Jan 9 and 14 ENV222 lecture notes.docx

5 Pages
Unlock Document

School of Environment
Matti Siemiatycki

Jan. 9 and 14 ENV222 Understanding the environmental problem: 1 and II Note: in all these lecture notes, my references to required readings will be by the page number of the course reader, not the page number of the work Clarification of terminology: . "argument" - we need to distinguish two types of "arguments" . analytical argument: an explanation of reality, in the face of competing explanations; a claim for what is, based upon empirical understanding eg, Folke and the authors he cites claim that planetary boundaries do exist and that if human impacts on environment exceed them we risk losing "a safe operating space for humanity" (p. 26); . prescriptive argument: a claim for what should be done; also referred to as a "normative" argument; perhaps based in part on empirical understanding, but largely based on "values" (what we consider good or bad) eg, Folke p. 31 claims humans should become "wise stewards of the living planet" to ensure we do not exceed planetary boundaries As can be seen by these examples, analytical and prescriptive arguments are often linked, but we need to be aware of which we are making throughout the class discussions. Traditionally, science attempts to restrict itself to analytical argument (be objective), while disciplines such as philosophy and the social sciences and humanities in general are more willing to engage in prescriptive argument (but see Conservation Biology as a science with strong normative elements). Interdisciplinary environmental studies, like women's studies, is based on prescription (we should do more to protect environment) but necessarily draws on analytical argument (this is the impact humans are having on environment). As an example of clashing prescriptive arguments see: . Economist Leader (editorial) p. 17 bottom: "Quite small things ... could help a lot. ... often through simple and piecemeal actions." v. Folke p. 30 "Incremental tweaking is not likely to be sufficient...." This is a major theme we will discuss throughout the course. I believe Folke is right, but the question is whether such large-scale change in human behaviour can come about through market action or only if dictated by the state - which encounters the kind of problems Carter points to, in particular the power of producers (business), those who benefit from the existence of environmental problems. The Economist and Folke agree, however, on the prescriptive argument that we cannot see environment as separate from humanity and simply leave it alone - we have to actively manage the human-nonhuman dynamic. This is a major issue in environmental studies, and so an ideal subject for the first written assignment, due Feb. 4. My argument is: . the Economist and Folke are right, we humans have a moral and self-interested responsibility to manage the problem, since we created it; . but doing so is enormously difficult, if only because there is no global governance system in place; 1 . furthermore, managing by technological solutions like geo-engineering the atmosphere may well create more problems than it solves, if past history of technology use is a guide; . so, we should first leave the nonhuman world alone as much as possible, and only then start managing. . "human and nonhuman worlds" . human world: the human creature, one species amongst many, all seven billion of us . nonhuman world: everything else , biotic (living) and abiotic (not living) This usage attempts to avoid the complications of referring to humanity and "nature" with the implication that some things are "natural" (eg, the nonhuman world) and therefore good, while others are "artificial" (eg, the human world) and therefore bad. ."problem" Throughout the course, we will be discussing causes and solutions to environmental problems. The term has negative implications, but the flip side of problem is opportunity - see Folke p. 31 last sentence: "The shift ... creates exciting opportunities.... ." This also suggestions the inherent interconnection of problem and solution. Lecture notes 1. Overview of development of the environmental problem - Goudie and Viles In particular, note: . 10,000 years ago; transition from hunting-gathering to fixed settlements, creation of agriculture, domestication of plants and animals - important for increase of human ability to influence environment through population growth (Jan 16 lecture); new technology (Jan 30 lecture); and increase in human power, elite over mass (Feb 6 lecture) . 300 years ago, industrial revolution; new technologies, eg steam engine run by coal, linked to: . 300 years ago; access to fossil fuels, pp. 8-9; burning fossil fuels itself creates problems, eg acid rain, smog, climate change, and also vastly increased human ability, using technology, to influence nonhuman world - almost could be treated as a basic cause by itself, rather than simply an adjunct to technology . past 100 years, accelerating rate of the environmental problem, p. 11; one implication is that to date, we have had little time to adjust, address this new problem; another is that even greater acceleration is likely in the future, absent effective action 2. Review of categorization of environmental problems by science; see Economist reading, human influence on carbon and nitrogen cycles (pages 20-21) and the 9 boundaries proposed by Folke and others (pages 26-30) 3. Interconnectedness of environmental problems; eg, biodiversity loss/species extinction is caused by climate change, land use changes and other impacts; Goudie and Viles, pp. 13-14; 2 Folke p. 30 interdependent boundaries; see Carter critique p. 41 of "single-medium regulations" which makes it hard to deal with the fact contaminants cycle through air, water and land 4. Interconnectedness of environmental and human problems; Folke p. 31 "Ecosystem services are not really generated by nature but by social-ecological systems."; eg, to address the human problem of poverty, we pursue industrialization and economic growth, which creates environmental problems, which will exacerbate poverty problems of some; see Goudie and Viles, p. 12 5. Systemic and cumulative problems, the local-global connection; Goudie and Viles p. 9 6. Traditional view of environmental problems, starting in 1950s and 60s; Carter p. 36 -
More Less

Related notes for ENV222H1

Log In


Join OneClass

Access over 10 million pages of study
documents for 1.3 million courses.

Sign up

Join to view


By registering, I agree to the Terms and Privacy Policies
Already have an account?
Just a few more details

So we can recommend you notes for your school.

Reset Password

Please enter below the email address you registered with and we will send you a link to reset your password.

Add your courses

Get notes from the top students in your class.