Phenomena

In pressing the role of eco literacy as a portal to stewardship of urban living for future citizens, there are three arenas: the architecture of education, the access to education, and the fundamentals of education. Cultivation of stewardship begins with building a desire for learning and awareness that personal choices affect local choices, which, in turn,affect everyone globally. This critical awareness o the need to respect immanent relationships between persons, nature, the artificial, and the understanding that design has unique responsibilities in shaping these immanent relationships develops, through education, into an ethical imagination. The ethical imagination is a mode o empowerment or individuals to become creative and political instruments o change connecting responsibility o personal choice to local and global understandings. Our world is finite, but our imagination has the potential to make us infnite. The development o the ethical imagination andthe means o embodying ideas into habitable environments are the aims o the design discipline s. While learning about design is a life long process, students can develop critical thinking during early design education experiences. In the process of developing critical thinking into a platform o activism,students are introduced to the politic of research the politic o perception, and the politic o advocacy. The understanding that ideas have consequences is embedded in all aspects in the development o theethical imagination and the impacts that they have onthe biodiversity o the earth. “Deep ecological awareness recognizes the fundamental interdependence of all phenomena and the fact that, as individuals and societies, we are all embedded in (and ultimately dependent on) the cyclical processes of Phenomena is under construction!