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: WEEK ONE.
UNIT 1
INTRODUCTION TO ENVIRONMENTAL STUDIES
Objectives
By the end of the topic, learners should be able:
Present and clarify the principles and objectives of environmental studies.
Define and illustrate the concept of environment.
State and define major environmental terms.
Describe the ethical/moral issues in resource utilization/use.
1.1.1 PRINCIPLES OF ENVIRONMENTAL STUDIES
Introduction
Environmental studies aims at making individuals understand the complex nature of the natural and build environments resulting from the interactions of their biological, physical, social, economic and cultural aspects. Further it facilitates the acquisition of knowledge, values, attitudes and practical skills needed to participate in a responsible and effective way in anticipating and solving environmental problems for quality living.
To provide value, environmental studies go beyond the discussion of environmental issues, to the analysis of conditions and trends in the environment and their causes, assess and interprete the implications and impacts of these trends to human health, the economy and ecosystems; and provide an assessment of actual and potential societal responses (solutions) to environmental problems. Balanced environmental studies aims at answering fundamental questions about the interactions between the environment and socio-economic factors, which are significant to policy decision makers and the public. UNEP/DEIA (1996) defines at least four fundamental questions for the environmental studies:
1. What is happening? - should give a highlight of the
environmental conditions and trends.
2. Why is it happening? a description of the human and natural causes of these changes is given.
3. Are the changes significant? discusses the health, economic, social and ecological implications (effects)
4. What is, or how could we respond? suggest solutions and the environmental implications of societal responses.
The specific objectives of environmental studies should therefore be:
To increase awareness and understanding of environmental trends and conditions, then causes and consequences among all stakeholders;
To provide a foundation for improved decision making at all levels, from the individual to national governments and international organizations; and
To facilitate the measurement of progress towards sustainability through the provision of credible information.
To accomplish these objectives, a set of principles can help guide the development of effective messages towards developing environmentally responsible citizens
The need to consider the environment in totality, including the natural, man-made and social aspects economic, political, cultural, historical, theological, technological and moral considerations.
The need to adopt a problem-solving approach in communicating the environment from a philosophical basis of holism, sustainability, enhancement and stewardship.
Communicating about the environment requires the adoption of interdisciplinary approach, drawing in all relevant content and ideas from each discipline (natural and social sciences) in making possible a balanced perspective of the environmental issue in consideration.
1.1.2 THE CONCEPT OF ENVIRONMENT
The Oxford advanced learners dictionary defines environment as the natural conditions e.g. land, air and water in which we live; while the UNESCO UNEP describes the environment as the aggregate of surrounding things (biotic and abiotic) and conditions that influence the life of an individual organism of population, including humans.
An elaborate definition about the environment and one commonly used is one that was given by the International Union for the Conservation of Nature and Natural Resources (IUCN) that; the environment is the totality of nature and natural resources, including the cultural heritage and the infrastructure essential for socio-economic activities.
Central to this definition are the natural (physical and biological) and the socio-cultural (man-made) components.
(a) Natural (physical and biological) components
The natural component is made up of the following:
The physical, comprising of the Atmosphere (air), the Hydrosphere (waters), and the Lithosphere (rocks).
The Biosphere which is a thin and discontinuous narrow zone where living organisms exist. It is a little above and below the surface of the land and in water and air. It is inhabited by an immense variety of living species including human beings.
Ecosystems which include all the plant and animal life that inhabit a particular area together with the physical (non-living part) environment. The living and the non-living parts interact to obtain food and water powered by energy from the sun. Ecosystems can either be natural or modified (man-made) and are categorized as either Terrestrial (forests, grasslands, deserts, tundra); Aquatic (fresh water-rivers, lakes, ponds); Marine (oceans and seas); and Estuarine (Marshes and Coastal bays).
Biochemical Cycles: These are the cyclical movements of nutrients and water within the global environmental system. They express the dynamic interrelations between the living forms (bio) and the physical environment (geo-chemical) within an ecosystem. They provide a continuous circulation of the essential constituents necessary for life such as carbon, nitrogen, water vapor, phosphorus and oxygen. Types of biochemical cycles include the water cycle, the carbon cycle, nitrogen cycle etc. These natural cycles ensure that nutrients used up in one system are not lost but are re-used again and again until the end of the world.
Natural Resources: These are parts or products of the natural environment considered of use and value to the earths inhabitants, to satisfy the needs of human beings and other living species. A natural resource can also be defined as a naturally occurring matter that is used to produce a desired effect or product usually for meeting human needs or improving their quality of life.
(b) Socio-cultural (man-made component)
The other component of the environment: socio-cultural, refers to all the physical infrastructures, built by humans including the social and institutional systems which civilization has developed such as settlements, industries and transport infrastructure. It also includes cultural, religious, political, economic, aesthetic and moral (ethical) aspects of human life.
The three levels of being are thus:
Physical Component
Atmosphere (Air)
Hydrosphere (Water)
Lithosphere (Rocks)
Biological Component
Biosphere consisting of all living things (plants, animals, bacteria and viruses).
Social Component
Technosphere
Sociosphere human created world of buildings and machines, politics, cultures, arts, etc).
Thus;
(1) The environment is the complete context comprising nature and natural resources and not any specific resource sectors;
(2) The various resource sectors such as water, wildlife, forests, human beings, minerals and energy are simply components of the environment;
(3) The infrastructure constructed to facilitate socio-economic activities such as settlements; industries and transport infrastructure are all part of the environment.
Within the natural order of things, it is also important to note that:
Each of the three levels of being (physical, biological and social) obeys the same physical laws and are similar in behavior, though local variations lead to complexities that are sometimes difficult to understand.
Environmental components operate on different time-scales which makes their management difficult. A good example is the formation of soil. While it takes nearly 350 years to form three centimeters of good top soil (physical component), poor cultural practices such as overgrazing (soil component) can remove that top soil within five years; similarly, reforestation (biological component) on exhausted soil would take about 25 years while one violent storm (physical component) on overgrazed land can remove the fertile soil in a day.
The materials necessary for life undergoes continuous transformations which ensure nothing is destroyed or lost. The materials pass through biochemical cycles that maintain the purity and the availability of these resources for life. In nature, the output of one process is continuously made the input of some other process which is well described by the concept of food webs. Everything is food for something else, and every kind of waste is an input to something else. In nature language, everything goes somewhere and there is no away to throw things since materially, the earth is a nearly closed system.
We need to understand the three components of the environment and the complex interrelationships in order to be sensitized into understanding their role in the creation and abating of environmental problems. To illustrate the complexity of environmental inter-relationships, consider a simple act like fuel wood use. Firewood consumption affects forests and interferes with biodiversity which influences food supply, triggering pesticide use which influences the productivity of ecosystems, affecting cultural adaptations which bring about resource use conflicts and psychological stress, lowering productivity which influences economic development. Significant changes in one single behaviour produce often unanticipated effects on other elements of human endeavor.
Since human beings are the only creatures that possess, perceive and appreciate consciousness and self awareness, on the same token, they have been given the special responsibility for environmental stewardship. To carry out that responsibility, humankind needs to be guided by morality and ethics. These elements need to be incorporated in environmental studies especially now that human being more than ever before have arrogantly interpreted the concept of stewardship.
There is need to address the interactions that cause degradation by emphasizing on simple steps within peoples means that can help alleviate environmental problems. Sorting out garbage at source for instance would enhance recycling, while preparing people at the onset of rains to plant trees and harvest rain water are quite easy to adopt. The concern should be the ability to provide information that changes behaviour towards the environment i.e. not stopping at awareness creation but to go through education and advocacy.
Further emphasis on the need for a universal environmental ethic lies in understanding the variety and principles of environmental cultures and ethics across the borders of time and space. UNESCO-UNEP (1991) describes an environmental ethic as an ideal human behavior with respect to the environment currently being reinforced in the growing concern about the environment; in swelling movements to save the earth, and in the ongoing reinforcement and development of national and international environmental legislation and regulations. Such regulations reflect a newly acquired collective moral sensitivity to the environment which could be traced to such traditions and civilizations as in Hinduism, Jainism, Buddhism, Confucius, Judeo-Christian and Islam. All these have made a contribution to the development of a universal environmental ethic.
Written Exercises
Exercise 1.1
Q1. Draw a flow chart/diagram to show the relationships between the three components of the environment.
Q2. Give valid examples to illustrate the complexity of environmental interrelationships and their role in the creation and abating of environmental problems.
Q3. What types of ecosystems are found in your province?
PAGE
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