Environmental Determinism and Early Geography

Societies of the past and present are just complex systems comprising of people and technology.

Although we have better technologies, we are not immune to the threats that faced our ancestors. If anything, our technological abilities bring more challenges. Our globalized economic system may be more likely to cause a crisis to spread.

Although there is no conclusive explanation of why civilizations collapse, there are factors that can contribute.

• Climatic change can result in disaster, resulting in crop failure, starvation, and desertification. The Akkadians, the Mayan, the Roman Empire, and many others coincided with abrupt climatic changes.
• Ecological collapse theory: When societies overdo the carrying capacity of their environment, e.g., excessive deforestation, water pollution, soil degradation, and the loss of biodiversity.
• Inequality and oligarchy: As a population increases, the supply of labor outstrips demand, workers become cheap and society top-heavy. Political violence follows.
• Complexity: Accumulated complexity and bureaucracy eventually leads to collapse. The returns from complexity eventually reach a point of diminishing returns, causing collapse.
• External shocks: War, natural disasters, famine, and plagues. The Aztec Empire was brought to its knees by Spanish invaders. Early agrarian states were passing due to deadly epidemics.
• Randomness: Collapse is often random and independent of age.

The behaviorist perspectives of learning originated in the early 1900s. The main idea of behaviorism is that learning consists of a change in behavior because of obtaining, strengthening and applying associations between input from the world, and observations of the individual.

• Learning is reinforced by exercise and repetition, followed by a positive reward.
• Learning takes place when the right parts of more complex behavior are rewarded.

Cognitive psychology started in the late 1950s and contributed to the move away from behaviorism.

• Instead of viewing people as collections of responses to external stimuli, people are viewed as information processors.
• Cognitive psychology was influenced by the computer that processes information, that became analogous to the human mind.
• Cognitive psychology understands learning as absorbing knowledge, acting on it, and storing it in memory.
• The main teaching methods are lecturing and reading textbooks, where the learner receives knowledge passively.

• From the 11th century until the end of the 17th century, the definition of art was anything that was done with expertise, with the result of knowledge and practice.
• The Romantic period of the 18th century, beauty became the main criteria for defining good art. Nature, spirituality and free expression were sought after and well received.
• The 19th Century started the Avant-garde art movement, with art becoming real, modern, futuristic and surreal. Whatever the definitions, the originality of art stands out as a time-tested measure, with new genres and manifestations like performance art, digital art, and electronic art.

• Art as Representation or Mimesis. Representation of art as an imitation or copying became the mainstream meaning of art in Greece. Plato first developed the idea of art as “mimesis,” which, in Greek, means copying or imitation. How immaculately it replicated the original subject became the measure of its value.
• Art as Expression of Emotional content. Dramatic, sublime and heartfelt art becomes a way to express oneself during the Romantic movement , with audience response becoming key to the valuation of the content. The emotions that were felt when the art was witnessed became its barometer for success.
• Art as Form. Formal qualities of art became influential in the 18th century, with the principles of art and design, like balance, rhythm, harmony and unity became as important as the content of the work of art.