Why Earthrise?

Background & Thesis

In 1969 astronaut William Anders took the first photo of Earth from lunar orbit.

Now recognized as "the most influential environmental photograph ever taken,”

Earthrise offers a new and unique perspective of ecology, environmentalism, and the

Anthropocene (Galen Rowell). An exceptional illustration of classroom concepts and

resources, I selected this photograph as the focal point for my project. 

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My motivation for this choice stems primarily from the work of Donna Haraway and her

contribution to understanding an era of human influence on an ever-more vulnerable

planet. First, Haraway identifies the patterns that have led to a world of

decreasing biodiversity, rising temperatures, and endangered communities. She highlights how systemic transformations in economic, political, and social structure join together to produce overwhelming effects on the living and non-living members of our environment. While many may choose to classify this conglomeration as a crisis, Haraway finds comfort in the term "urgency." Specifically, this word choice encapsulates the necessity of rectifying our relationship with nature through an energetic and hopeful approach. As a whole, Haraway's concept of "urgency" and her focus on ecology as a unit parallels with the roots of indigenous knowledge. This form of thought frames "the relationship among humans, nonhuman plants and animals, and ecosystems [as] required for any society to survive among and flourish" (Whyte 157). This emphasis of "requirement" meshes nicely with the concept of "urgency", and reinforces how climate change cannot be addressed without a sense of reconciliation and respect between human and non-human environments. Thus, we are called upon to produce a new and inclusive perspective of our planet that recognizes the rights and importance of natural beings beyond humans. While this new perspective may demand universal support, I cannot help but wonder how individuals of different ethnicities, geographies, and ages will grow to form this new position on climate change. 

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In response to Haraway's appeal for "urgency," a review of generational differences in understanding and approaching climate change is required. Without acknowledgment of the current perceptions surrounding this controversial field, it is impossible to introduce a new perspective from which to approach ecology and environmentalism. As such, surveys detailing various individuals' definitions of and proposed solutions for climate change provide a knowledge basis for developing educational curriculum on climate change. This collection, in turn, allows for the development of a modern pedagogy for climate change that can be shared with community members. Guided by survey responses, scholarly resources, and a sense of "urgency," a new perspective of climate change can be introduced through pedagogy and communication with individuals of all ages. 

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