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Social Work

Student’s name
Affiliation
Course
Instructor
Date
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Social Work

Eco-Philosophical

Indigenous science has contributed to unique cultural knowledge and traditional

environment to groups of people which has helped to sustain their generations living in a specific

bioregion. Tradition is transmitted from one generation to the other in a form such as; customs,

set of beliefs, or attitudes and behaviors. Traditions remind the current generation of the treasure

of knowledge of the eventful past. Human civilization is inseparable from tradition since it is a

valued source of support and guidance for human progress.

Indigenous perspectives if cooperated well can pave way for to promotion of culturally

inclusive scientific approaches. Tradition wisdom presents humans as the owners of the world,

but reminds humans they are just part of nature and they should take care of it (Sayem, 2019).

According to Sayem humans can realize they are not foreign to the order of nature and they

cannot perform activities that can affect the natural system. Traditions are different from one

another but they can cooperate and enhance traditional value systems in the natural world hence

the need for unity. Authentic cultural traditions have played a key role in the formation of human

civilization and viable environmental sustainability. If humans want to save themselves from

environmental catastrophe, they will have to rediscover their broken relationship with nature

(Sayem, 2019). Cultural traditions are an important resource material for bringing back the

intimacy between humans and nature because the traditions carry metaphysical significance to

the natural world. Building ecological civilization will place ecology at the center of human

concern to work together to achieve goals with other areas of life sciences, philosophy and

applied ethics, sociology, and politics (Hategan, 2021).

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Realizing a deeper attachment to the natural environment can be found in all traditional

sciences. Traditional ways of understanding nature can help in rediscovering the cosmological

understanding of nature which is almost replaced by the modern scientific view of the world.

Sacred science, metaphysical knowledge, and divine principles are the basic sources of

knowledge that are at the very center of man’s being as well as at the heart of all orthodox and

authentic traditions (Sayem, 2019). Man’s destiny is inseparable from the natural and cosmic

environment and interpretation of all things. Modern science does not cover the sacred part of

nature while sacred science does not separate nature from its intimate relationship with humans.

This traditional knowledge is acquired by true intellect with deep contemplation. If humans were

made to understand that nature is sacred it will be possible to show respect. This will motivate

them to give priority to the protection of the environment.

Human beings have forgotten that they are part of nature which has caused an

ecological crisis. Regrettably, the emptiness created is not being met by modern science which

lacks the essential part of the formation of humans. Traditional scientific understandings are

relevant in solving the present ecological crisis because they promote participation and a deeper

understanding of human nature relationships.

Education and Transmission of Culture

Education and training have remained the main method of transmission of culture and

civilization from ancient times and in the modern world. Through the transfer of information,

education has brought understanding and achievement in the transmission of culture and the

development of civilization. Education contributes to the reproduction of society by

intergeneration transmission status, identity, and culture. Younger generations acquire their

cultural heritage and roles from their role models which are transmitted through education.
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Education is the process of improving one’s ability to better in various ways, including

through the teaching process (Putri & Ahmad, 2022). It plays an important role in retorting and

befittingly the correct distinction, to equality, and producing effective solutions that promote

diversity. Culture is a result of human beings learning from nature, nature has educated humans

through certain situations that trigger human thinking to manage these situations and make them

useful for life (Putri & Ahmad, 2021). Education is inseparable from culture since culture is

obtained by interacting with the physical and the non-physical environment. The acquisition of

culture helps to improve the quality of human life through education, therefore, producing a

system of thought, action, and human creation. The relationship between education plays an

important role by becoming an agent of teaching cultural values.

Education is an activity that enriches thoughts and gives power through learning by

either formal or non-formal. The relationship between culture and education is that it is an

institution of cultural inheritance. Through the educational process, cultural inheritance occurs

where some knowledge is used as a guiding principle in continuing the cultural stage. Education

plays a role as a medium of cultural transmission through, cultivation, socialization, and school

education. In the education mission, there is a cultural mission that has implications for the

culture as the fundamental frame of education (Putri & Ahmad, 2021).

The educational process cannot exist without culture and education. Without education,

it is impossible for humans to live and develop and societies will be lost and forgotten. Education

assists people to understand the culture and knowing good from the bad thus promoting values.

By providing basic knowledge as a provision for life (culture) education becomes a part of the

culture.
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References

Hategan, V. P. (2021). Promoting the Eco-Dialogue through Eco-Philosophy for

Community. Sustainability, 13(8), 4291.

file:///C:/Users/USER/Downloads/sustainability-13-04291-v2%20(1).pdf

Putri, S. D., & Ahmad, R. (2021). ANALYSIS OF CULTURAL TRANSMISSION AND

DEVELOPMENT OF EDUCATIONAL INSTITUTIONS. Literasi Nusantara, 2(1), 53-

61.

https://journal.citradharma.org/index.php/literasinusantara/article/view/262/63

SAYEM, M. A. (2019). The Eco-Philosophy of Seyyed Hossein Nasr. Islamic Studies, 58(2),

271-295.

https://www.researchgate.net/profile/Md-Sayem-2/publication/338657567_The_Eco-

Philosophy_of_Seyyed_Hossein_Nasr_Spiritual_Crisis_and_Environmental_Degradation

/links/5e21e40892851cafc38c69c6/The-Eco-Philosophy-of-Seyyed-Hossein-Nasr-

Spiritual-Crisis-and-Environmental-Degradation.pdf