Deep Adaptation



Jem Bendell, Professor of Sustainability Leadership at the University of Cumbria, U.K., wrote a paper titled “Deep Adaptation.”  Previously, he had been involved in the standard corporate-oriented stuff — Sustainable Development™, Sustainable Growth™, and so on.  He eventually realized that these have little relationship to genuine ecological sustainability.  He also came to realize that climate change was going to cause a collapse of society during the lives of his students.

Corporate-oriented “sustainability” education teaches blind faith in technology and human genius — full strength hopium.  We can solve any problem!  For them, nothing is more inappropriate than honestly acknowledging reality.  Speaking honestly would scare students out of their wits, fill them with despair, destroy their sanity, and ruin their lives forever!

Bendell was tormented by his realization that “the evidence before us suggests that we are set for disruptive and uncontrollable levels of climate change, bringing starvation, destruction, migration, disease and war… in your own life.”  Why is it taboo to discuss this in academia?  He decided to break the taboo in his classes, and the result surprised him.  He wrote:

“In my work with mature students, I have found that inviting them to consider collapse as inevitable, catastrophe as probable, and extinction as possible, has not led to apathy or depression.  Instead, in a supportive environment, where we have enjoyed community with each other, celebrating ancestors and enjoying nature before, then looking at this information and possible framings for it, something positive happens.  I have witnessed a shedding of concern for conforming to the status quo, and a new creativity about what to focus on going forward.”

He wrote a 38-page scholarly paper that defied the taboo.  [HERE]

Drama and commentary on his paper.  [HERE]

He also created a 14 minute video.  [HERE]

His website is [HERE]

His blog is [HERE]

The Origin of Science



 

NOTE: To better understand the following, you might read my review of The Art of Tracking first.

Back in the 1800s, folks on the cutting edge of Western science were perplexed.  Evolution had apparently provided hunter-gatherers with essentially the same brains that we moderns have, yet they appeared to be severely retarded — no clear-cuts, mines, cities, insane asylums.  What was wrong with them?  This abnormality led Alfred Wallace to wonder if the theory of evolution was a hoax. 

At the time, he and his peers believed that science originated in ancient Greece, but none of them knew anything about the wild people of the Kalahari Desert in Botswana.  Around 1950, anthropologists began spending time with these hunter-gatherers.  Their studies noted that the hunters carried small bows, which shot poison-tipped arrows.  Poisons were made from plants, snakes, scorpions, spiders, or beetle larvae.  They took from 6 hours to 3 days to kill the animal.  Because anthropologists could see the bows and arrows, they asked questions about them. 

What they could not see was enormous — a two million year tradition, a primary reason why humans walk upright, the mother of our high-powered brains — persistence hunting.  The researchers were attuned to cozy civilized living, not running barefoot across a thorny scorching hot desert for hours at a time.  Consequently, they missed a great deal.

Persistence hunting involved doggedly chasing game for hours until the animal collapsed from heat stroke and died.  Prey could run faster than hunters, for a while, until they became exhausted, overheated, and collapsed.  Their speedy escape left tracks that the less speedy hunters could follow.  Some hunters had fantastic skills in the art of tracking.  HERE is a 7-minute BBC video of a persistence hunt.

Louis Liebenberg is a South African lad, a “citizen scientist,” not a highly paid professional scientist from a luxurious education factory.  He has spent many years learning from the trackers of the Kalahari.  Because skilled trackers utilize an impressive variety of reasoning processes, he believes that tracking could have been the birth of science.  His first book, The Art of Tracking, was published in 1990.  It provides readers with an amazing collection of ideas.  The following commentary is on his 2013 book, The Origin of Science, which focuses on the relationship between tracking and science history.

Tracking requires accumulating an immense amount of knowledge about animal behavior and their spoor (tracks and other signs), an endless lifelong learning process.  In addition, while jogging across the desert in extreme heat, trackers must rapidly process complex inputs into accurate hypotheses.  The most gifted trackers excel at remembering, attention, reasoning, intuition, and imagination.  Their ancient culture enables them to survive in a vast desert that would promptly doom suburban consumers.

These wild super-survivors are nearly naked, unschooled, illiterate, unemployed, uninsured, homeless, penniless heathens who rarely take a bath.  Yet their culture remained sustainable for 100,000 years or more.  Their way of life is possible because they know how to engage in high quality scientific reasoning.  Tracking is about creative problem solving.  All trackers use inductive-deductive reasoning — track and sign recognition.  Advanced trackers also use hypothetico-deductive reasoning — track and sign interpretation, which requires more creativity.  Modern science continues to depend on both types of reasoning today.

Liebenberg has had years of direct experience with both wild people and modern people.  Tracking encourages wild people to develop heightened abilities for intuitive thinking, because the tracks of their prey are rarely clear and complete.  Intuition helps to fill in the blanks and suggest possible conclusions.  It is fast, automatic, effortless, and often unconscious.  Intuition also enhances social relationships.  Wild people are far more sensitive to each other than are folks in the modern world, “where perceptions of others have been blunted by fragmented and shallow relationships.”

For Liebenberg, “education” is a four-letter word, because it is so authoritarian.  Inmates are forced to sit indoors, in rows of hard seats, to have their brains filled with the infallible knowledge of modern science.  Truth is based on the authority of teachers and textbooks, and students on the golden path to success know better than to question authority.

“Modern societies in general, and education in particular, does more to stifle than to encourage intuitive thinking.”  Modern science is often hierarchical, elitist, and less accessible to non-specialist commoners.  On the Kalahari, tracking science is informal and accessible to everyone.  A youth can disagree with how an experienced elder has interpreted tracks, and suggest a different conclusion.  From childhood, youths are regularly exposed to the scientific process.

Modern human brains are probably little different from those of early Homo sapiens.  Liebenberg believes that “some trackers in the past probably were, and perhaps today are, just as ingenious as the most ingenious modern mathematicians and physicists.”  At the same time, both trackers and physicists are capable of being stunningly irrational.  “Cultures may go into decline when scientific knowledge is undermined by irrational belief systems.”

We believe that our industrial civilization is too smart to collapse, perpetual growth is possible, innovation will create “clean” sources of abundant energy, climate change can be reversed, eleven billion can be fed, and the best is yet to come.  He warns us that, “Political leaders who hold irrational and superstitious beliefs, and may even be anti-science, clearly may have serious negative implications for human welfare.”  (Gulp!)

The goal of this book is to argue that science began with prehistoric bipedal trackers.  I wonder if scientific processes aren’t even older than bipedal primates.  Who taught our ancestors the art of hunting — locating prey by scent, sight, sounds, tracks, and knowledge of prey behavior?  Who taught us concealment, stalking, silent movement, deception, ambush, and approaching prey from downwind?  Lions don’t sit in the grass with their mouths open, waiting for breakfast to prance in.  They survive because they have teamwork and powerful minds.  “The /Gwi believe that some species possess knowledge that transcends that of humans.”  In Alaska, the Koyukon proverb is, “Every animal knows way more than you do.”

On the Kalahari, the traditional wild culture is being driven to extinction by growing contact with you-know-who.  Herders are moving in, fencing off lands.  In the 1960s, hunters began using dogs.  Much more game was killed, but the tracking skills of the hunters declined.  More recently, horses have also been added.  The diabolical trio of hunters, horses, and dogs makes it much easier to overhunt and deplete wildlife populations.  Far less skill is needed.  Younger generations have shifted to making souvenirs for tourists, as their ancient culture is pounded against the rocks.

Liebenberg is working with Kalahari elders to encourage younger folks to learn tracking, in hopes that skilled trackers can gain employment collecting wildlife data for use in scientific research.  He has created CyberTracker, a smart phone app that can be used to collect data in the field.  The interface is icon-based, so it can be used by illiterate people.  It is now being used in research around the world, and is helpful in documenting ecological trends, like the welfare of endangered species.  It also encourages the survival and preservation of the art of tracking.

Liebenberg, Louis, The Origin of Science, CyberTracker, Cape Town, South Africa, 2013.

Free PDF downloads of Liebenberg’s books, The Art of Tracking, and The Origin of Science, are available HERE.  Amazon sells a Kindle version of The Origin of Science for $1.00.

Kith (republished as A Country Called Childhood)

Jay Griffiths soared away on a seven-year pilgrimage to forage for the knowledge that illuminated her book Wild.  She spent a lot of time with wild tribes, and with conquered people who still had beautiful memories of wildness and freedom.  As she bounced from place to place, both modern and indigenous, she became aware of a glaring difference between wild people and the dominant culture — their children.

This presented her with a perplexing riddle.  “Why are so many children in Euro-American cultures unhappy?  Why is it that children in many traditional cultures seem happier, fluent in their child-nature?”  Her dance with this riddle gave birth to her book, Kith.

Griffiths is English, and the book’s title refers to the old phrase, “kith and kin.”  Kin means close family.  Kith originally meant knowledge or native land, the home outside the house.  When peasants lived on the land, their knowledge was rooted in the living place around them, not in mysterious juju like mathematics, economics, or engineering.  In recent centuries, most peasants have been driven out of their home, and their traditional knowledge has been forgotten.  Today, the meaning of kith has been reduced to extended family and neighbors.

Like “sustainable,” kith was once a beautiful word of great importance, now reduced to a toothless ghost.  Both words are lifesavers, if we could just remember them.  They are not forever lost.  Griffiths reminds us that “the past is not behind us, but within us.”

In this book, kith is used in its ancient form, a sacred word of power.  Why are kids so unhappy?  They have no kith.  They are dreadfully impoverished.  In our society, kids (and adults) are unwell because they have largely been exiled from nature.  They live indoors in manmade environments.  Nature is an essential nutrient for health and sanity.  Kith is life.

Griffiths and her brothers spent much of their youth playing outdoors, wandering across the land, getting wet and dirty, without adult supervision.  They rarely watched television.  She fears that her generation may be the last to experience the remaining vestiges of a normal childhood.  But I think that the game will change radically after the lights go out.  Mass insanity may not be our closing act.  After the plague comes healing.

Evolution prepared our species for a life of hunting and foraging.  All infants born today are wild animals fine-tuned for thriving outdoors in a tropical climate, surrounded by wild flora and fauna.  Being surrounded by nature is what all animals require for a normal and healthy life.  Like all other animals, young humans need to explore, play, learn.  Children need nature like fish need water.  They need a place where they belong, a home, a land that will be “mentor, teacher, and parent.”

They need to grow up in lands that still have their original parts — deer, birds, snakes, frogs, coyotes — our relatives who have not forgotten how to live.  They have so much to teach us.  Pets are unacceptable replacements for our wild and free relatives.  Cities are unacceptable substitutes for healthy places to live.  Zoo animals have miserable lives.  Confinement in industrial civilization is devastating for tropical primates of all ages.

Several centuries back, Griffiths’ ancestors lived in villages near commons.  The commons were open lands where the people could hunt, fish, pick berries, gather wood, and graze livestock.  Today, the commons are nearly extinct.  They have been eliminated by a process called enclosure, whereby wealthy lords fenced off the commons, replaced forests with sheep pastures, evicted most peasants, and burned down their humble cottages.

Enclosure is the diabolical anti-kith.  Modern kids no longer have abundant open spaces in which they can mature in a healthy manner.  Space has been enclosed and denatured.  So has freedom, the essence of childhood.  They are no longer free to spend their days wandering where whimsy leads them.  Modern childhood is now rigidly scheduled.

Community has also been enclosed.  Kids used to be raised in villages where there were no strangers.  Kids were mentored and parented by neighbors and extended family.  Modern kids grow up in a world of automobiles, strangers, and nuclear families.  Outdoors, behind every bush, are tweakers, psychopaths, perverts, and predators.  Kids spend much of their lives under house arrest.

Kids have immense interest in learning, but we give them “a school system that is half factory, half prison, and too easily ignores the very education which children crave.”  They major in obedience, punctuality, self-centeredness, and the myths of civilization.  They spend their childhood years indoors, in classrooms, and graduate knowing nearly nothing about the ecosystem they inhabit, their kith.

This is quite different from how children in traditional societies are raised.  Wild children are in constant human contact until they learn to walk, some sleep with their parents for the first five years or so.  They are never left alone to cry themselves to sleep.  They are never scolded, beaten, or given commands.  They are socialized, respected, treated like adults.  Socialization teaches them to be respectful of others, and nurture good relationships.  They develop confidence and self-reliance.

Importantly, wild cultures do an excellent job of guiding youths through a healthy transition into adults.  Every person is born with a unique personality.  We all have different gifts, interests, and destinies — trackers, herbalists, counselors, scouts, singers, dancers, drummers, shamans, storytellers, healers, slackers, morons, lunatics. 

Elders carefully help youths find their paths in life.  “Every child needs their time in the woods, to find their vision or their dream.  Yet most children today have no such rite, no way of negotiating that difficult transition into adulthood.”

The first generation of enclosure victims were painfully aware of all they had lost.  Their city born descendants have little or no awareness of the lost treasure of kith, and the harsh poverty of their consumer prosperity.  They are “denied their role as part of the wildlife.”  Many may go to their graves without ever experiencing the beauty that is the sacred birthright of tropical primates, and every other living thing.

Griffiths learned to talk and read at a very early age.  She has a great passion for words and learning.  You get the impression that she has read 10 or 20 books a week since she was crawling around in nappies.  She writes with flourish and flamboyance.  Kith is not an instruction manual for childrearing, but it provides a wealth of important insights for tropical primates who live in modern society.  It’s an excellent companion to Jean Liedloff’s masterpiece, The Continuum Concept. 

Here is a 20 minute video of Griffiths talking about her book.

Griffiths, Jay, Kith: The Riddle of the Childscape, Hamish Hamilton, London, 2013.

NOTE: The U.K. edition of Kith is now in print.  Australians can get the Kindle version only.  The U.S. edition will be published by Counterpoint Press, and released by the end of 2014, they say.  Non-Europeans can buy the British edition from Amazon via third party vendors.  Amazon U.K. is forbidden to sell the Kindle version to Yanks (they’re still sore about the Revolutionary War).

Earth Alive

Stan Rowe (1918-2004) was a Canadian scholar whose career meandered from forestry, to botany, and finally to ecological ethics — a new field of study in which he gained attention for his outside-the-box thinking.  His book Earth Alive is a collection of essays that explore the importance of ecocentrism, a mode of thinking that embraces the entire planet, and is committed to its healing and wellbeing. 

Ecocentrism is a healthy alternative to the worldview that’s killing the ecosystem — humanism.  Almost everyone in the modern world suffers to some degree from morbid humanism, a belief that humans were created in the image of God, are the best and the greatest, and can do whatever they wish with the Earth, because God made it just for them.  “Among infantile beliefs, the idea that Earth was made for the pleasure and profit of the human species ranks first.”  It’s like worshipping sacred fish while rendering their pond uninhabitable via toxic pollution.

Rowe was careful to distinguish between biocentric (yuk!) and ecocentric (yum!).  A biocentric view is limited to living organisms only.  But life is far more than organisms.  Organisms cannot survive without sunlight, air, water, and soil.  Ecocentric embraces the whole enchilada.  We need to care about everything.  Rowe recommended that we call ourselves Earthlings, so that we could form an identity with this planet, the mother of our existence.  We should think of ourselves as Earthlings first, and humans second. 

In his college years, Rowe studied prairies, and they fascinated him.  The wild prairies of Nebraska were essentially unchanged by the passage of thousands of years, while the lands of his European ancestors were a never-ending hell broth of raiding, raping, pillaging, and ecological destruction.  During the ‘40s, his professor was horrified to watch the sacred prairies plowed out of existence and converted into cropland.  A precious treasure was senselessly destroyed, and the health of the land was diminished with each pass of the tractor.  Ecocentric Earthlings naturally harbor a deep and passionate contempt for agriculture.

Agriculture was the most radical change in Earthling life since we learned to control fire, and it led to the emergence of cities and civilizations.  Cities are absolutely unsustainable.  The average adult spends 95 percent of his life indoors, and the new world of digital telecommunication isolates us even farther from the family of life.  Eco-psychologists refer this alienation as EDD, Earth Deficiency Disease.

Cities are also crazy.  Urban culture is a nightmare of unsustainable fantasies that are completely disconnected from ecological reality.  “In short, Western culture — more and more city-based, further and further removed from any grounding in Earth-wisdom — systematically drives its citizens insane.  A society that renders its citizens mad must itself be mad.”

Earthlings should regard nature as being sacred, so we will treat it with care and respect.  Instead, we indulge in magical thinking about “sustainability” and “good stewardship.”  But in the real world, we are heading for disaster because our God-word is “growth.”  We will not protect what we do not love. 

Ideally, everyone should live in wild places, surrounded by nature.  But the herd is migrating to cities.  “The city is an unhealthy place for those who want to come home at least once before they die.”  Not surprisingly, soon after Rowe retired, he promptly abandoned the big city and moved to a remote and gorgeous hamlet, population: 650.  He had a powerful love for the natural world, and he enjoyed walking. (“Our two best doctors are our legs.”) 

Children are far more open to forming a bond with the natural world, if they are ever exposed to it.  This bond is a normal and healthy Earthling experience, and it can last a lifetime.  What is not normal is growing up in a humanist culture, where they unconsciously absorb the toxic worldview by osmosis.  Humanist education is a central cause of the problem, because it devotes little or no attention to ecology or natural history.  Illiterate people harm the planet far less than the well-educated.  And multinational religions tend to direct our attention away from the living creation that surrounds us, and have us look inward, to contemplate other-worldly dimensions.

The humanist culture is extremely proud of the wonders of modern technology.  Modern living is seen to be a great advancement over the primitive lives of our hunter-gatherer ancestors.  But is it really?  Not if our standards of judgment focus on sustainability — by far the best standard of excellence and high intelligence.  Self-destructive cultures are for losers, despite their smart phones and big screen TVs.

Our pre-civilized ancestors had an ecocentric worldview. But modern Earthlings can’t acquire a healthier worldview by popping a pill, watching a PowerPoint presentation, or reading anthropology books.  A good worldview is rooted in place, and consumer society resides in a placeless world, where every main street looks the same (McDonalds, Wal-Mart, Toyota…).  Healthy change will take time.

What can we do?  Rowe concluded this book with A Manifesto for Earth, in which he describes the changes needed, none of which are quick and easy.  Humanism simply has no long-term future, it’s a dead end.  We need ecocentric spirituality, ecocentric education, and ecocentric living.  We need to escape from our miserable boxes, race outdoors, and return home.

For most of us, our worldview is as invisible as the air we breathe.  We accept it without question and rarely think about it.  Our entire society is on the same channel, everywhere we go, which reinforces the misconception that our worldview is normal. 

Green thinkers are searching for a new vision, but it’s really not a great hidden mystery.  Rowe shouts the obvious:  “Look!  The new vision surrounds us in the trees and the flowers, in the clouds and the rivers, in the mountains and the sea….  The new vision is out there and always has been.  It is the spring of inspiration, the source of whatever good has been discovered within the human mind.”

Rowe, Stan, Earth Alive — Essays on Ecology, NeWest Press, Edmonton, Alberta, 2006.  A number of Rowe’s essays can be accessed at:

http://www.ecospherics.net/