Regenerative Agriculture teachings at Southern Cross University
Whenever we can the IEA will publish an assignment from students studying for the Bachelor of Science (Regenerative Agriculture) or the Graduate Diploma in Regenerative Agriculture at Southern Cross University.
The following essay was part of the Unit of study called Ecological Perspectives: Human Ecology and was submitted by Joshua James. It is published with his approval.
The book referred to is A Systems View of Life by Fritjof Capra and Pier Luisi Luigi.
The question posed was as follows:
Is it rare to read about spirituality in a scientific text and yet Capra & Luisi make a strong case for its inclusion? Summarise the main points of their case and then take a critical position and be either positive, negative or neutral. Refer to Chapter 13.
In chapter 13 of their book “The Systems View of Life: A Unifying Vision”, Capra & Luisi investigate the relationship and roles of science and spirituality within the evolution of humanity and express their view that these two methods of gaining and communicating knowledge have both been highly important in the advancement of civilization. Science has provided ‘material and technological progress’ while spirituality has been valuable for the ‘internal growth of individuals.’ They are clear in their writing that although Newtonian science has brought many benefits to the earth it has also caused just as much (if not more) damage. They argued that although some aspects of humanity, particularly within the male gender, such as power lust and aggression maybe genetic, there are also many positive aspects of humanity and note the desire to become a more loving, respectful humans as associated with spiritualty. They suggest that science and spirituality need to be in a better balance in order to overcome the complex problems that humanity is now faced with.
Capra & Luisi discuss the separation between spirituality and science in modern times and are clear that they believe in the importance in understanding the difference between the two; and in seeing spirituality as separate to religion. They suggest that the spiritual experience and the mystique and fascination that is the basis for scientific theory both rise above any written word or concept. They understand spirituality as inner growth, linked to connectedness and relationship within a holon, and see Ecology in the same light; the understanding of the connection and relationships between all biota. They believe that when these concepts are understood and realised then there will be no separation between science and spirituality and, as an extension, religion (with spiritual experience as its essence). Capra & Luisi suggest that the long-standing tensions between science and spirituality usually emerge when fundamentalists on both sides adopt hostile positions towards each other because of the confusion in the differences between spirituality and religion. ‘Spirituality…need not be in conflict with science. Indeed…it is fully consistent with the systems view of life’.
In the text, spirituality is defined as being more elemental and wide ranging than religion and having two dimensions; one goes in or ‘upward’ and the other reaches out to embrace other humans and the world. Capra & Luisi suggest that either of these two ‘may or may not be accompanied by religion’. They argue that one can be spiritual without being attached to any religion. The translation of the Latin spiritus is breath, and as other languages have words that relate to spirit that also translate to breath, they found to these to be an indicator that the ancient meaning of spirit is ‘breath of life’. As breathing (respiration) is an attribute that is essential to the metabolic processes of all but the simplest lifeforms, they suggest that the ‘breath of life’ is an excellent metaphor for the spirit of all living systems. To define a spiritual experience, they reference the Benedictine monk, psychologist, and author David Steindl-Rast, who offers that a spiritual experience is ‘a non-ordinary experience of reality during moments of heightened aliveness’, the authors adding to this that spiritual experiences ‘are moments when we feel intensely alive’ and ‘a profound sense of oneness with all, a sense of belonging to the universe as a whole’. It is explained during the chapter that the feeling of oneness that is central to spirituality is regularly partnered with a sense of ‘awe and wonder together with a feeling of great humility’. Contrary to this, science has generally attempted to quantify the awe and wonder of natural phenomena with technical languages such as mathematics, however, the basic interconnection of all things is emerging more and more as a central theme within modern science and many great scientists, including Einstein, have repeatedly spoken about their own awe and wonder when attempting to understand ‘the mystery that lies beyond the limits of their theories’.
Capra & Luisi state that they believe it is extremely important to “introduce the ecological and spiritual dimensions into education at all levels”. They argue that classical schooling mainly focusses on one subject or discipline at a time and it is uncommon for these institutions to take an interdisciplinary approach to learning. The authors are completely clear that as none of humanities problems are able to be understood in isolation the only way to move forward with remedying these problems is to take an interdisciplinary approach to academia. It is explained that deep ecology can facilitate the merging of spirituality and science. Capra & Luisi go further to say that ecological literacy is a ‘critical skill for politicians, business leaders, and professionals in all spheres, and should be the most important part of education, especially at the university level where certain kinds of knowledge and certain values are taught to the leaders of tomorrow.’ Their belief is that within the next 100 years ‘the well-being, and even survival of humanity will depend crucially on our ecological literacy’.
While reading chapter 13 of Capra & Luisi’s book, “The Systems View of Life: A Unifying Vision”, I was immediately interested in their ideas and took up a positive position towards their work. My position was cemented further as I reflected on their main points, learning a lot myself as I read, and I wholeheartedly agree with their recommendation for a more spiritual and ecological approach to the education system and learning itself.