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Civilizational Pathology: Transcending Imperial Borders
Unformatted Document Text:  Civilizational Pathology 8 phenomenon, nuisance. The premise regarding what would be a disturbance is, then, something that is learned and then becomes perpetuated or conserved whether or not this happens at the level of conscious attention or not. Moreover, this happens in the service of some power. And all too often we are unaware of the powers that holds sway over our psyche, conscious and otherwise. Pedagogically speaking, then, learning occurs to conserve the opinions and components of the status quo. This pedagogy of the status quo works across the ecological dimensions of organism, environment 8 and world. The desert, for example, may be considered as a community of creatures of both plant and animal kingdoms in which all of the latter live together, consuming the same resources and filling their niche in the ecological balance. There are less and less remaining places on earth, 8 “[H]istorical investigations of the concepts of periechon, continens, ambiens, ambiente and medium can show that what is today called environment was viewed by the Greek and even the medieval tradition as an encompassing body, if not as a living cosmos that assigned the proper place to everything in it. These traditions had in mind the relation of a containment of little bodies within a larger one. Delimitation was not viewed as the restriction of possibilities and freedom but instead as the bestowal of form, support and protection. This view was reversed only by a theoretical turn that began in the nineteenth century when the terms ‘Umwelt’ and ‘environment’ were invented and which has reached its culmination today: systems define their own boundaries and thereby constitute the environment as whatever lies outside the boundary” (Luhman, N. (1989). Ecological Communication. (J. Bednarz, trans.). Chicago: The University of Chicago Press, 6.

Authors: Williams, Kevin.
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Civilizational Pathology
8
phenomenon, nuisance. The premise regarding what would be a disturbance is,
then, something that is learned and then becomes perpetuated or conserved
whether or not this happens at the level of conscious attention or not. Moreover,
this happens in the service of some power. And all too often we are unaware of
the powers that holds sway over our psyche, conscious and otherwise.
Pedagogically speaking, then, learning occurs to conserve the opinions and
components of the status quo.
This pedagogy of the status quo works across the ecological dimensions of
organism, environment
8
and world. The desert, for example, may be considered
as a community of creatures of both plant and animal kingdoms in which all of
the latter live together, consuming the same resources and filling their niche in
the ecological balance. There are less and less remaining places on earth,
8 “[H]istorical investigations of the concepts of periechon, continens, ambiens, ambiente and medium
can show that what is today called environment was viewed by the Greek and even the
medieval tradition as an encompassing body, if not as a living cosmos that assigned the
proper place to everything in it. These traditions had in mind the relation of a
containment of little bodies within a larger one. Delimitation was not viewed as the
restriction of possibilities and freedom but instead as the bestowal of form, support and
protection. This view was reversed only by a theoretical turn that began in the nineteenth
century when the terms ‘Umwelt’ and ‘environment’ were invented and which has
reached its culmination today: systems define their own boundaries and thereby
constitute the environment as whatever lies outside the boundary” (Luhman, N. (1989).
Ecological Communication. (J. Bednarz, trans.). Chicago: The University of Chicago
Press, 6.


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