INTEGRATION+REPORT+1


 * Integration Report 1 - Nicky Robinson 8802**


 * Initial reasons for enrolling in 8802 ‘Emergence of 21st Century Humanity’**

This is the second unit of Integrated Human Studies upon which I have embarked, having completed the Orientation Unit first. Completely energised and motivated by my immersion in the first semester, I was extremely keen to get started on 8802 in Semester 2. I found the first unit offered me ideas, concepts, understanding and inspiration in ways I had not previously imagined. This journey has continued in the second unit of study.

I enrolled in the course specifically to broaden my knowledge of contemporary environmental issues from a more humanities-based perspective than perhaps, a science degree might offer. Most importantly, I hoped this study would open doors and lead me directly to a new career in the environmental arena. Part of my personal challenge has been (and continues to be) finding a clear career direction and job vacancies for which I will be considered, which take into account both my existing experience and skills and my passion for new opportunities in largely untested waters.

By demonstrating a commitment to learning and achieving the best possible result, I hope to attract the attention of - and an offer from - a future employer in the environmental sphere.


 * Brief overview of key content and topics - weeks 1 to 5.**

To put it simply, if we are to do something about where we are as a species, we need to know how we got here.

In order to understand where humanity stands now, it is imperative we view our present existence in a wider context. The first half of this unit has provided just this, both in a sense of breadth - viewing the universe through time, and depth - analysing the trajectory of human evolution by examining milestones over our relatively brief period of existence. This unit is structured very cleverly, starting with the widest possible focus before honing in, adjusting to a closer and closer focus much as a microscope does, until we begin to view human history in some detail.

We started with the big bang and the origins of our universe, as is currently understood. 13.7 billion years represents a passage of time difficult for the human mind to comprehend, yet David Christian and his graphic demonstration delivered an excellent antidote to the potential for complete overwhelm. By marking this timeline with Goldilocks moments and thresholds of increasing complexity, we are able to view pivotal points in history where paradigm shifts have occurred. And all of these, it transpires, lead to the creation of life on this planet - and our own species as part of that evolution, a mere 200,000 years ago. If nothing else, it is an exercise in humility.

Eons, eras, periods epochs: All fractions of the pie, divided to help us understand transitions and evolutions through time. Our second week’s study expanded to consider the power of nature and the tremendous complexities which generated life on earth - and at the same time, the remarkable simplicities of 21 amino acids which comprise the building blocks of the entire universe. I used the term ‘anthropocentric’ in this week, and I have since referred to it many times, in order to remind myself that the (necessarily) narrowing focus of our study is but a tiny part of a very big picture.

In our third week of study, this anthropocentricity was illustrated beautifully, with the observations of Ornstein and Ehrlich suggesting we are at a disadvantage because we are genetically hardwired against viewing the bigger picture. I am reminded once again of their claim ‘evolution is frugal’, and the fact that only necessity drives genetic change. It seems homo sapien’s creativity and curiosity- our hunger for economic growth, for technological and lifestyle advances at the expense of our physical world, has outrun our physical ability to adapt. Whether genetics is capable of playing a very quick catch-up was a matter of some healthy debate in third week threads.

Week four explored notions of culture, and some of the universals which historically defined human cultures. I chose Art and Burial of the Dead - but there were so many behaviours unique to humanity, continuing to infuse our existence today. It is interesting to note we now look back on these developments and analyse their origins, path and value through time in order to enrich our present understanding. I wonder whether, without the benefit of as much hindsight, past civilisations perceived the importance of reflecting on and valuing culture as essential to defining who they were.

We then took a big step along the timeline and broached the advent of agrarian living, as human populations began to explore alternatives to the hunter-gatherer method of survival. The agricultural revolution was incredibly recent in the greater scheme of things - just 12,000 years ago. Yet it fundamentally changed human existence and its impact continues to reverberate. The simple act of putting down roots, breeding animals and propagating plants lead to complexities of irrigation, community development, the establishment of permanent infrastructures, government, economics, population expansion and globalisation.

And our rate of change only continues to accelerate.

In the first unit I feel I gained considerable confidence in the preparation and submission of assignments and a project. This has continued into the current semester, enabling me to interact with teaching staff and fellow students in a more confident manner. I feel as if I am beginning to ‘find my niche’ in the academic world. Additionally, an outside writing project allowed me to put to good use, new skills in a more technical field of writing and referencing - whilst still being able to maintain (I hope!) the art of writing in an engaging manner. This project is detailed in my first Collaboration Report.
 * Skills learned and developed thus far, during this semester.**


 * What have I gained to date, what would I like to have gained and what might I further develop during the remainder of this unit?**

I’ve placed a greater focus during this semester, in considering what communication might be most constructive to fellow students in our weekly online threads. I’ve noticed that I and other students tended to be a little tentative in our feedback previously - and while I appreciated and supported the need for sensitivity in this area, I think a growing confidence has allowed me to relax a little and take a few more risks in my interactions. I consider this to be vitally important, because nobody would engage in serious study with a desire to exchange platitudes. I am therefore attempting to encourage healthy debate - not provocation, rather, an opportunity to tap into the rich diversity of viewpoints, backgrounds, knowledge pools and experiences of other students in order to enrich my own experience. I think this is particularly important for online students, who otherwise might suffer from a lack of one to one contact and engagement with other students - and campus life.

I seek to expand on this interaction and learning during the remainder of the course. I would like too, to further develop my connections with and understanding of the lives of other students doing IHS. This course offers a rare opportunity for me to engage with a number of different cultures, professions and age groups, different ideologies -though with a shared understanding of human challenges - and varied perspectives on how these challenges might best be addressed.


 * How has the unit affected my interest and attitudes and how does it fit with other major areas of study or future career intentions?**

8802 has thus far been a pretty incredible history lesson! It has allowed me to view human history on a much broader scale. I feel I am better able too, to understand some of the motivations behind human advances because I can now view them in context. As with the first unit, the focus on human influences and human activity has proven enormously interesting to me and clearly indicates where my major career interests lie. Human sciences are both compelling to me personally, and completely relevant to me professionally, as I consider my key strengths lie in areas of human perceptions and understanding. In the context of an environmental career, this could not be more relevant: It is human activity which has created the challenges we now face. And it will be human activity which rises to these challenges.

Possibly a key challenge ahead for me will be my ability to translate the relevance of IHS and the skills it develops, to a potential employer. While I am enthusiastically embracing all that I learn and its relevance is patently obvious to me, it is somehow a difficult course to describe. One week I find myself communicating its content to associates from an anthropological point of view. The next, it is physics or ecologically focussed. And in another conversation, I focus on the philosophical or sociology content. Of course, it is all of these - and they are all interconnected. It will be my challenge to translate that for a job application, in a succinct, relevant way.

End of report.