Education is not enough.
“To educate” is an easy/trope answer to the question what contributions and/or interventions the environmental humanities can make to address environmental issues. Education is important, no doubt but the knowledge about environmental issues is not enough. The knowledge so-to-say is out there and pretty much everyone is aware that we as human beings have an impact on the world we live in and that stewardship of the environment is important. Even people who deny the existence of climate change, usually under the guise of saying, there’s nothing to be done/doing something is too expensive, but they’ll admit, even if it is out of self-interest, that we should not destroy the environment. The difficulty arises when education is promoted as a straightforward answer, as if knowledge is the solution.
Creating compassion and empathy are the actual interventions the environmental humanities can make. As Bennett highlights in her piece on Vibrant Matter, everything is interconnected, and the most mundane items/objects are not just objects, they have a vibrant past, present and will persist in the future. The human subject stands in relation to them but is not superior to them. Therefore, the challenge of environmental humanities is to create compassion for the interconnectedness of matter. This means developing an understanding for even the things we actually cannot empathize with. The danger of this perspective of empathy might be that it still only values the environment from a human-centered perspective because that’s what we focalize human action through.
Highlighting only the impact that human action has on the environment would not go far enough, this might be a good start, but this once again would create a hierarchy that only values environmental issues in the way that it impacts humans, without focalizing the environment itself with all its constituting matter.
Highlighting the slow violence of environmental exploitation on the poor goes a step in the direction of creating empathy. Exporting waste to impoverished nations doesn’t get rid of said waste, it just puts it out of sight out of mind, where the poor have to deal with the consequences of the exploitation of others. The precarity comes from the fact that the poor seemingly “choose” to have slow violence exerted upon themselves. They decide to be exploited but because they do not really have a choice in the matter due to the dependence on the West, they are caught in a vicious circle, from which Nixon sees them emerging through environmentalism. They in his mind, emerge from the rubble of exploitation because they have no other choice. They see the impact that it has had on them and cannot but create and practice environmentalism.
Unfortunately, the third dimension of Nixon’s argument, the writer-activist seems to, once again, be founded in intellectualism rather than the environmentalism from the margins that he propagates. The writer-activist can certainly have an impact but their subject position seems to not come from within the ranks of the poor but an outsider position, in a way, once again, an educator, but educators who just transmit information, as heartfelt as they may be, are ineffective if they don’t create identification through empathy.
Martina