Notes - Course Readings (1).docx

4 Pages
87 Views
Unlock Document

Department
School of Environment
Course
ENV100H1
Professor
Stephen Scharper
Semester
Fall

Description
ENV100 – Readings – Lecture 2 • to graduate must know concepts: thermodynamics / ecology / carrying capacity / energetics / sustainable agriculture and forestry / environmental ethics etc. David Orr - What is Education For? • must learn we are part of the ecological mechanism / our choice to play a role • losing acre/sec / loss of species & deserts / population incr / adding CFCs to atm. __________________________________________________ • education = not a barrier to barbarity (Nazi ex. ) / no guarantee of decency • wiesel “quote on education” – emphasis on theories not values Scharper, Foreword and Introduction, 11-21 • letting climate change occur and cleaning damage = not good strategy 6 Myths of Modern Education: • crises: food, fuel, climate, economy / must rethink what being human means • (1) Ignorance is a solvable problem – its not / part of human condition / • anthropoocene – human pressures on planet are causing abrupt, irreversible advancement = means there will always be ignorance (ex. CFCs) changes / have crossed 3 of 9 planetary boundaries / started with industrial • (2) With enough knowledge and technology we can manage planet earth – revolution 300 yrs ago complexity of earth can never be managed / can manage: human desire, economy, • water scarce by 2025 / interconnected global water systems being altered / politics / more sense to reshape ourselves than the planet chemicals in our bodies that didn’t exist years ago • (3) Knowledge, and human goodness, is increasing – some knowledge increasing, • Leopold, “we need to love biotic environment.” some decr / ignorance of geography, their homes, neighbourhoods / confusing data • western world – driving force behind ecological change, third world (is being with knowledge / knowledge of what is good and right is most at risk / intelligence affected most) (long term) vs. cleverness (short term) • (4) We can restore that which we have dismantled – everything divided; no sense “From Corpse to Compost,” 130-132 of unity between things / ex. economists w/o knowledge if ecology / think we are • Janet McCausland – providing environmentally friendly alternative to conventional richer than we are burial “Green Burial” • (5) The purpose of education is to give students the means for upward mobility • decr. energy and resource consumption / decr. toxic output (from cremation) and success – Thomas Merton advice “be anything but avoid success” / don’t need • goal: respect the interdependent web of all existence which we are part of more successful people; need people with courage to fight for what’s humane • (6) Our culture is the pinnacle of human achievement - ex. communism & “We All Lose in the War against Nature,” 63-64 capitalism failed / now: great wealth for a few, poverty for a growing underclass our • humans destroying species and causing alterations to planet’s climate culture is disintegrating • causes: urbanization, pollution, growing population, excessive fuel combustion • humans are winning war against nature  significant price to this victory 6 Principles of Rethinking Education • can proceed to Technozoic “waste land” or Ecozoic “work with the environment” • (1) all education Is environmental education – students taught they are part of the • we arse first species to be able to change the geological history of the planet world / integrate subjects (ex. economy & ecology) • (2) Paideia: goal of education is not mastery of subject matter but mastery of one’s person • (3) Knowledge carries with it the responsibility to see that it is well used in the world – knowledge to do harm has outgrown ability to use it responsibly • (4) Only truly know something when we understand effects of this knowledge on real people and communities – ex. corporate decisions to disinvest in region have confounding effects on locals and quality of life / negatives unaccounted for • (5) William Blake – power of example over words – need role models of integrity, care / need institutions capable of embodying ideals wholly and completely / ex. students learn about global responsibility in institutions that spend irresponsibly • (6) Way that learning occurs is as important as content taught – process is important / learning isolated from real world ENV100 – Readings – Lecture 3 • requires decision makers to anticipate harm before it happens • ex. automobiles – use seatbelts and airbags because driving can be dangerous Henry David Thoreau – “Walking” • human is not boss / cant technologically fix all our messes / we can destroy • theme: connect the human being philosophically with the nature and divinity ecosystems irreversibly • didn’t reject civilization nor fully embraced wilderness / believed in a middle grund • ex. Hydro Quebec floods – mercury poisoning in rivers bc of organic material that integrated both decomposing (microorganisms making mercury as waste matter) – Cree people • humans – inhabitant of nature / criticized lack of relationship and appreciation infected [environmental racism & injustice] • 3 parts: relationship with nature should be innate / nature is magical and society is • even if lack of scientific knowledge, places with serious threats of damage will get causing harm / nature is spiritual, what is our role cost effective measures to prevent environmental degradation (Earth Summit; EU) • putting breaks on thinking like, “if we can do it technologically lets do it” John Muir – “A Near High View of the Sierra” • MMS (Mineral Management Service) – group responsible for oversight of drilling in • landscapes of the Sierra remodeled by developing icefloods / John Muir – US (not any more) / responsible for encouraging offshore oil drilling; receive royalties mountaineer • problems: bribes, companies being allowed to write own inspection certificates • meets 2 artists - led them to a perfect picturesque landscape – Sierra Crown (area • 3 groups involved in oil spill: BP, Trans Ocean (construction), Halliburton just above the Tuolumne meadows) • in Europe have safety capping mechanism; waived in US • wanted to summit Mt. Ritter / last chance to do so before winter set in • Corexit – chemical used to disperse oil; now deep in the water / EPA put a stop to it • said he should learn how to paint so he could show the world the amazing place he / BP said no to the stop lived in for most of the year • matter of social ecology – how environmental accidents affect people & • wasn’t able to summit the mountain because of weather and poor climbing communities / deep ecology – acknowledges intrinsic value of nature / this case mix conditions of both • went back to painters’ camp • blowout safety device costs (500K; compared to 4 Bilion profit of BP) • “When one tugs at a single thing in nature, he finds it attached to the rest of the • oceans becoming acidic / difficult for coral reefs and microorganisms to breed / world” – John Muir dead zone in Gulf bc of fertilizer runoff (Mississipi delta) __________________________________________________ • top: fertilizer cesspool; middle: safe ground for fish; bottom: oil deathbed • even after oil spill government has granted permits to drillers- this is WRONG!! Scharper, “The Ethics of Organic Farming”, 151–153 • organic food business = multi-billion-dollar industry • Rev. James Profit – “spiritual connection with nature doesn’t just happen on the farm, can be nourished on sidewalks.” • organic farming = seen as way of building community, promoting spiritual well being, expression respect for creation / stems from deep interconnection with earth • ex. just by genes we are all connected / w/o air, water, soil there is no human life • pushing away from profit driven, chemically based, ecologically disruptive agribusiness model Scharper, “The Gulf of Mexico Oil Spill: Would”, 115–120 • largest most devastating in human history / explosion of deepwater horizon oil rig (near Louisiana coastline) - 2010 • double negative affect – wildlife dying; also affecting people who make living of fishing (80% happens
More Less

Related notes for ENV100H1

Log In


OR

Join OneClass

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

Sign up

Join to view


OR

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.


Submit