soil-conservation-people-religion-and-land.pdf - South West NRM

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energy flow at undergraduate level, it is analysing nutrient cycling with post graduates, it is family planning clinics, it is the study of environmental reports by politicians, and it is learning to live safely and successfully in a changing world. If we as ecologists are to successfully fill the role of horizontal specialists who form a bridge between natural and social sciences we will do well to concentrate our energies on the following four educational activities: 1. Developing an ecological conscience by re-thinking the place of Man in Nature. 2. Extending moral'ethics to include a responsibility toward the environment. 3. Persuading the masses that the concept of "human rightsr1 extends beyond inter-group relations to the Manenvironment interface. 4. Examining the adequacy of the output of ecologists to meet the growing need for their services. I like the classic simplicity with which J.M. Stycos explains the way major social changes go through four stages: Phase 1: No talk, no do Phase 2: Talk, no do Phase 3: Talk, do Phase 4: No talk, do. I suggest that Australian environmental action is now entering Phase 3. Changing Australian Attitudes - the Way Ahead Leopold suggests that all ethics are based on the single premise that individuals are members of an interdependent community. Man's instincts make him compete, his ethics make him cooperate. The land ethic extends the boundaries of the community's moral concerns beyond people, to the environment on which they depend. This changes the role of Homo sapiens from conqueror to member of a community of living things. In this way the tlresourceslv, while altered by management for production, are given a right to existence, ie they have an intrinsic value of their own. Ecology is the study of living organisms in relation to their environment, and conservation is the achievement of an equilibrium between Man and his land, but how do we develop an ecological conscience and what should we be teaching the
coming generations. The list below was proposed in 1984 by the writer, who makes no apology for the "should" value judgements implied: . We should teach that the dominating and consuming approach to our non-renewable resources is short-sighted and has caused failures. of civilizations throughout history. Our view that Nature is there primarily for Man's use should be reconsidered, . We should emphasize that conservation does not - / necessarily imply non-use or protection for its own sake. It means maintenance of productive potential. We should teach that good farmers are in fact good applied ecologists, for both seek to harvest nature at a level that can be sustained by ecosystem equilibrium. We should teach that Man is not an independent controller of Nature, but an integral part of the global systems on which he depends. It is the lack of awareness of this interdependence that has caused the environmental problems which the world presently faces. We should teach that environmental problems are complex and require national and international solutions - that our planet is a closed system where actions and reactions are of global proportions requiring global cooperation. We should bring home to coming generations the old Greek truism that men apparently don't learn from history - that each generation seems to' have to learn its own lessons on ecological behaviour, at great expense to the earth. We should avoid the despair and gloom which so easily arise from consideration of environmental problems but rather we must teach the optimism and challenge which is demonstrated by the successes of dedicated and persevering individuals and organizations. We should teach that even in our democracy, the common good of the community takes precedence over the unfettered freedom of the individual to act irresponsibly towards the environment. We should stress the need for political ethics in our system of government, together with the desirability of more vision and less expediency, more statesmanship and less politics.
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SOUL CObJSERVATION PEOPLE, RELIGION
Page 8 and 9: with " Generous sod", Dennis displa
Page 10 and 11: Stewardship - What Is It? Stewartls
Page 12 and 13: the earth's resources. However, it
Page 14 and 15: Certainly the earth and thus man, w
Page 16 and 17: That each Church set up a commissio
Page 18 and 19: LET THE RED VAN SPEAK In 1854 "the
Page 20 and 21: WHAT SHOULD WE TEACH What must the
Page 22 and 23: established a dualism of man and na
Page 24 and 25: R IBLIOGRAPHY Anonymous. 1985. Stat
Page 30: PREFACE : This paper has been writt
Page 33 and 34: vital supplies. The once-heroic pio
Page 35 and 36: to land use decision-making which t
Page 37 and 38: a approach for Australia. The dange
Page 39 and 40: As Ashby points out past experience
Page 41 and 42: exclusive right to use the land, ne
Page 43 and 44: matter. They certainly don't do tha
Page 45 and 46: a constraint on our freedom of acti
Page 47 and 48: and every individual creature and t
Page 49 and 50: Christians was noted. Both display
Page 51 and 52: Nature's Harmonies'. As David Lowen
Page 53 and 54: key phrases in Genesis are: "Have d
Page 55 and 56: Can Values and ~thics be Taught? Pl
Page 57: "The university's job may not be th
Page 61 and 62: National goals should change as pro
Page 63 and 64: indicators can continue to progress
Page 65 and 66: the problems of the present. It sho
Page 67 and 68: Cook, E. 1970. Environmental Ethics
Page 69: Santmire, H. P. 1970. Brother Earth
Page 73 and 74: --- - - - - - I. ORGANISATION AND I
Page 75 and 76: 7' - - F a - - present parties, hav
Page 77 and 78: 5. Res~onsibilitv of Faculties of A
Page 79 and 80: A -- 15. Role of Urban-Based conser
Page 81: FEDERAL STATE LOCAL EDUCATION l N C
Page 87 and 88: - - --< -- - I. ORGANISATION AND IN
Page 89 and 90: present parties, have failed to con
Page 91 and 92: Responsibilitv of Faculties of Agri
Page 93 and 94: 15. Role of Urban-Based Conservatio
Page 95: FEDERAL STATE LOCAL EXTENSION LANDH
Page 102 and 103: government. In this way the long-st
Page 104 and 105: on a permanent basis. 8. -Role -- -
Page 106 and 107: %==. 10. Wider Use of Group Methods
Page 108:
N0113V UOJ S31V3S3Lnlll QNV S13A31
Page 113 and 114:
11. In Queensland, about 40% of nat
Page 118 and 119:
Earth Garden, May 1 986 speak or th
Page 120 and 121:
combines very small holdings with s
Page 122 and 123:
The stages of cultural and ecologic
Page 124 and 125:
The role of trees in controlling so
Page 126 and 127:
proportions,. - _ 6. We must bring-
Page 130 and 131:
an Land Degrad By Brian Roberts The
Page 132 and 133:
principles ror de~elopment In \uch
Page 134:
Exposed clay subsoil following seve
Page 139 and 140:
evide~~c-to indicate that this situ
Page 141 and 142:
the field and the proportion of exi
Page 146 and 147:
A.I.A.S. Symp. 20/10/89 EFFECTIVE G
Page 148 and 149:
These figures exclude the contribut
Page 150 and 151:
these four requirements are met, th
Page 152 and 153:
the association of the group with a
Page 154 and 155:
A rational analysis should be made
Page 156:
REFERENCES Anonymous. (1978). Basis
Page 159 and 160:
APPENDIX 2 ELEMENTS OF A SHIRE LAND
Page 164 and 165:
' I a -I how T'S NEW IN LAND C CTS
Page 166:
and tresspassers, rather than as cr
Page 171 and 172:
The Present Position . - - - ~r&e&t
Page 173 and 174:
on Objectives - - -- - - ----=:I .
Page 175 and 176:
APPENDIX 2 * 1. clear goals which a
Page 177 and 178:
.A- 7. Planninq -- - -,sip - proble
Page 182 and 183:
Brian Roberts, DDIAE 1989 Farm plan
Page 184 and 185:
farm plan or major changes in physi
Page 188 and 189:
Cover Story LAND STE ARDSH udes Tow
Page 190 and 191:
individual's rights. No individual
Page 192 and 193:
B R Roberts Darling Downs Institute
Page 194 and 195:
attention at an early date. Advisor
Page 196:
TABLE 1 1 LE AGRICULTURE 1. LAND CA
Page 201 and 202:
th~should be ol t1[;11 c.onc-crn to
Page 203 and 204:
which could form the cornerstone of
Page 208 and 209:
CLEARING: WHO SHOULD DECIDE? Brian
Page 210 and 211:
. Who has the knowledge and informa
Page 214 and 215:
Range Monitoring Workshop Nat. S.C.
Page 216 and 217:
Because most of the pastoral zone i
Page 218 and 219:
FIGURE 1 iabifity ratings for Austr
Page 220 and 221:
environment as distinct from the ef
Page 222 and 223:
will be referred to later. It is de
Page 224 and 225:
~ield workers are agreed that the i
Page 226 and 227:
consumed in good and poor seasons r
Page 228 and 229:
sufficiently to meet the criteria a
Page 230:
Roberts, B. (1986). Proc. Sec. Int.
Page 235:
The second reality is that in some
Page 239 and 240:
choices of cultivation practices ar
Page 241 and 242:
For those roads that are parallel t
Page 243:
Role of Trees in the Property Plan
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