Thursday, August 18, 2011
A still from the film The Ister
Compare Heidegger's quote with this one, which I keep returning to of late:
"Several species of cockatoo can be serious agricultural pests… controlled by shooting, poisoning or capture followed by gassing." (source)Read more...
Wheel of Progress-Capitalism (another false cycle)
Wednesday, August 10, 2011
I created this drawing today as a teacher and parent teaching aid. It's incredible how pervasive the dominant ideology is, and how the ad-men get into even the most conscientious of schools. Zeph's school is founded on non-harm Buddhist principles, however 'the winners' (the popular and influential) are still the kids who drink caffeinated energy drinks, know all the celebs, obsess over brands and labels, and are across junk food products like junkies in a chemist.
This is a reasonably new phenomenon in the school, so before it really takes hold a number of us are getting fairly active. Ad-men (and of course women) are setting the social agenda in the school through their new disciples – the whatevs. Those kids restricted in their access to pop culture consumption are made to feel inadequate, uncool. Peer-group pressure has hit middle years primary school in a big way, Target stores sell padded bra t-shirts to girls in this age group. Peer pressure was a thing that happened at high school when I was a kid. This is more of the aggregating hyper-mediated state I keep writing about...
Advertorial enterprise is a trillion-billion dollar industry engaged in strategic warfare against a bunch of disparate volunteer parents, teachers and carers. It's a David and Goliath scenario, and Goliath is romping it in.
So here's my catapult, my slingshot. Feel free to rip it and distribute widely (I can send you a high res copy if you want to make a poster of it). The idea of this drawing is to ask each child to imagine they're in the hub of the wheel (the mediated blob, or ambient blur), ask them to choose their favourite bought item, and then find out about it by researching all the possible energy inputs, social inputs, ecological inputs and pollution outputs that each item is likely to produce.
Click for bigger.
NB. Schools shred diversity by ordering students into year groups. This makes them easier targets for commerce pests to pinpoint specific generational desires, much like reduced biodiversity in environments encourage plagues and outbreaks – a weakened state. There are actual companies who profit by collating all forms of social data on all the various age and interest groups, and sell this information to businesses so as they can target consumers with deadly accuracy.
If our schools were generationally diverse the ad-man's power would be considerably reduced, especially if our elders abandoned the wheel of progress-capitalism too and began to behave again as elders. Currently schools are breeding grounds for self-interested bystander consumers. Addressing this issue may be part of addressing the strategic war on children by big business.
Greenwash #25 in Trouble - Locavore Intimacy
Monday, August 1, 2011
Click for bigger, then click again for better resolution.
Please note, my critique of agriculture in this piece is not an attack on farmers per se. We are agricultural consumers, farmers are agriculture providers. Urban-centric attacks on farmers for being ecological destroyers are misguided and simplistic. We grow the demand, desire and populations that necessitate ecological crisis. We're all participants, or as Gary Snyder puts it: "No one today can afford to be innocent, or indulge himself in ignorance of the nature of contemporary governments, politics and social orders." (Earth House Hold, 1957)
If only the following table read: "The Main Types of Damage Anthropocenes Inadvertently Cause to Wildlife," and unpacked all the different ways in which we dwell on Earth and the consequences for each. When white people began farming in Australia, Aborigines were rounded up and killed as 'cattle stealers'. I find the same continued hypocrisy in this table:
Click for bigger.
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