My First Blog Entry Making It Very Clear that I Have Not Done This Before
While I realize that this blog entry is likely not at all an ideal one, either from the standpoint of an average blog reader/writer (which I am very sorry if you are one and stumbled upon this first what will be a series of blogs written for an Environmental Communications class) or, probably, from my future self, I am unsure of the best ways to go about it at the moment, and so intend to, hopefully, evolve into a more logical and “fun” style over time, leaving this entry to be one that I look back on with some shame and posthumous pity. In the meantime, this entry is to discuss the readings and videos of this week.
To begin with, the readings this week seemed to discuss some relatively common-sense material that I, and likely most people before taking this class, have never thought to articulate into words, discussing the assorted types of experiences when relating to nature and the influence that liberty and proximity in these encounters influences one’s beliefs regarding the environment. One thing that I noticed the readings touch upon, but that I believe is more influential than is given credit for, is the influence of the realm in which one has the experiences discussed. I, personally lived a moderately sheltered life as a child, having many indirect experiences with nature (i.e. visiting the San Diego and Phoenix Zoos and a California wildlife park a myriad of times and going for many mild hikes with my parents through areas of Sedona and Julian, California) as well as copious amounts of vicarious experiences (i.e. nature documentaries that my parents and I enjoyed and many speakers from environmental fields coming to my classrooms throughout elementary and middle school), but lived in a developed suburban neighborhood that was near a large municipal park, but that was comprised entirely of desert landscape, which did not make for the best of play areas. Despite this, however, I turned out to be a somewhat environmentally conscious and ideologically leaning young person because of the influence in all of these experiences in aiding and protecting the environment and valuing it, rather than seeing it as a thing to be possessed. On the reverse side of this scenario, however, I am aware of many people in the world, and even in my life who gained a large amount of direct experience throughout their lives with families and friends in much more affable ecosystems than the one in which I grew up, but now believe that the environment is something to be used and that restrictions on how it is used should be limited, generally because they saw the environment through the lens of a hunter, rather than an observer. While I realize that this degree of resultant behavior may not always be the same, I am attempting to make the point that, while the type of experience received definitely makes a difference in the intensity of beliefs that a person has later in life, I believe that the way that they are viewing these encounters and the environment set up for them make just as large of a difference. I realize that this is something that was covered in the reading, but I think that it is a large enough topic to warrant more coverage. Perhaps this is not covered too thoroughly because of the author’s own experiences, as she explains that her childhood was largely spent outdoors, so she may have only thought on the time aspect of her experience over the environment in which she experienced it, or perhaps she did discuss it more in a part of the book that was not part of the assigned reading for today. Regardless when thinking of what to write, this was the first and best thing that came into my mind, most likely because of the experiences that I had to mold me.
That previous thought actually took up far more of the word count than I intended it to, taking up 529 words alone, but it works out, as the remainder of my thoughts are not as well worked through. Regarding the films, I think that the discussion on Thursday in class covered a fair amount of my thoughts, as I too was one of the people to share the part that shocked me the most, and we covered the types of persuasion that they covered. Once again, I felt that the book did articulate many strong points about the origins and development of environmental beliefs, though, so far, it was largely information that I had previously learned in other environmental classes or assorted history classes, though putting words to aspects and ideas that I had never thought of. The final thing that I want to add for this week is not at all important to the take-away of the assignments or to my development as a student, I just want to be able to say it to somebody: throughout the entirety of the portion of the reading that discussed the clash of European and Native American beliefs on the environment, the song “Mine, Mine, Mine” from Pocahontas (which is actually referring to the gold [or lack thereof] that they are digging for, but sings of how the entirety of nature belongs to humanity, particularly to the king and the governor) was playing on repeat in my head, as the themes of the reading reminded me of some of the lyrics, and I was unable to remove it until I had completed the chapter.
Once again, I have little doubt that, after a few weeks of these writings, I will look back upon the organization and admittedly awful sentence structuring of this work with great shame, and I am already realizing that my summaries are far from my best, but for now, my thoughts are now (almost) all on the page, and I am unsure of how to conclude this entry so…
Corbett, J. (2006.) Communicating Nature. Island Press: Washington D.C
G. (2008, March 21). Retrieved September 05, 2017, from http://www.youtube.com/watch?v=HW5eBfZhE4M&list=PLE7EBB5F57EA9F190&index=44
G. (2009, October 22). Retrieved September 05, 2017, from http://www.youtube.com/watch?v=GOLf2RbxmzE&list=PLE7EBB5F57EA9F190&index=18
G. (2010, April 22). Retrieved August 31, 2017, from http://www.youtube.com/watch?v=LZ71svh1RVo&list=PLE7EBB5F57EA9F190&index=14