Society and nature, their relationship and problems of interaction. Ecological Development Lesson

Along with other Western scientists, the founder of psychoanalysis, Sigmund Freud, encouraged aggression against nature. Gradually people like biological species achieved biological dominance among other species throughout the earth. Did it bring us happiness?

We find ourselves in a worldview that separates people from their natural context. The dominant Western culture and science have long debated the conquest of nature. Sigmund Freud argued that the progress of civilization requires "an attack on nature, forcing it to submit to the human will under the guidance of science." “Nature” here meant both “human nature”—the wild impulses that he assumed were innate—and the natural world. Nature had to be controlled and even conquered. Others have noted the Western obsession with conquest and control (e.g. Merchant, 2003; Turner, 1994).

It's easy to believe that the violence that happens in the natural world happens "out there" and that we civilized humans are safe anyway. But, as David W. Kidner points out, “The violence that industrialism does to nature, in other words, is not simply a matter of violence that separates nature and is directed at nature, it is primarily a violence that separates these two natures in the first place.” , destroying the resonance between the mental and material world that makes up the cultural sphere.”

Industrial culture emphasizes intelligence over all other types of knowledge. As David W. Kidner notes: "Disembodied intelligence is inadequate as a starting point for theory environment: No matter how clever our theories are, they exist in a space that is already separated from the natural order, and the “nature” they refer to is too often a cultural artifact. They theorize without paying attention to the natural order, the existence of which they do not notice.”

The danger here is that “understanding” becomes a rationalization of current practice and a substitute for an alternative to change, since this understanding presupposes a split between self and world. It hides rather than illuminates, as ecological problems are silent expressions of the incompatibility between the systems of social fantasy in which we live and those characteristics of the natural world of which we are not only unaware but unaware that we are unaware... The forms taken by our own reflections are themselves partly determined by the centuries co-evolution with industrial and pre-industrial structures."

Industrial culture has reconfigured our minds from our typical human nature. Western education is also part of this system.

“Integrity and integration are not only qualities that we attribute to non-human character: they are also qualities that dictate our place in the natural order, implying reconfiguration own body" (David W. Kidner, 2001).

Individualism formed in early age in a child, haunts human life in an industrialized society. A sense of disconnection permeates our daily experience. And we think that individualism permeates the natural world as well.

Natalya Dyuzhikova
Lesson on environmental development

Tasks:

Expand and generalize children’s ideas about plant and natural world, enrich knowledge about the world of discoveries and inventions.

To form in children confidence in the inextricable connection between man and nature (man is part of nature).

Learn to experimentally obtain vegetable dyes and dye white cotton fabric.

Develop ability to use speech - evidence, observation, sustained attention.

Educate children careful attitude to everything that surrounds them, the desire to take care of nature.

Materials for occupation: environmental signs; pictures depicting objects of nature and "not nature"; models of relationships between man and nature; chain table with image cards “What this item was before”; cotton fabric; colored things; cotton white shreds; a picture of cotton; containers with natural dyes; grater; gauze; clothespins; wet wipes; plasticine boards; vegetables: carrots, onions; dry nettle.

Move classes.

There is a huge house on earth with a blue roof.

The sun, rain and thunder live in it,

Forest and sea surf.

Birds and flowers live in it,

The cheerful sound of the stream.

You live in that bright house and all your friends.

Wherever the roads lead,

You will always be in it.

by nature native land This house is called.

Guys, what do you think nature is?

Sun, air, water, plants, animals. Human.

Of course, you are right and man is a part of Nature, and what, "alive" or "non-living"?

Man is part of living nature.

Prove it.

Man, like other living beings, is born, grows, develops, eats, moves, dies - that means he is part of living nature.

Okay, but I want to say that Man is a thinking, intelligent creature, so he learned a lot from nature and came up with things that are similar "on nature", and nature became the first teacher for man.

Didactic game "Nature as a teacher".

Look at the pictures of wildlife on the easel (birds, dragonflies, dandelion, bell, fish, hedgehog). What inventions do you think man made by looking at them? Find the picture and explain the similarities.

Children: Looking at flying birds, man always wanted to fly, and he came up with a miracle bird - an airplane. (Explains the similarities).

The helicopter looks like a dragonfly (the dragonfly has wings on top, and the helicopter has a propeller on top, the tail is extended on both the dragonfly and the helicopter.).

What kind of plant is this?

Dandelion.

If you blow on such a fluffy flower, what happens?

The fluffs will fly like parachutes.

It’s so good when a person is observant and attentive. What can you say about this flower and human invention?

Looking at the bell, man came up with the idea of ​​a musical bell that rings in churches.

And while watching the fish, what did man come up with?

Fish - Submarine. Similarity.

Tell me about the last picture.

Watching the hedgehog and its needles, the man came up with the idea of ​​a needle.

That's how interesting it is! And there are many such examples when we see that Nature is the first wise teacher for man.

Now let's think about how the life of the ancient and modern man depended and still depends on nature, and models will help you. (Exhibit models).

1. Ancient man went hunting to eat and make clothes from animal skins.

2. In ancient times, people caught fish for food and now they go fishing.

3. Previously, ancient people collected herbs and berries for food, treatment, and now they go to the forest for berries and medicinal herbs.

4. In the past, ancient people lived in caves, built huts from branches, and now they are building multi-story brick houses and cottages from tree logs.

5. Ancient people looked for water to drink, reservoirs to wash themselves, but now they take water from taps and wells.

So, draw a conclusion about how man was connected with nature before and now.

Both before and now, human life is connected with nature and depends on nature.

Yes, without nature, a person is doomed to death, because without air, water, soil, animals, plants, and all this is nature, a person cannot live!

- Now let's rest: physical education minute.

We quickly went down to the river, bent down and washed up: one two three four.

That's how nicely refreshed we were.

And now we swam together,

Together - once, this is breaststroke,

With one hand it's a crawl.

We all swim as one, like a dolphin.

We went ashore to the steep shore,

Looked at the sun

They waved to him,

They dried off, smiled and went home.

Sit down, let's play a game "Make a chain", fill in the blanks with picture cards and explain what the item used to be.

1. children: cutlery - made from steel, steel is obtained from ore, and ore is mined from the earth.

2. Apple juice is prepared from apples, the apples are on the tree, the tree is on the ground.

3. A book is made from paper, paper is made from wood, and trees grow on the ground.

4. The dress is made from fabric, the fabric is made from cotton, cotton grows on the earth.

Well done, the chains are made, and what are we we see: everything that a person uses, he receives from nature.

And pay attention, all chains lead to one big link called "Earth".

How do people in nature speak about the earth affectionately, with love?

Earth-mother, earth-nurse, earth-nurse.

And on our mother earth various interesting things grow plants: Here is one of them, name it.

This is cotton.

Tell us what you know about cotton.

Cotton grows in the south of our country, in warm regions. It grows as a bush, with boxes growing on the branches, inside of which there are seeds covered with fine white fluff. We see this fluff, it looks like cotton wool. This fluff is used to make fabric.

Look at this fabric (show) made of cotton. What is it called? (Cotton fabric). We see that the cotton fluff is white, and our cotton fabric is also white. Snow-white tablecloths, napkins, bed sheets. But these things (display, sewn from cotton fabrics are bright and multi-colored. Why do you think?

This fabric has been dyed.

How can you dye fabrics? (children's answers). I want to tell you that modern paints are made from oil and minerals, and these are also gifts of nature. And a long time ago, people began to dye fabrics using vegetable dyes. These containers contain vegetable paints different colors, and on a tray are the plants from which they are obtained. Guess which plant produced which color.

Dark red - from beets, orange - from carrots, brown - from onion peels, green - from nettles.

That's right, you're right. How can you get liquid paint from hard vegetables? Using a grater, you can grate both beets and carrots, and then squeeze out the juice through cheesecloth. Now the paint is ready. To obtain brown paint, remove the husk from the onion, pour boiling water over it, boil it for a while, then filter it and the paint is ready. You also pour in dry nettle, boil it, strain it and get green paint.

Now I suggest you dye scraps of white cotton fabric in any of these colors, but first look at how to do it.

Experience: I hook a piece of white fabric with a clothespin, lower it into a container with vegetable paint, keep it in it to get better color, then carefully lift the fabric and let the paint drain. I put it on the board, unhook the clothespin, straighten the dyed fabric with chopsticks and leave it to dry.

Can anyone tell me about the fabric dyeing process? (Child's story).

Now go to the tables and get to work. (Music sounds). Look how beautiful it is! White fabric became colored, and this transformation also became possible thanks to plants and nature.

So let's take care and love nature, because man is part of it and our life largely depends on nature.

Guys, what does it mean to protect and love nature? Tell us using these environmental signs.

1. To protect and love nature means not to throw garbage or litter nature.

2. Do not wash cars near a river, near a forest, or pollute nature.

3. Plant young trees and flowers.

And I also want to make a new one environmental sign(show) look how he is looks: our planet "Earth" in the hands of a person. This means that each of us must protect and love our Earth, and therefore its nature, because

We live under one blue common roof.

The house under a blue roof is spacious and big.

So let's live in the world without being afraid, without threatening,

Like good neighbors or good friends!

Initially, like all living things, man is a part of nature. But at a certain stage he separated himself from it. Didn't this happen when he picked up a stick to get food for himself? But monkeys also use simple tools, thanks to the structure of their limbs and the rudiments of thinking, but it cannot be said that they modify nature. Apparently, he once behaved this way. Then how common monkeys- this is a dead-end branch, so you shouldn’t expect that a new one will appear in the same way someday Homo species Sapiens. Today's primates in human eyes are also only part natural environment.

In general, we can talk about nature in two aspects. In a broad sense, it is a philosophical phenomenon, the essence of something. A narrow concept of nature defines it and all the processes taking place in it as natural. Whether the wind blows, whether it rains, whether a plant blooms, whether a baby animal is born - all these are natural phenomena, both living and inanimate. When the question arises about the relationship between “society and nature”, it is understood in the narrow sense

By contrasting himself with her, a person thus seems to deny his biological entity. Perhaps there is a rational grain in this. Animals act on instinct, whereas a member of a civilized society cannot afford such a “luxury.” There is an authoritative opinion that a person, suppressing natural desires, acquires neuroses and other mental disorders. Many are explained by the call of nature. So how far has man really separated from nature? Does he have the right to oppose himself to the natural environment? Society has taken on too much in relation to nature, forgetting how dependent it is on it.

The capacious phrase “Nature is not a temple, but a workshop” reflects humanity’s consumer attitude towards the natural environment. Society and nature will be able to coexist harmoniously only if there is a rethinking of values ​​at the level of both the entire society and each individual. At the global level, water bodies are also being destroyed, a huge number of animals are being exterminated, and resources are being depleted. At the level specific person- these are landfills after picnics, dumping waste into rivers and lakes, and prohibited hunting.

Someone will object that society also brings benefits to nature. and plants listed in the Red Book are carefully protected from extinction; dry and old trees are cut down to give life to young ones; assistance is provided to whales that have washed ashore. But is this really such a help? Firstly, many problems are caused precisely by human activity, and secondly, nature itself knows what will be best for it, since it has reason (not in the sense familiar to humans, but in a different, intuitive one). Naturally, without human intervention, new species of living organisms died out and appeared, the number of animals was regulated, and strong and healthy individuals remained. Society and nature will never be able to harmonize as perfectly as nature itself is ideal.

Civilization does not stand still; development is proceeding at a tremendous pace. It is difficult to say what awaits humanity in the coming centuries and even decades. If we assume the most optimistic option, that a global catastrophe will pass the Earth, that people will come to their senses and stop destroying the world, there will be problems of a different kind. Residents of big cities are moving away from their natural habitat. They buy country houses and relax behind high fences. They go out into the forest and fishing, but get there and back by car. Gradually, nature in a person’s life will become just a decoration, like a 3D film or a computer game.

First write down the number of the task (26, 27, etc.), and then a detailed answer to it. Write down your answers clearly and legibly.

Read the text and complete tasks 26-31.

Many philosophers have wondered: is it possible, by studying the “nature” of man - the structure of his organs of perception, character mental processes etc., - understand the structure and boundaries of human knowledge. Or, perhaps, there is no such “nature”, and everything in a person - from perception to higher forms of thinking - is formed historically, in the socio-cultural process. Shouldn’t we then look for the limiting conditions and dominants of knowledge in them? How to reconcile the fact of inevitable finitude human existence, its cultural and historical specificity with the ideal of objectivity of knowledge, with the requirement that the knowledge obtained be true, that is, reflect not the structures and characteristics of human consciousness and activity, but the objective state of affairs in the world itself? How is scientific-theoretical knowledge related to the types of thinking on which it relies in practical life and in which man was given his peace existence?

On the other hand, already in recent decades - in the era of the scientific and technological revolution - in the topic “Cognition and Man” previously unknown problems related to social and humanistic aspects have emerged. scientific progress, with the latter's direct influence on the fate of humanity. Opening atomic physics, research in the field of genetics, global human intervention in the biosphere, which made its irreversible change probable - these and many other results of modern science and technology can no longer be assessed unambiguously positively only because of their scientific origin.

(V. Filatov)

Highlight the main semantic parts of the text. Give each of them a title (make a text plan).

Show answer

The following semantic fragments can be distinguished:

1. Determination of the structure and boundaries of human knowledge.

2. Source of limiting conditions and dominants of knowledge.

3. The problem of the influence of the scientific and technological revolution on the fate of humanity.

It is possible to formulate other points of the plan without distorting the essence of the main idea of ​​the fragment, and to highlight additional semantic blocks.

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The correct answer must contain the following elements:

1) the meaning of the concept, for example:

cognition is the process of acquiring knowledge;

2) two sentences with information about cognition, for example:

- “The need for knowledge is one of the basic human needs”;

- “The sources and methods of knowledge are human feelings, reason and intuition.”

Other proposals may be made.

What two groups of problems of understanding human nature are indicated in the text?

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The following problems must be specified:

1) the difficulty of combining the fact of the inevitable finitude of human existence, its cultural and historical specificity with the ideal of the objectivity of knowledge;

2) the connection between scientific and theoretical knowledge and “practical” types of thinking.

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The answer may include the following manifestations of the mutual connection between scientific and theoretical thinking and practical human activity:

1) every person in the process of practical activity uses the results of scientific achievements embodied in the mass of modern things;

2) scientific ideas determine the consciousness, behavior and worldview of many people;

3) material and production activities contribute to the knowledge of nature and the development of sciences.

Other wording of the answer is allowed that does not distort its meaning.