The more we emphasize teaching a merely Right-Hand map of systems theory or a Gaia Web of Life, instead of equally emphasizing the importance of interior development from egocentric to sociocentric to worldcentric, then the more we are contributing to Gaia's demise.
Ken Wilber
Gaia's main problems are not industrialization, ozone depletion, overpopulation, or resource depletion. Gaia's main problem is the lack of mutual understanding and mutual agreement in the noosphere about how to proceed with those problems. We cannot rein in industry if we cannot reach mutual understanding and mutual agreement based on a worldcentric moral perspective concerning the global commons. And we reach the worldcentric moral perspective through a difficult and laborious process of interior growth and transcendence.
Ken Wilber
In other words, the real problem is not exterior. The real problem is interior. The real problem is how to get people to internally transform, from egocentric to sociocentric to worldcentric consciousness, which is the only stance that can grasp the global dimensions of the problem in the first place, and thus the only stance that can freely, even eagerly, embrace global solutions.
Ken Wilber
...the idea of Gaia is anticipated most clearly in a line from the Tao Te Ching, the oldest Taoist scripture. In ancient Chinese rituals, straw dogs were used as offerings to the gods. During the ritual they were treated with the utmost reverence. When it was over and they were no longer needed they were trampled on and tossed aside: 'Heaven and earth are ruthless, and treat the myriad creatures as straw dogs.' If humans disturb the balance of the Earth they will be trampled on and tossed aside. Critics of the Gaia theory say they reject it because it is unscientific. The truth is that they fear and hate it because it means that humans can never be other than straw dogs.
John N. Gray
At different stages in the educational process different changes are required. In schools the chief need is for a general change in the attitude towards science, which should be from the beginning an integral part and not a mere addition, often an optional addition, to the curriculum. Science should be taught not merely as a subject but should come into all subjects. Its importance in history and in modern life should be pointed out and illustrated. The old contrast, often amounting to hostility, between scientific and humane subjects need to be broken down and replaced by a scientific humanism. At the same time, the teaching of science proper requires to be humanized. The dry and factual presentation requires to be transformed, not by any appeal to mystical theory, but by emphasizing the living and dramatic character of scientific advance itself. Here the teaching of the history of science, not isolated as at present, but in close relation to general history teaching, would serve to correct the existing atmosphere of scientific dogmatism. It would show at the same time how secure are the conquests of science in the control they give over natural processes and how insecure and provisional, however necessary, are the rational interpretations, the theories and hypotheses put forward at each stage. Past history by itself is not enough, the latest developments of science should not be excluded because they have not yet passed the test of time. It is absolutely necessary to emphasize the fact that science not only has changed but is continually changing, that it is an activity and not merely a body of facts. Throughout, the social implications of science, the powers that it puts into men's hands, the uses they could make of them and those which they in fact do, should be brought out and made real by a reference to immediate experience of ordinary life.
John Desmond Bernal
We have since defined Gaia as a complex entity involving the Earth's biosphere, atmosphere, oceans, and soil; the totality constituting a feedback or cybernetic system which seeks an optimal physical and chemical environment for life on this planet.
James Lovelock
Wilber, Ken
Wilberforce, Samuel
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