This article addresses the question as to whether it is logically possible to fashion a discourse exclusively for the natural environment. Could such a discourse emerge without colonization by other social spheres acting as proxy? The prospects appear to be rather bleak, for even in the case of two apparently non-human-directed or non-committal discourses, that of extensionist ethics and new sophisticated management (of environmental crises), the latent social-constructionism built into both renders them monistic discourses hegemonically mapping the territories of what they refer to. It becomes increasingly difficult to escape the human epistemic locatedness anti-anthropocentric critics demand. Despite this, such an exercise offers us the benefit of being mindful of what the crisis of social-scientific discourses amounts to as well as what to expect of discourse analysis as such. Furthermore, the prospects of the two discourses examined are being mapped onto two modified models drawing on Foucault and Deleuze thus helping us understand the pattern of our diverse environmental responses. Ecological thinking is perhaps the first subject-matter that transcends or shatters discourse boundaries and strains both imagination and human powers when selecting between conceptual frameworks, making us aware of the ineluctable feature of social-constructionism present in our social thought.
This paper puts forward the model of 'microcosm-macrocosm' isomorphism encapsulated in certain philosophical views on the form of university education. The human being as a 'microcosm' should reflect internally the external 'macrocosm'. Higher Education is a socially instituted attempt to guide human beings into forming themselves as microcosms of the whole world in its diversity. By getting to know the surrounding world, they re-enact it intellectually. Such a re-enacting is a guiding theme in certain philosophies of education studied here. It is with the Neo-Humanist tradition culminating in Humboldt's reforms that an additional step was taken: the university should become itself the reflecting 'microcosm'. This role is nowadays taken up by unconventional LLE, though with far-reaching changes.The paper is divided into four interconnected Sections each one developing a specific manifestation of the micro-macro relationship.The main thesis is that: (I) contemporary schemes of never-ending higher education or of so-called 'transformative learning' and of 'universities-multiversities' have their intellectual underpinnings either in similarity or in direct contrast to specific predecessors. Inherent tensions found in these predecessors have left their mark on this micro-macrocosmic model to the extent that it is present in them; (II) the proposed analysis in terms of this model enhances significantly our in-depth understanding of some latent aspects in current trends in LLE and related innovative university schemes; at the same time this model helps us structure appropriately and without anachronisms our humanisticly-inspired critical response to them for abandoning the ideal of the 'wholeness' of the human person.
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