The following is a comparative analysis: 3 articles: Prescription Nature, Leunig’s cartoons, and Achton’s Seashells
Introduce the 3 articles
Text 1
The title, “prescription nature” functions as an extended metaphor in Richard Louv’s article to focus reader’s attention on our increasingly alienated relationship with nature. Specifically, Mr Louv coins the phrase, “nature deficit disorder” to suggest that students are becoming increasingly tuned into a virtual world and tuned out of the natural. Accordingly, he seeks to shame those who are fixated on screens and who guiltily rush through life (“rush through the bush, rush through life”) whilst challenging parents to think about the emotional stability of their children. In order to reinforce the extent of young children’s indifference, Mr Louv refers to Ms Birrell’s personal observation of the children along the nature walk. The figurative reference to children walking like “blinkered horses” reinforces Louv’s point about their lack of interest in the dolphin’s birth. Likewise, the author’s comparative reference to the inhabitants in San Diego shows a similarly worrying trend. To support these observations, Mr Louv also draws attention to the statistics from the ABS that indicate as many as one in four children have not “climbed a tree”. Such an unlikely occurrence is likely to shame all parents who over-emphasise indoor screen-based activities to their peril. Accordingly, the author challenges parents to prioritise health and wellbeing concerns of all children and take heed of the worrying trend.
Sensibly Mr Louv highlights the connection between time spent in nature with emotional and social wellbeing so that the readers can appreciate the pressing need for a change in behaviour and attitudes. To highlight the sense of urgency as well as the increasing importance of a blend of natural and urban environments, the author refers to several architects who are pro-actively including aspects of nature into their urban plans. Not only, according to urban planners are “nature-rich environments” critical to the restoration of mental health, but school policy makers believe that children should also have more “visceral” experiences. This point encourages parents to be more receptive to the preservation of the natural in order to protect children from the worrying increase of the “nature deficient syndrome”.
Text 2: set up the comparison
Similarly, in his cartoon, Leunig juxtaposes the graphic and the written elements to show how the obsession with technology prevents the younger generation from engaging with the natural world. Like Mr Louv who depicts the adverse affects of a loss of natural connections, Leunig also suggests that the younger generation are not tuned into nature and this is hampering their level of compassion and sensitivity. In the foreground, Leunig depicts a father conversing with his son about the sounds of a seashell. The conversation concerns the “sounds” of the natural world. Leunig refers to both the literal and the metaphoric sounds: literally, the young boy repeats the phrase “I hear” to identify to his father the various natural sounds he hears such as the “sea level rising” and the “tuna being hunted”. Common to each sound is the theme of human destruction, grief and suffering. Leunig contends that the younger generation is oblivious to the problems in the natural world. This is evident in the boy’s desire to escape into the sounds that he can control via his i-Pod. Both Leunig and Louv reinforce Carol Birrell’s point that the younger children are disengaging from nature in a way that diminishes their enjoyment in life. According to Mr Louv not only does this diminish their enjoyment in life, but those in a position of authority are also compromising such individual’s human rights. A moral dimension is evident in the concept of the natural as a “human rights”, which thereby shames those parents or educators who fail to provide natural outlets that are integral to human health.
Text 3: set up the comparison
Likewise, Ms Achton, who draws upon her extensive 30-year professional experience as an educator, promotes the idea that it is important to become socially engaged. Whilst she does not focus solely on the natural environment as does Mr Louv and Leunig, she instills in her students a desire to act for the common good. Her authoritative stature and moral appeals garner trust for her wise advice that “we can all make the world a better and brighter place”. Using anecdotal evidence from John Lennon and the picture book ‘All the cats in the world’, Achton not only paints herself as a responsible teacher, but she also challenges students, and her audience, to make a difference. Specifically she depicts the cat woman, who is pictured solicitously feeding her cats, as someone who proudly endured “taunting and criticism”. Achton suggests that she had the courage to make a difference by saving as many cats as she practically could. The cat woman’s actions provide relatable and specific examples of what Desmond Tutu refers to as doing one’s “bit of good where you are”. Achton juxtaposes this story with that of the “fabulous fifth grader”, Sally Hong, who practiced what the teacher and students are preaching, which is to ‘make a difference’ by planting a few shrubs. These examples are likely to empower readers; they, too, will realise that they should have the courage and confidence to try.
Through her insightful analysis, Achton incites readers to respond to the call for action. Using inspiring observations from a credible expert, a ‘retired teacher’ from the ‘Pollinate Energy’ company, Achton aims to illicit guilt and sadness from the audience for those ‘poorest people in the world’. The statistical references to the effectiveness of the ‘cheap energy’ program via the three-watt solar panel reinforces her point that it is possible to make a difference by taking many small steps. In this case, the remarkable benefits to ’20,000 people” through such a small innovation continues to inspire those who value their social and physical environments. In an impressed, but possibly feigned surprise tone, Achton remarks ‘That’s a big difference’, to leave the audience with a challenge to follow in the footsteps of these socially responsible activists.
Conclusion … all three opinion writers focus on our engagement with our natural and social worlds. Many encourage us to do more to make a difference and to avoid the solitary isolated life that increasingly leads to depression and disengagement.
Return to Summary page: turn to exercises (Orange Book)
See other responses and comments to June Achton’s Seashells Newsletter