The effective solution of environmental problems calls for changes in levels of consumption. Sociologists have described moderation in households of high socio-economic status in affluent countries, and also a type of modesty which cannot be a response to the experience of abundance. However, its essence is not the way of life of a traditional community. Sustainable living based on self-restraint could be considered to be a symptom of the summit of cultural evolution to date. Nevertheless, historical experience warns us against (...) making too much of contemporary cases of moderation. (shrink)

Our EcoDialogue Center is an educational space for human sustainability within the University of Veracruz. We propose that creating sustainable knowledge requires re-thinking how we conceive ourselves as human beings. This requires paying attention to what we call “the quality of being,” which means caring about and attending to the physical–emotional–mental–spiritual as the foundation of education. This way we can create a space where we can dialogue contemplatively where all dimensions of our lives interact; the physical, the emotional, the communitarian, (...) the social politic, the planetarium, and the spiritual being act with social–environmental responsibility. (shrink)

Contemporary philosophy, to be useful to Orthodox Christian theology, must capture the “essence” of the divine and human activity in the world in the scientific sense of Edmund Husserl. Scholastic philosophy is no longer an academically privileged supporter of theology in the interpretation of the universe. In its place, this paper suggests that phenomenological philosophy becomes the unique and transcendent partner, as it were, in the interpretive dialogue. The methodological thinking of Edmund Husserl and Martin Heidegger offers a way of (...) philosophical understanding that is more satisfactory than the traditional scholastic metaphysics in giving meaning to contemporary human experience. A phenomenological eco-theological approach captures the essences of a subject’s immediate and holistic perception of the environment. Indo-Pacific Journal of Phenomenology , September 2008, Volume 8, Edition 2. (shrink)

In its original Greek conception, philosophy was intended to promote both wisdom and virtue among society; in this sense, the teaching, or presenting, of philosophy is central to its essence. Socrates and Plato famously grappled with the question of how to impart wisdom and virtue to the learner, with mixed results. One of the standard methods—reading and writing—was argued to be misleading and even deceptive, because it deals with static, ‘dead’ words and ideas rather than with the “living discourse” of (...) one person speaking directly to another. This general critique of certain ‘technologies’ of learning is even more relevant today, in our technological age, where the presenting of philosophy often involves computers, laptops, and the Internet. Such things come to function as addictive drugs—much like the pharmakon that Plato warned of. Philosophy would thus be better served by less use of mediating technologies and by a return to live, interactive, living dialogue between student and teacher. (shrink)