Biopolitics - The Bio-Environment III. [antikvár]

PREFACE Inadequacies in education, misuse of technology, irresponsible leadership, major accidents, as well as destruction by war, are factors which threaten the very existence of future generations. Action is needed to revitalise our appreciation of bios (life), and the bio-environment. Awareness of the imminent dangers is awakening in the conscience of people everywhere. It is believed that education can play a key role in reversing this catastrophic trend. This is why leading personalities from over 50 countries have pledged their full support to the Biopolitics International Organisation (B.I.O.) in implementing its goals. The launching of the International University for the Bio-Environment (I.U.B.E.) will serve as a global model of bio-education dedicated to a diachronic search in view of the challenges of the new millennium. This metauniversity model will attempt to retain the positive aspects in education, while providing new values and alternative patíiways that will allow us to sail smoothly into the future. We are aware of the daily threats to all forms of bios. Bios, this fragile gift existing, as far as we know, only on our planet, is endangered by humán arrogance. The destruction of the Amazon and the continuous diminution of biodiversity burdens our conscience with guilt. In every corner of our planet, concerned individuals feel dispersed and helpless in their wish to contribute to the preservation of the co-existence of all forms of life. After all the millions of years of evolution, we are able for the first time to understand the genetic code and altér it. Thus, technology serves not only as a revelation of the truth, but provides challenging alternatives. We need to respect life and search for ways to exist in harmony with plants and animals. We are on the threshold of a new millennium, a time when mistakes of the past can be discarded and positive action for the future can make global peace, good health and respect for bios a reality. The vectors of technological progress provide the opportunity for a better future. To benefit from the expanding horizons of knowledge, institutions must be infiltrated with new and challenging dimensions. Excessive specialisation in present educational systems has contributed to technological progress but is alsó responsible for the fragmentation of thought. In view of present threats for