CITIZEN ACTION 587 



vise programs. A program of chemical spraying or the multiple 

 use of a wild area are typical of the second kind of action. These do 

 not permit simple yes-no answers, and the action which they require 

 is far more complicated and subject to differences of opinion and 

 interpretation. In addition, and very importantly, these more 

 complicated problems require some knowledge of science in order for 

 the citizen to deal with them in any intelligent manner. 



I would suggest that the thinking of the Citizen Action panel has 

 been based on the assumption that most of the action which needs 

 to be taken in the natural beauty program is of a very simple type, 

 and that, therefore, the principal problem of citizen education is to 

 sell or to motivate, rather than to teach. 



I would further suggest that the considerations of the Education 

 panel were also too limited, being confined mainly to the results of the 

 uses of science today rather than to an understanding of the science 

 which has brought about these results or which will be an essential 

 element in providing the solutions. 



A vast number of the problems which we face in carrying out 

 the goals of the natural beauty program do require some knowledge 

 of science and technology on the part of the citizen, both in the 

 decision phases and the action phases. For example, the question 

 of highways is not simply a question of where they go ( although the 

 discussions might have led one to that conclusion). The solution 

 to the highway problem is undoubtedly going to include considera- 

 tions of such questions as alternative ways of "people moving," from 

 vertical takeoff and landing aircraft, to moving roads, and what 

 contributions, if any, they can make to a more desirable situation. 



Other issues involving a need for technical understandings in- 

 clude: the wise use and control of pesticides, flood control and 

 irrigation, water pollution, and all of the questions of disposition of 

 wastes including radioactive materials, air pollution, and the control 

 of effluents (including auto exhausts), natural versus introduced 

 plants, and the multiple use of natural areas. All these and many 

 others face us in addition to the relatively simple problems posed by 

 billboards, auto junkyards, and urban beautification. 



We must therefore recognize that citizen education, particularly in 

 science, should precede intelligent citizen action in many areas. 

 Certainly, we cannot expect the public to be competent in the spe- 

 cialized aspects of science, but we can think in terms of a public 

 familiar with some of the big concepts, with some idea of scientific 



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