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But an even greater danger to the diver is the bends, a manifestation of decompression sickness that occurs when nitrogen gas saturates the blood and tissues. As the diver returns to the surface, the nitrogen bubbles increase in size, lodging in the joints, arteries, organs, and sometimes the brain or spine, where they can cause pain and potentially death. The deeper a diver descends, the more slowly he must ascend in order to avoid the bends. In 1956 a Royal Navy boatswain had successfully dived to six hundred feet, breathing a mixture of helium and oxygen to avoid nitrogen narcosis, but he took twelve hours to resurface. Keller, by comparison, returned to the surface after his first record dive in less than an hour. He boasted of using “secret” mixtures of gases for his underwater breathing apparatus, with different mixtures designed for different depths, but wouldn’t disclose exact figures. After an editor from Life, who had accompanied Keller on his 728-foot dive, wrote an article about their accomplishment, the US Navy took interest. The Navy gave Keller ,000 to finance the thousand-foot dive. Shell provided an experimental offshore drilling ship called the Eureka and a decompression chamber; at the time Shell had already begun to drill offshore, but only to a depth of 250 feet. Keller chose as his diving partner another journalist, Peter Small, the thirty-five-year-old editor of Triton magazine (now Diver) and a founder of the British Sub-Acqua Club. The dive took place in Southern California, off Santa Catalina Island; Keller and Small planned to be the first men to set foot on the Continental Shelf. Observers aboard the Eureka included several officers from the US Navy’s experimental diving program; a group from Shell Oil; two young safety divers; and Mary Small, Peter’s twenty-three-year-old wife. The Smalls had been married less than three months earlier. Shortly before noon on December 3, the men entered a diving chamber called the Atlantis, which Keller had designed and built. It was seven feet high and four and a half feet in diameter, with a bottom hatch through which the divers could exit. The Atlantis was connected to the Eureka by various cables, one of which allowed the observers to watch the divers on closed-circuit television. It took sixteen minutes for the Atlantis to descend one thousand feet, including breaks for the divers to check equipment and switch air mixtures. At the bottom, five feet above the seabed, Keller left through the hatch. He was armed with two flags, Swiss and American, which he planned to plant on the ocean floor. But as soon as he exited into the dark water, the fabric of the flags became entangled with his breathing hoses. It took him two minutes to free himself of the flags, at which point he returned to the diving chamber, exhausted and dizzy. In his confusion Keller didn’t realize that one of his swim fins had become stuck in the hatch, preventing it from closing properly. When he figured out that his special mixture of gas was leaking, and that there was not enough to sustain them for the ascent, he switched to regular air, and the two men instantly passed out. The crew aboard the Eureka pulled the diving chamber to a depth of two hundred feet, and the two safety divers went to investigate. They found that the chamber was losing pressure, but were unable to seal it. When one of the divers, a undergraduate and friend of Small’s named Chris Whittaker, resurfaced, his face was bloody. Against the advice of the support crew Whittaker and his partner made a second dive to retrieve Small. The other diver cut away the fin, allowing the hatch to seal, but Whittaker did not return. Once sealed, the Atlantis was pulled to the surface. For six hours they remained within the chamber while the air pressure was gradually decreased. Keller, apart from experiencing oxygen hallucinations for thirty minutes, reported few ill effects. After several hours Keller noticed that Small had stopped breathing. The chamber was opened, and Small was rushed to a Navy hospital ship, but it was too late. A coroner determined that the cause of death was decompression sickness. Small’s tissues and organs were riddled with gas bubbles. Nevertheless Keller had managed to validate his theory. Life ran a follow-up article that included an interview with Kenneth Mac Leish, the editor who had accompanied Keller on the earlier dive. “The concept was brilliant; perhaps its implementation was not,” said Mac Leish, in a rather gruesome understatement. He continued: Keller will go on with his work and every serious diver and student of the sea must be glad of that. His method will help open up the seas to the free diver, unencumbered, unenclosed, able to reach out and touch…and the human animal will extend still further his unique ability to go where he is not designed to go. When executives at Micoperi, an Italian company that specializes in marine construction, read about Keller’s achievement, they urged Shell to provide him with additional funding. The two companies worked together to build new facilities for Keller to continue his experiments, forming a joint-venture company called Sub Sea Oil Services. During the next twenty years, Shell’s divers would descend as deep as 1,900 feet. The free diver would revolutionize the oil industry, allowing human beings to extract oil in many places where they were not designed to go. Mary Small, widowed at twenty-three, would take no solace in this. When she was interviewed by a reporter right after the Catalina tragedy, she called her husband’s death “just one of those diving accidents.” But nine weeks later she committed suicide. She was found at her London home, photographs of her husband strewn on the floor around her, in a room filled with gas. Today it is an economic and even geopolitical necessity for oil companies, in order to maintain pipelines and offshore rigs, to send divers routinely to depths of a thousand feet, and keep them at that level of compression for as long as a month at a time. The divers who do this work are almost entirely male, and tend to be between the ages of twenty-five and forty. Were they any younger, they would not have enough experience or seniority to perform such demanding tasks. Any older, and their bodies could not be trusted to withstand the trauma. The term for these extended-length descents is “saturation diving,” which refers to the fact that the diver’s tissues have absorbed the maximum amount of inert gas possible. The industry is currently in the midst of an expansion that originated in 2005, after Hurricanes Katrina and Rita together destroyed more than one hundred drilling platforms in the Gulf of Mexico and compromised another fifty; the storms also damaged nearly two hundred pipelines, contributing to four hundred incidents of pollution. Remotely operated vehicles could only assess and repair some of the damage, so much of the work had to be done by divers. Wages increased accordingly, and since then, as the oil industry has drilled in increasingly deep waters, demand for divers has continued to grow. A diver cannot be claustrophobic or antisocial, because he must spend much of his time in a tiny sealed capsule with several other divers. He must be well-disciplined and perceptive, for he is likely to encounter a variety of unexpected hazards on the job. Many divers are military veterans, or have worked as roofers or mechanics. “The best are those who have a great deal of confidence in themselves and their abilities,” one former diver, Phil Newsum, told me. Philosophically, when you go out on a dive job, you’re expecting something is going to go wrong.”Often, because of the depth, the job is performed in the dark, with only a headlamp to light the way. Divers have told me stories of sudden encounters with manta rays, bull sharks, and wolf eels, which can grow eight feet long and have baleful, recessed eyes, a shovel-shaped snout, and a wide, snaggletoothed mouth. One diver sent me a video, filmed from a camera in the diver’s helmet, of an enormous turtle that was playing a game of trying to bite off the diver’s feet and hands every few minutes. The diver finally sent the animal swimming away by pressing a power drill to its head. Someone else sent me a photograph of a diver riding a speckled whale shark, as if on a rodeo bronco. Newsum, who is now the director of an industry group called the Association of Diving Contractors International (), estimates that only three of every fifteen people who graduate from commercial diving school are able to withstand the rigor of the profession for a full career. Many are enticed by the high salaries, but few can endure the job’s physical and psychological toll. Those who stick it out tend to do so out of a passion for the job’s eccentricities. The life of a commercial diver is somewhat less stable than that of a traveling salesman or mercenary soldier. He does not make his own schedule and has little control over his own fate, which is one reason why divers between jobs have a reputation for, as Newsum puts it, “living hard.” The diver never knows when his next job will come, but as soon as he gets called for an assignment, he must head directly to the nearest port or helicopter pad. A successful diver will work offshore about 160 days a year, cumulatively. Work is most consistent, at least in the Gulf of Mexico, in the warmer months, from late March through November, but hurricane season falls within that period. Hurricanes are a mixed blessing—they disrupt ongoing jobs, but they create new ones. Divers work not for oil companies but for private contractors, which range from smaller, independent operations to larger, publicly traded companies like Cal Dive, Helix Energy Solutions, and Oceaneering. These larger contractors have their own training processes for saturation divers that are often more rigorous than what is mandated by federal law. There is a general touchiness in the industry about safety, especially since the Deepwater Horizon tragedy. Shell or Exxon Mobil is unlikely to hire a contractor with a reputation for carelessness. Most offshore divers aspire to work saturation jobs (“Sat is where it’s at,” says Newsum), but after graduating diving school and passing an extensive physical, a diver must begin as a “tender,” or apprentice diver. A tender will serve on the support staff for deeper divers, and work at depths as shallow as four feet of water. Often a tender will assist on jobs involving oil pipelines, which tend to be buried four to six feet below the mud line in order to avoid contact with ships or marine life. A tender might be called upon to bury a repaired pipe, using hand jets to displace the bottom so that the pipe will sink belowground. In his second or third year an apprentice may be promoted, or “broken out,” to a full-time diver. Or he might excavate a pipe, in preparation for a more experienced diver to repair it. His salary will increase to between ,000 and ,000. He will start as an “air diver,” diving as deep as 120 feet while breathing regular air. Jobs at this depth might include retrieving tools from the worksite, or cutting and retrieving the polypropylene cord that runs between the surface vessel and the underwater worksite. Next the diver will be assigned to more complex jobs below a hundred feet, for which he must breathe mixed gas in order to avoid suffering the effects of nitrogen narcosis while working with heavy machinery. A full-time mixed-gas diver can earn more than 0,000 a year. A saturation diving complex looks like a small space station. He will perform jobs at ever greater depths, with higher degrees of technical difficulty, until his diving supervisor deems him ready to graduate to saturation diving. It comes in different sizes, accommodating six to twenty-four divers. A typical complex, which sits on the deck of a ship or an oil rig, has four main components. The first is the living chamber, which resembles a train’s sleeper car, or the berth of a submarine, and has double-decker cots with fire-retardant mattresses and a sitting area with a television screen. (Larger systems have two or even four separate living pods.) A camera—often referred to as “big brother”—peers through a porthole, observing the divers. Other portholes, covered with plexiglass, allow the marooned divers to glimpse the outside world. By crawling through a short tube from the living chamber you reach the transfer lock, a small capsule that contains a toilet, a small sink, and a showerhead. At the top of this chamber is a hatch that leads to the diving bell, which can take the shape of an amphora, an orb, or a squat cylinder. The diving bell is encased within an exoskeleton of pipes, which are responsible for lifting it to and from the complex. Another portal leads to the hyperbaric rescue chamber, the equivalent of a lifeboat, which has enough breathing mixture to last the crew for three days. On newer, more technologically sophisticated ships, the saturation complex is built into the body of the vessel, below-decks. On these models the diving bell drops into the water through an opening in the bottom of the ship, called a moon pool. Once the divers are sealed inside the saturation complex, the air pressure is increased until it matches the pressure at the job’s working depth—this generally takes about a day. The breathing mixture inside the complex is also adjusted accordingly—the deeper the job, the more helium will be added to the breathing mixture. (Helium, besides allowing divers to avoid the risk of nitrogen narcosis, is easier to breathe under pressure because of its low density; it is also more quickly flushed from the organs and tissues than heavier gases.) This causes the divers to sound like Donald Duck, or children who have inhaled helium from balloons at a birthday party. But a diver inside the system doesn’t always realize that he sounds like Donald Duck, because the other members of the crew also sound like Donald Duck. This condition is known as “helium ear.” The diver must often be reminded to enunciate his words when he speaks through the intercom to the supervisors and life support technicians who monitor him from outside the complex. Saturation systems often come equipped with a Helium Speech Unscrambler, a device that slows down the speed of the divers’ voices. One company that manufactures these devices boasts of their ability to correct a diver’s “raw helium speech to normal intelligible voice levels.”Food is delivered to the crew through the medical lock, a small passageway that serves as the vessel’s mouth. Before the divers retrieve their meal, it must be “blown down” to the same pressure as the rest of the complex. Certain materials break down as well; Styrofoam, for instance, will shrink, or implode. Changes in pressure affect one’s sense of smell, so meals tend to taste bland. All jobs at a depth of three hundred feet or deeper are required by law to use a saturation system, but it often makes financial sense to use one at shallower depths for more involved jobs. Some types of food, particularly those with air bubbles, do not withstand compression. A diver using mixed gas cannot remain deep for a long period of time, for these dives require many hours of decompression and recovery. 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Divers can look out of a porthole and watch the light dim as they sink; often by the time the divers reach their working depth—it can take an hour—the water is pitch black. The bell has external lighting panels that function like headlights; these are used to illuminate the working area, which might be an old platform that needs to be dismantled, or a busted wellhead. The bell is connected to the saturation complex by a large cord that contains within it smaller tubes, which in turn contain breathing gases, electricity, and fiber-optic lines for communication. The divers’ lives depend on this cord, which is called the “umbilical.” Smaller umbilical cords connect the divers’ breathing suits to the bell. There is a video camera in each diver’s helmet, and a microphone that allows the diver to communicate with his supervisor. (Supervisors tend to be former saturation divers who have aged out of the job.) Because the water at these depths is close to, or even below, freezing, a tube pumps warm water, collected from the surface of the ocean, into the diving suit. There is an oft-repeated cautionary tale, likely apocryphal, about a diver whose air hose vacuumed up a jellyfish from the ocean surface and pumped it down into his suit, the angry jellyfish getting trapped in the crack of his ass. When the job is finished, the divers can’t simply leave the complex. The formula is one day of decompression for every hundred feet of depth, plus an extra day, which means that a crew saturated at a depth of a thousand feet must wait eleven days before they can leave. (Divers rarely work below a thousand feet, the point at which they become susceptible to high-pressure nervous syndrome, which can result in nausea, vomiting, tremors, and neurological damage.) During the decompression period, the pressure in the saturation complex is reduced gradually, with many rests along the way, so that the body doesn’t undergo shock. The breathing mixture is changed as well, until, by the final day, the divers are breathing normal air. Upon exiting the saturation complex, they are given a full physical examination and kept under observation for twenty-four hours. They must wait seventy-two hours before they can board an airplane. If a saturation crew is already in the Gulf, their contractor will look to attach them to another job if possible. It’s always cheaper for an oil company to hire a crew that is already at sea rather than fly a new crew out from the mainland. So with any luck, the crew may be resealed inside a saturation chamber within days. Commercial diving remains a dangerous job, but not for the reasons that haunted early experimenters like Hannes Keller. Whether saturation diving has long-term repercussions for human health remains a subject of cantankerous debate. Some scientific studies have shown moderate impairment in spatial memory, vigilance, and reaction time among those who have worked as saturation divers for more than three and a half years. One such study was cited by the government of Norway in 2000, when it decided to award several million dollars in workers’ compensation payments to sat divers who had worked in the North Sea oil industry between 19. report in 1998 estimated that the occupational fatality rate for commercial divers was forty times the national average for all workers, at an annual rate of 180 deaths per 100,000 employed divers. These numbers have declined slightly in the last decade, in which, according to the US Coast Guard, nineteen commercial divers have died offshore. An additional twenty-four workers died diving inshore, which involves work in lakes, rivers, or coastal harbors, and relies primarily on scuba diving. That comes out to an annual fatality rate of approximately one per every thousand divers, or twenty-eight times the national average. This makes commercial diving the third-most-dangerous occupation, behind fishing and logging. Very few of those deaths can be attributed directly to decompression-related illnesses. Instead divers are threatened by the same hazards that confront all occupations that require the use of heavy machinery, only a diver’s risk is multiplied by the dangers of performing the work underwater, with limited vision, while encased in a diving suit. Paul Spark, who is currently a supervisor on a dive support vessel in the North Sea, worked as a diver for twenty-nine years. During his very first dive, in 1977, to repair a blow-out preventer 410 feet below the surface, his diving bell flooded with water, almost drowning him and his partner. Later he was very nearly crushed by a thousand-pound blind flange, a plate used to seal the end of a pipe; a “rather large wolffish” bit his foot, drawing blood; and while performing salvage work on the Kursk, the nuclear-powered Russian submarine that sank in the Barents Sea in 2000, drowning all 118 aboard, there was a loud explosion. Spark had been using a high-pressure water jet to bore holes in the submarine’s pressure hull when it occurred. He was unharmed, and returned, dazed, to his diving vessel. The list of commercial divers who died internationally in 2012 includes Brad Sprout, a twenty-nine-year-old employee of Global Diving and Salvage, who was killed in the Gulf of Mexico when he dove to remove a net that had been caught in the ship’s gears. Paul De Waal, twenty-seven, died while cleaning the hull of a cruise ship, the Norwegian Star. Pierre Rossouw, twenty-nine, an employee of Underwater Engineering, died of a broken neck in a crane accident. Jarrod Hampton, twenty-two, died on his second day at work for Paspaley Pearls, while diving for wild oyster shells off the coast of northwestern Australia. Felix Dzul, thirty-six, died while diving off the Yucatan Peninsula for sea cucumbers. While most casualties occur during mixed-gas diving, there are exceptions. On September 25, a saturation diver named Chris Lemons was inspecting a drilling template—a large metal device that guides the drill—in the North Sea’s Huntington oilfield, 115 miles east of Aberdeen, Scotland. The structure was three hundred feet beneath the surface. Lemons’s diving bell had descended from a ship called the Bibby Topaz. While Lemons and his diving partner were conducting tests on the template, the Bibby Topaz’s global positioning system malfunctioned and the ship began to float away with the current, dragging the diving bell with it. Lemons and his partner were pulled off the template by their umbilical cords. The other diver swam back to the diving bell, but Lemons’s cord snagged on the template, and tore off. Five minutes later, the Bibby Topaz had drifted nearly eight hundred feet away, abandoning Lemons alone on the drilling template, without air supply or warm water. He had access to an emergency oxygen supply, but there was only enough in the tank to last him fifteen minutes. In order to conserve his oxygen, Lemons sat in the middle of the structure and tried, despite the frigid temperatures, to remain as still as possible. Another fifteen minutes passed before a rescue diver found Lemons and pulled him into the diving bell. Miraculously, although Lemons hadn’t taken a breath in more than fifteen minutes, he revived. The coldness of the water seemed to have been the crucial factor. By instinct all mammals, when submerged in cold water, suspend or limit nonessential operations in order to conserve energy for survival; this is called the diving reflex. The heart beats slowly, blood vessels constrict, metabolism decreases, digestion stops. Like a computer with failing battery life, the body shuts itself down to preserve what is left of its charge. If Lemons had not lost his hot water tube, it’s doubtful that he would have survived. During the last five years, a diver’s median wage has increased 50 percent. “Because there are more sophisticated, remotely operated vehicles, everyone wants to believe that diving is being phased out,” Phil Newsum, the director of , told me. “But there are still many things that need to be done in water by an individual, and that won’t end anytime soon.”I asked Newsum if he has any regrets about his life work. “But a lot of folks will spend their entire life looking for one thing that they love, and I’ve found it. Everybody in this industry takes a good deal of pride in that. Whenever I meet new people, they want to know about my job. I’m intrigued by the unknown.” This puts him in the same category as both Hannes Keller and Peter Small, though not, perhaps, Shell Oil. Nobody ever asks a doctor or lawyer or an guy about their job.“It’s true you get an adrenaline rush—that’s probably what attracted most of us to the industry. 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Write my essay for me with Professional We are accustomed to thinking of learning as good in and of itself. But as environmental educator David Orr reminds us, our education up till now has in some ways created a monster. This essay is adapted from his commencement address to the graduating class of 1990 at Arkansas College. It prompted many in our office to wonder why such speeches are made at the end, rather than the beginning, of the collegiate experience. David Orr is the founder of the Meadowcreek Project, an environmental education center in Fox, AR, and is currently on the faculty of Oberlin College in Ohio. Reprinted from Ocean Arks International’s excellent quarterly tabloid If today is a typical day on planet Earth, we will lose 116 square miles of rainforest, or about an acre a second. We will lose another 72 square miles to encroaching deserts, as a result of human mismanagement and overpopulation. We will lose 40 to 100 species, and no one knows whether the number is 40 or 100. Today the human population will increase by 250,000. And today we will add 2,700 tons of chlorofluorocarbons to the atmosphere and 15 million tons of carbon. Tonight the Earth will be a little hotter, its waters more acidic, and the fabric of life more threadbare. The truth is that many things on which your future health and prosperity depend are in dire jeopardy: climate stability, the resilience and productivity of natural systems, the beauty of the natural world, and biological diversity. It is worth noting that this is not the work of ignorant people. It is, rather, largely the result of work by people with BAs, BSs, LLBs, MBAs, and Ph Ds. Elie Wiesel made a similar point to the Global Forum in Moscow last winter when he said that the designers and perpetrators of the Holocaust were the heirs of Kant and Goethe. In most respects the Germans were the best educated people on Earth, but their education did not serve as an adequate barrier to barbarity. In Wiesel’s words: "It emphasized theories instead of values, concepts rather than human beings, abstraction rather than consciousness, answers instead of questions, ideology and efficiency rather than conscience." The same could be said of the way our education has prepared us to think about the natural world. It is a matter of no small consequence that the only people who have lived sustainably on the planet for any length of time could not read, or, like the Amish, do not make a fetish of reading. My point is simply that education is no guarantee of decency, prudence, or wisdom. More of the same kind of education will only compound our problems. This is not an argument for ignorance, but rather a statement that the worth of education must now be measured against the standards of decency and human survival – the issues now looming so large before us in the decade of the 1990s and beyond. It is not education that will save us, but education of a certain kind. What went wrong with contemporary culture and with education? There is some insight in literature: Christopher Marlowe’s Faust, who trades his soul for knowledge and power; Mary Shelley’s Dr. Frankenstein, who refuses to take responsibility for his creation; Herman Melville’s Captain Ahab, who says "All my means are sane, my motive and object mad." In these characters we encounter the essence of the modern drive to dominate nature. Historically, Francis Bacon’s proposed union between knowledge and power foreshadows the contemporary alliance between government, business, and knowledge that has wrought so much mischief. Galileo’s separation of the intellect foreshadows the dominance of the analytical mind over that part given to creativity, humor, and wholeness. And in Descartes’ epistemology, one finds the roots of the radical separation of self and object. Together these three laid the foundations for modern education, foundations now enshrined in myths we have come to accept without question. First, there is the myth that a solvable problem, but rather an inescapable part of the human condition. The advance of knowledge always carries with it the advance of some form of ignorance. discovered CFCs, what had previously been a piece of trivial ignorance became a critical, life-threatening gap in the human understanding of the biosphere. No one thought to ask "what does this substance do to what? " until the early 1970s, and by 1990 CFCs had created a general thinning of the ozone layer worldwide. It appeals to our fascination with digital readouts, computers, buttons and dials. With the discovery of CFCs knowledge increased; but like the circumference of an expanding circle, ignorance grew as well. But the complexity of Earth and its life systems can never be safely managed. The ecology of the top inch of topsoil is still largely unknown, as is its relationship to the larger systems of the biosphere. What might be managed is : human desires, economies, politics, and communities. But our attention is caught by those things that avoid the hard choices implied by politics, morality, ethics, and common sense. It makes far better sense to reshape ourselves to fit a finite planet than to attempt to reshape the planet to fit our infinite wants. There is an information explosion going on, by which I mean a rapid increase of data, words, and paper. But this explosion should not be taken for an increase in knowledge and wisdom, which cannot so easily by measured. What can be said truthfully is that some knowledge is increasing while other kinds of knowledge are being lost. David Ehrenfeld has pointed out that biology departments no longer hire faculty in such areas as systematics, taxonomy, or ornithology. In other words, important knowledge is being lost because of the recent overemphasis on molecular biology and genetic engineering, which are more lucrative, but not more important, areas of inquiry. We still lack the the science of land health that Aldo Leopold called for half a century ago. It is not just knowledge in certain areas that we’re losing, but vernacular knowledge as well, by which I mean the knowledge that people have of their places. In the words of Barry Lopez: "[I am] forced to the realization that something strange, if not dangerous, is afoot. Year by year the number of people with firsthand experience in the land dwindles. Rural populations continue to shift to the cities…. In the wake of this loss of personal and local knowledge, the knowledge from which a real geography is derived, the knowledge on which a country must ultimately stand, has come something hard to define but I think sinister and unsettling." In the confusion of data with knowledge is a deeper mistake that learning will make us better people. But learning, as Loren Eiseley once said, is endless and "In itself it will never make us ethical [people]." Ultimately, it may be the knowledge of the good that is most threatened by all of our other advances. All things considered, it is possible that we are becoming more ignorant of the things we must know to live well and sustainably on the Earth. In the modern curriculum we have fragmented the world into bits and pieces called disciplines and subdisciplines. As a result, after 12 or 16 or 20 years of education, most students graduate without any broad integrated sense of the unity of things. The consequences for their personhood and for the planet are large. For example, we routinely produce economists who lack the most rudimentary knowledge of ecology. This explains why our national accounting systems do not subtract the costs of biotic impoverishment, soil erosion, poisons in the air or water, and resource depletion from gross national product. We add the price of the sale of a bushel of wheat to GNP while forgetting to subtract the three bushels of topsoil lost in its production. As a result of incomplete education, we’ve fooled ourselves into thinking that we are much richer than we are. Thomas Merton once identified this as the "mass production of people literally unfit for anything except to take part in an elaborate and completely artificial charade." When asked to write about his own success, Merton responded by saying that "if it so happened that I had once written a best seller, this was a pure accident, due to inattention and naiveté, and I would take very good care never to do the same again." His advice to students was to "be anything you like, be madmen, drunks, and bastards of every shape and form, but at all costs avoid one thing: success." The plain fact is that the planet does not need more "successful" people. But it does desperately need more peacemakers, healers, restorers, storytellers, and lovers of every shape and form. It needs people of moral courage willing to join the fight to make the world habitable and humane. And these needs have little to do with success as our culture has defined it. Finally, there is a myth that : we alone are modern, technological, and developed. This, of course, represents cultural arrogance of the worst sort, and a gross misreading of history and anthropology. Recently this view has taken the form that we won the cold war and that the triumph of capitalism over communism is complete. Communism failed because it produced too little at too high a cost. But capitalism has also failed because it produces too much, shares too little, also at too high a cost to our children and grandchildren. Capitalism failed because it destroys morality altogether. This is not the happy world that any number of feckless advertisers and politicians describe. We have built a world of sybaritic wealth for a few and Calcuttan poverty for a growing underclass. At its worst it is a world of crack on the streets, insensate violence, anomie, and the most desperate kind of poverty. The fact is that we live in a disintegrating culture. In the words of Ron Miller, editor of "Our culture does not nourish that which is best or noblest in the human spirit. It does not cultivate vision, imagination, or aesthetic or spiritual sensitivity. Each of these tragedies were possible because of knowledge created for which no one was ultimately responsible. It does not encourage gentleness, generosity, caring, or compassion. This may finally come to be seen for what I think it is: a problem of scale. Increasingly in the late 20th Century, the economic-technocratic-statist worldview has become a monstrous destroyer of what is loving and life-affirming in the human soul." . Knowledge of how to do vast and risky things has far outrun our ability to use it responsibly. By what is included or excluded we teach students that they are part of or apart from the natural world. A second principle comes from the Greek concept of . Much as one would use a hammer and chisel to carve a block of marble, one uses ideas and knowledge to forge one’s own personhood. The results of a great deal of contemporary research bear resemblance to those foreshadowed by Mary Shelley: monsters of technology and its byproducts for which no one takes responsibility or is even expected to take responsibility. Some of it cannot be used responsibly, which is to say safely and to consistently good purposes. I grew up near Youngstown, Ohio, which was largely destroyed by corporate decisions to "disinvest" in the economy of the region. To teach economics, for example, without reference to the laws of thermodynamics or those of ecology is to teach a fundamentally important ecological lesson: that physics and ecology have nothing to do with the economy. For the most part we labor under a confusion of ends and means, thinking that the goal of education is to stuff all kinds of facts, techniques, methods, and information into the student’s mind, regardless of how and with what effect it will be used. In this case MBAs, educated in the tools of leveraged buyouts, tax breaks, and capital mobility have done what no invading army could do: they destroyed an American city with total impunity on behalf of something called the "bottom line." But the bottom line for society includes other costs, those of unemployment, crime, higher divorce rates, alcoholism, child abuse, lost savings, and wrecked lives. In this instance what was taught in the business schools and economics departments did not include the value of good communities or the human costs of a narrow destructive economic rationality that valued efficiency and economic abstractions above people and community. My fifth principle follows and is drawn from William Blake. Students hear about global responsibility while being educated in institutions that often invest their financial weight in the most irresponsible things. The lessons being taught are those of hypocrisy and ultimately despair. Students learn, without anyone ever saying it, that they are helpless to overcome the frightening gap between ideals and reality. What is desperately needed are faculty and administrators who provide role models of integrity, care, thoughtfulness, . Courses taught as lecture courses tend to induce passivity. Indoor classes create the illusion that learning only occurs inside four walls isolated from what students call without apparent irony the "real world." Dissecting frogs in biology classes teaches lessons about nature that no one would verbally profess. Campus architecture is crystallized pedagogy that often reinforces passivity, monologue, domination, and artificiality. My point is simply that students are being taught in various and subtle ways beyond the content of courses. If education is to be measured against the standard of sustainability, what can be done? First, I would like to propose that you engage in a campus-wide dialogue about the way you conduct your business as educators. Does four years here make your graduates better planetary citizens or does it make them, in Wendell Berry’s words, "itinerant professional vandals"? Does this college contribute to the development of a sustainable regional economy or, in the name of efficiency, to the processes of destruction? My second suggestion is to examine resource flows on this campus: food, energy, water, materials, and waste. Faculty and students should together study the wells, mines, farms, feedlots, and forests that supply the campus as well as the dumps where you send your waste. Collectively, begin a process of finding ways to shift the buying power of this institution to support better alternatives that do less environmental damage, lower carbon dioxide emissions, reduce use of toxic substances, promote energy efficiency and the use of solar energy, help to build a sustainable regional economy, cut long-term costs, and provide an example to other institutions. The results of these studies should be woven into the curriculum as interdisplinary courses, seminars, lectures, and research. Is it invested in companies doing responsible things that the world needs? No student should graduate without understanding how to analyze resource flows and without the opportunity to participate in the creation of real solutions to real problems. Can some part of it be invested locally to help leverage energy efficiency and the evolution of a sustainable economy throughout the region? Finally, I propose that you set a goal of ecological literacy for all of your students. 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