Abstract:
Civilisation is not living within the ecological limits necessary for its continuation. I attribute this situation to the European concept of individualism, which underpins schools and education. The important institution of school, therefore, is in the unenviable position of contributing to the impending environmental crisis. If teachers are to play a role in mitigating this crisis, they need to reject what I call the individualist philosophy of education and replace it with the ecological philosophy of education. This latter philosophy helps students to become more aware of the ecological limits necessary for human survival and the nature of good learning; as well as offering students more motivating factors for being in school other than to simply "get a job". All teachers can incorporate this philosophy into their everyday practice. In the case of history teachers, they need to consider this approach to education in relation to the theoretical assumptions of the discipline they specialise in, as well as how and why it is taught in schools. School history education is currently underpinned by an ideology of progress. Progress is a deterministic philosophy, one which assumes that history unfolds according to a plan. This plan holds that the present material and moral conditions are more civilised than the past but inferior to the opportunities the future brings. Easily compatible with individualism, progress is synonymous with "economic development" and its prevailing, yet environmentally destructive belief that continued economic growth is the only way to solve society's problems. I show that progress and individualism are inherent within the official Year 13 curriculum for New Zealand history in the nineteenth century, a curriculum which stands in the way of these teachers contributing to a better, more sustainable future for their students.
