ENVS Lecture 5 10/7/2013 8:30:00 AM
Greenwood – we need to have a critical component added to our place-
based education experiences.
Livingston – brought this experience into his education (his birds) and
having it taken away brought a lot of critical thinking to his life. This led to
his discussions that our urban lives have a sensory overload (everything
becomes about the human – it is an institutionalized delusions).
An example is that high-tech urban progress is a human
achievement. We now appear to believe we have no need of
sensory stimulation beyond that provided by ourselves.
Greenwood – adds re-inhabitation and decolonization (unlearning much of
what dominant culture and schooling teaches). Think of the de-colonial
histories that are embedded in these places and learning to live well and
ecologically in places that have been disrupted. Recognizing the injustices
that are/were here.
Week 5: The question of ethics – what is our ethical relationship with where
we live? With each other?
Carol Merchant: overview of different ethical traditions and how to think?
maximize self interests, individual benefits will benefit society as a
whole. Laissez-faire market economics and the trickle down theory.
Maximize the incentives of those who want to maximize wealth and
because of this it will trickle down and everyone will benefit from
your wealth. This philosophy comes out of a certain time period –
the English commons (areas where ppl could bring livestock to
graze on). These areas were transformed and out of this grew
policies to help deal with society and the ‘commons’
Garrett Hardin‟s “Commons approach”
Commons are those natural services that have not been prices to
ensure people pay proper price
The solution for Hardin as for Hobbes, is mutual coercion, mutually
agreed upon (putting a price on everything) – a market-based
quantitative approach. Hardin‟s under