience. After reading Thoreau with my students in a class on the ethical dimensions of curriculum, I've become more in touch with the Georgia Pines. No wonder there is that song, Georgia, I've got Georgia on my mind. I've lived in a lot of different places in the United States, but none is as deeply spiritual as Georgia. The Pine Trees are our Walden. And yet ... the Savannah River is a nuclear waste dump. Spring is the time when one turns to the Pine woods because the bad weather is lifting, no more ice storms, no more cold weather, baseball season begins and graduation is near. I love spring. I love baseball season. I love graduations! Spring is a time of re-newel. Spring is a time for re-gaining one's energy and one's breath from the long arduous 'Februarys.' You know--those long painful days of winter--when you can't go outside because it is too cold and gloomy, it is just too Upstate New York for words. It is too depressingly Pittsburghesque. And yet ... 'Spring is here,' (sings the song writer Hogey Carmichael) why doesn't my heard go dancing? Because there is a nuclear bomb on the beach. In what Thoreau calls Uncommon Schools children might learn lessons whereby they get touch with nature, dance in the Spring, gaze at the trees, play games in the woods and take field trips to parks. Thoreau writes (2000), Cannot students be boarded here [at Walden Pond] and get a liberal education under the skies of Concord? (p. 114). But what is a liberal education without, as Vaclav Havel puts it, Disturbing the Peace (1991)? We must disturb the peace of the woods, of the pond, to understand the underside of liberal humanism. …" @default.
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• W324790502 date "2005-03-22" @default.
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• W324790502 title "Woods, Words, and Witnesses: Curriculum as Public Text" @default.
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