Today it is widely recognized that we face urgent and serious environmental problems and we know much about them, yet we do very little. What explains this lack of motivation and change? Why is it so hard to change our lives? This book addresses this question by means of a philosophical inquiry into the conditions of possibility for environmental change. It discusses how we can become more motivated to do environmental good and what kind of knowledge we (...) need for this, and explores the relations between motivation, knowledge, and modernity. After reviewing a broad range of possible philosophical and psychological responses to environmental apathy and inertia, the author argues for moving away from a modern focus on either detached reason and control or the natural, the sentiments, and the authentic, both of which make possible disengaging and alienating modes of relating to our environment. Instead he develops the notion of environmental skill: a concept that bridges the gap between knowledge and action, re-interprets environmental virtue, and suggests an environmental ethics centered on experience, know-how and skillful engagement with our environment. The author then explores the implications of this ethics for our lives: it changes the way we think about, and deal with, health, food, animals, energy, climate change, politics, and technology. (shrink)

In Environmental Skill: Motivation, Knowledge, and the Possibility of a Non-Romantic Environmental Ethics, Mark Coeckelbergh presents an expansive approach to rethinking the ontological, epistemic, and ethical relationships humans have with the environment. It is a book with a wide historical scope rooted in the Western tradition, and it seeks to address the gap between humans’ ecological ideals and environmental practices.The text begins with an exploration of the psychological conditions for environmental change. Coeckelbergh seeks to bridge (...) the gap between what we believe we should do and what we actually do. In other words, he is seeking to provide a solution to the theory-action gap. The theory-action gap with... (shrink)

Rather than trying to redesign environmental ethics, environmental philosophers should focus on assisting with the birth of better skills to engage with the environment, argues Mark Coeckelbergh in...

Exposure to environmental contextual changes, such as those occurring after an earthquake, requires individuals to learn novel routes around their environment, landmarks, and spatial layout. In this study, we aimed to uncover whether contextual changes that occurred after the 2009 L’Aquila earthquake affected topographic memory in exposed survivors. We hypothesized that individuals exposed to environmental changes – individuals living in L’Aquila before, during and after the earthquake (hereafter called exposed participants, EPs) – improved their topographic memory skills compared (...) with non-exposed participants (NEPs) who moved to L’Aquila after the earthquake, as only EPs had to modify their previous cognitive map of L’Aquila. We also hypothesized that memory improvement was selective for the navigational space and did not generalize across other spatial and verbal domains. To test these hypotheses, we compared the topographic and spatial memory skills of 56 EPs without post-traumatic stress disorder symptoms to the skills of 47 NEPs using the Walking Corsi Test (WalCT; memory test in the navigational space) and the Corsi Block-Tapping Test (CBT; visuospatial memory test in the reaching space); EPs and NEPs were matched for gender, education and general navigational skills. A sub-group of participants also underwent the Rey-Auditory Verbal Learning Test (verbal memory test). The results showed that EPs, in contrast to NEPs, showed better performances on topographic learning assessed using the WalCT rather than spatial learning assessed by the CBT. This outcome suggests the possibility that EPs specifically improved topographic memory. This effect may be due to continuous exposure to environmental changes that have required individuals to learn novel paths within the city and integrate novel information, such as “new towns”, into their pre-existing mental representation of the city. Implications and limitations of the study are discussed. (shrink)

Dealing with complex problems often requires argumentative skills that go beyond the natural abilities even of gifted students and lecturers. We sketch how to reconstruct and evaluate arguments and outline how the fostering of argumentative skills is integrated into the curriculum in Environmental Sciences at the Department of Environmental Systems Sciences of ETH Zurich.

J. Baird Callicott claims that moral pluralism leads to relativism, skepticism, and the undermining of moral obligations. Buddhist ethics provides a counterexample to Callicott; it is a robust tradition of moral pluralism. Focusing on one of the most significant texts in Buddhist ethics, Śāntideva’s Bodhicaryāvatāra, I show how it draws on a multiplicity of moral principles determined by context and skillful means (upāya kauśalya). In contrast to Callicott’s description of pluralism as detrimental to moral life, I suggest that South Asian (...) Buddhist traditions provide a model of moral reasoning that is both robust and flexible, a model appropriate for the many kinds of moral obligations that arise in the context of environmental ethics. (shrink)

Visual perception relies on stored information and environmental associations to arrive at a determinate representation of the world. This opens up the disturbing possibility that our visual experiences could themselves be subject to a kind of racial bias, simply in virtue of accurately encoding previously encountered environmental regularities. This possibility raises the following question: what, if anything, is wrong with beliefs grounded upon these prejudicial experiences? They are consistent with a range of epistemic norms, including evidentialist and reliabilist (...) standards for justification. I argue that we will struggle to locate a flaw with these sorts of perceptual beliefs so long as we focus our analysis at the level of the individual and her response to information. We should instead broaden our analysis to include the social structure within which the individual is located. Doing so lets us identify a problem with the way in which unjust social structures in particular “gerrymander” the regularities an individual is exposed to, and by extension the priors their visual system draws on. I argue that in this way, social structures can cap perceptual skill. (shrink)

This paper focuses on two challenges that Transition Design poses for design educators: teaching appropriate skill sets and promoting professional identities. University-based degree programs in design are expected to prepare graduates for professional careers providing students with the skill sets and the habits of minds required to secure jobs in a commercial, market driven milieu. We must ask: Are these actually the skills and habits we should be teaching in order to promote Transition Design? The second challenge involves (...) working through the implications of localism. Inherent in Transition Design is the belief that it involves a type of social engagement that frames projects within the context of long-term visions tailored to specific places and experiences. In contrast, design curricula at most universities have a cosmopolitan flavor often at odds with an appreciation of local situations and values. So the question emerges: how can we educate people to recognize what it means to be local and to be stakeholders in the environmental and social well-being of a place. I argue that Transition Design will ultimately force us to examine what it means to act locally in order to contribute to the stewardship of place and community. (shrink)

An accessible yet rigorous introduction to the field, Environmental Ethics: Theory in Practice helps students develop the analytical skills to effectively identify and evaluate the social and ethical dimensions of environmental issues. Covering a wide variety of theories and critical perspectives, author Ronald Sandler considers their strengths and weaknesses, emphasizes their practical importance, and grounds the discussions in a multitude of both classic and contemporary cases and examples. FEATURES * Discusses a wide range of theories of environmental (...) ethics, representing their strengths and weaknesses as charitably as possible without advocating for any particular theory, thereby encouraging students to think critically about which views are well justified and which are not * Extensive use of cases and examples links theoretical and practical issues and shows how environmental issues have both social and ecological components; issues covered include climate change, species conservation, ecological economics, consumption, environmental justice, intergenerational justice, genetically modified crops, animal agriculture, population, environmental rights, and food security, among many others * Incorporates both classic and cutting-edge cases and examples; iconic cases include the spotted owl, Bhopal chemical link, and Hetch Hetchy controversies, while contemporary cases include lead contamination of Flint, Michigan's water supply and innovations is conservation genetics, including conservation cloning, deextinction, and gene drives * Covers food ethics--addressing such topics as genetic engineering, food systems, food waste, and eating animals--and technology ethics, reflecting on technological power and the role of technology in creating and responding to environmental issues * Emphasizes the social justice dimensions of environmental problems with chapters on environmental justice, food security, ecofeminism, and more * Includes text boxes that provide extended discussions of cases; thought experiments; additional coverage of theoretical issues discussed in the main text; and exercises that ask students to apply theories or reflect on how theoretical issues intersect with practical problems * Provides numerous pedagogical aids including review questions, discussion questions, key terms and additional reading lists at the end of each chapter, extensive internal cross-referencing, a glossary of key terms and concepts, and more than thirty images, illustrations, tables, and graphs. (shrink)

"Beyond Environmental Crisis" addresses the most pressing challenge facing humanity at the end of the 20th Century: Can the peoples of the Earth get together with enough creativity, commitment and skill to avert the twin threats of nuclear holocaust and environmental destruction? This book employs comparative, creative philosophical inquiry to analyze and offer alternatives to the modern Western worldview which was the foundation of the Western technological revolution. It describes an emerging alternative ecophilosophy that is inclusive enough (...) to serve as a cross-cultural ground for synthesis of new visions of technological and social practices that promote ecological harmony, wisdom, and democratic values. It exemplifies appropriate philosophizing as an art that creatively uses shifting paradigms as a transformative discipline leading to the creation of new practices of appropriate design, for diverse lifestyles which promote preservation of the Earth's wild places, while sustaining its ecological communities. Comparative, creative, ecophilosophical inquiry facilitates participatory activity, which becomes an applied philosophy of life that is a way to ecosophy (wisdom and harmony based on ecocentric values). The way to ecosophy leads beyond environmental crises. To illustrate this transformation two philosophies are described, along with their ideals of progress, persons, community and Nature: The technocratic representing the dominant industrial paradigm, the planetary person (pernetarian) representing an ecosophic alternative. (shrink)

The five-stage skill-acquisition model developed by Stuart Dreyfus is revisited as an integral part of culture acquisition. This examination sheds light on the role intuitive knowledge plays during the 4th and 5th stages. When modern technology becomes universal and detaches itself from culture, this intuitive knowledge changes. This accounts for the loss of technologies that were socially appropriate and environmentally sustainable.

Dr Stockmann, the principal character in Henrik Ibsen's A Public Enemy, is a classic example of a whistle-blower who, upon detecting and disclosing a serious case of environmental pollution, quickly finds himself transformed from a public benefactor into a political outcast by those in power. If we submit the play to a 'second reading', however, it becomes clear that the ethical intricacies of whistle-blowing are interwoven with epistemological issues. Basically, the play is about the complex task of communicating scientific (...) (notably microbiological) data to lay audiences. This becomes even more apparent when we realise that Stockmann was a contemporary of real 'microbe hunters' such as Pasteur and Koch. The play's basic message is that epoch-making scientists (such as Pasteur and Koch) not only produced convincing and reliable data from a scientific point of view, but also acquired the skills and insights needed to enter into a dialogue with their cultural and societal environment. (shrink)

Inspired by the thinking of authors such as Andrew Feenberg, Tim Ingold and Richard Sennett, this article sets forth substantial criticism of the ‘social uprooting of technology’ paradigm, which deterministically considers modern technology an autonomous entity, independent and indifferent to the social world (practices, skills, experiences, cultures, etc.). In particular, the authors’ focus on demonstrating that the philosophy,methodology and experience linked to open source technological development represent an emblematic case of re-encapsulation of the technical code within social relations (reskilling practices). (...) Open source is discussed as a practice, albeit not unique, of community empowerment aimed at the participated and shared rehabilitation of technological production ex-ante. Furthermore, the article discusses the application of open source processes in the agro-biotechnological field, showing how they may support a more democratic endogenous development, capable of binding technological innovation to the objectives of social (reducing inequalities) and environmental sustainability to a greater degree. (shrink)

Environmental virtue ethics faces the problem of motivation: there is a gap between knowledge and action. This paper first analyzes the roots of this problem and discusses possible solutions that require the use of imagination and information technology. Then it reformulates the problem of motivation and the question concerning environmental virtue by using the notion of skill. It sketches the contours of a non-Romantic and non-Stoic virtue ethics that attempts to move beyond dualist assumptions concerning the relations (...) between humans, nature, and technology. In this way, the paper shows how environmental philosophy can benefit from a dialogue with philosophy of technology. (shrink)

Humankind is currently confronted with a critical challenge that determines its very existence, not only on an individual, racial, or national level but as a whole species: the fight against climate change and environmental degradation. To win this battle, humanity needs innovations and non-linear thinking. Nature has long been a substantial information source for unthinkable discoveries that save human lives. The paper suggests that by understanding the nature, emergence, and mechanism of serendipity, the survival skill of humans, humanity (...) can capitalize on it to learn from nature and generate nature-based innovations that can address the climate and environmental degradation crises. In the era of Artificial Intelligence (AI) proliferation, AI will be a vital tool providing navigational and useful information to leverage the power of serendipity in climate and sustainability science. However, an eco-surplus culture that incorporates core values pertaining to nature and sees environmental sustainability as the conscience of the times needs to be built to direct and control the immense power of AI-leveraged serendipity. Insights applied in this paper are drawn from the book titled “A New Theory of Serendipity: Nature, Emergence and Mechanism”. (shrink)

Recently, international funding agencies and practitioners in the area of corporate social responsibility and small and medium enterprises have argued that microfinance institutions could promote the adoption of environmentally friendly business practices in microenterprises in developing countries. This article explores the potential and limitations of MFIs in promoting the spread of environmental risk management techniques and practices in microenterprises using a case study of an MFI-sponsored pilot program in this area in El Salvador. The author argues that caution should (...) be exercised about the role that MFIs can play in relation to inducing change to the environmentally harmful practices of micro-entrepreneurs. In fact, this study reveals that the MFI had some difficulties in building internal skills and reconciling its environmental and performance objectives, limiting its ability to assist microenterprises in the area of environmental management. Furthermore, the pilot program, as it was designed, did not sufficiently take into account the psychological and financial barriers that constrain micro-entrepreneurs’ capacity to engage in any meaningful environmental behavior change. Finally, factors such as the lack of an adequate legal framework and local infrastructure also countered the effort of the MFI and limited the potential of microenterprises for effectively engaging in environmental risk management practices. The article concludes by outlining the implications of this analysis for future research, policy, and practice in this area. (shrink)

Humankind is currently confronted with a critical challenge that determines its very existence, not only on an individual, racial, or national level but as a whole species: the fight against climate change and environmental degradation. To win this battle, humanity needs innovations and non-linear thinking. Nature has long been a substantial information source for unthinkable discoveries that save human lives. The paper suggests that by understanding the nature, emergence, and mechanism of serendipity, the survival skill of humans, humanity (...) can capitalize on it to learn from nature and generate nature-based innovations that can address the climate and environmental degradation crises. In the era of Artificial Intelligence (AI) proliferation, AI will be a vital tool providing navigational and useful information to leverage the power of serendipity in climate and sustainability science. However, an eco-surplus culture that incorporates core values pertaining to nature and sees environmental sustainability as the conscience of the times needs to be built to direct and control the immense power of AI-leveraged serendipity. Insights applied in this paper are drawn from the book titled “A New Theory of Serendipity: Nature, Emergence and Mechanism”. (shrink)

What is the significance of the wicked problems framework for environmental philosophy? In response to wicked problems, environmental scientists are starting to welcome the participation of social scientists, humanists, and the creative arts. We argue that the need for interdisciplinary approaches to wicked problems opens up a number of tasks that environmental philosophers have every right to undertake. The first task is for philosophers to explore new and promising ways of initiating philosophical research through conducting collaborative learning (...) processes on environmental issues. The second task is for philosophers to recognize the value of philosophical skills in their engagements with members of other disciplines and walks of life in addressing wicked problems. The wicked problems framework should be seen as an important guide for facilitating philosophical research that is of relevance to problems like climate change and sustainable agriculture. Content Type Journal Article Category Articles Pages 1-14 DOI 10.1007/s10806-011-9344-0 Authors Paul B. Thompson, Department of Philosophy, Michigan State University, 503 S. Kedzie Hall, East Lansing, MI 48824, USA Kyle Powys Whyte, Department of Philosophy, Michigan State University, 503 S. Kedzie Hall, East Lansing, MI 48824, USA Journal Journal of Agricultural and Environmental Ethics Online ISSN 1573-322X Print ISSN 1187-7863. (shrink)

Migrant farmworkers dominate the horticultural workforce in many parts of the Minority (developed) World. The ‘manual’ work that they do—picking and packing fruits and vegetables, and pruning vines and trees—is widely designated unskilled. In policy, media, academic, activist and everyday discourses, hired farm work is framed as something anybody can do. We interrogate this notion with empirical evidence from the Sunraysia horticultural region of Australia. The region’s grape and almond farms depend heavily on migrant workers. By-and-large, the farmers and farmworkers (...) we spoke to pushed back against the unskilled tag. They asserted that farmworkers acquire knowledge and skills over time and that experienced farmworkers are valuable—their value being brought into sharp relief against accounts of inexperienced farmworkers’ errors. Our interviewees provided rich insights into farmworkers’ engagements with crops and the intricacies of picking and pruning well. Far from being bereft of knowledge and skills, they recognised that experienced farmworkers bring benefits. They improve productivity, product quality and ultimately profits. This is especially so when open communication channels exist across the farm hierarchy, when experienced farmworkers’ insights are taken seriously by their employers. Our research is informed by organisational studies literature and scholarship on craft/making. Like factory floor workers and artisans, experienced farmworkers bring accumulated knowledge and skills to their work, gained through repeat performance. They reflect on and adjust their activities in dialogue with their materials and the environment. Experienced farmworkers demonstrate care, dexterity and judgement. They are not unskilled, and they are more than labouring bodies. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Ethics & the Environment 12.2 (2007) 125-127MuseSearchJournalsThis JournalContents[Access article in PDF]Whither Environmental Philosophy?Dale JamiesonBy most reasonable standards, environmental philosophy has been an enormous success since its beginnings in the 1970s. Courses in the subject are now taught around the world, there are many opportunities for publishing, there are two dedicated graduate programs, and there are even some jobs in the field.Yet these marks of success mask some (...) problems. Environmental philosophy is fragmented along many dimensions and there are no widely shared standards of competence. The available jobs often go to surprising candidates whose skills and interests are extremely diverse. Too much publication appears in "specialist" journals, unnoticed by anyone but other contributors. Unconstructive debates, often reminiscent in tone, substance, and rancor of the old and new left, linger. In light of all this, I am no longer surprised when I meet people active in environmental studies and causes who claim to be environmental ethicists but who are almost entirely ignorant of the academic field that bears the name.It is well known that the environment suffers because it is not a well-bounded domain (like the economy, for example), but is rather multi-dimensional and implicated in almost every area of human choice and action. This problem is reproduced in environmental philosophy, [End Page 125] which impinges on many fields, disciplines, and areas of inquiry, but is still struggling to find its own boundaries and identity.One of the core challenges for environmental philosophy is to understand its audience and to whom it is responsible. Historically, the field grew out of the discipline of philosophy, but many who consider themselves environmental philosophers are hostile to the discipline as it is currently practiced. They don't read the journals, go to the conferences, or try very hard to integrate their concerns into the discipline as a whole. Another possible home for environmental philosophy is environmental studies which is a self-consciously interdisciplinary field. Trouble is, environmental studies has many of the same problems as environmental philosophy without even a home discipline to secede from or rebel against. It also carries the added burden of delivering a respectable major to large numbers of eager, but often intellectually impatient, undergraduates. Perhaps one day environmental philosophy will be absorbed into an expanded field of bioethics, which increasingly sees itself as concerned not only with medicine, but with health, a concept that many believe applies broadly across the biosphere.Some put their faith in "public philosophy" or the "policy turn." I can hardly object. When pluralism, pragmatism and inherent value were all the rage in environmental philosophy, I was writing about climate change, zoos, and preserving urban landmarks. Yet it must be acknowledged that with the exception of Peter Singer (whom many would not consider an environmental philosopher), those who have touched the public most deeply in recent years have largely been writing about traditional philosophical concerns rather than about applied, practical, or interdisciplinary problems. Some examples: Paul Boghossian's critique of relativism was favorably reviewed in much of the popular press, including The Wall Street Journal. Anthony Appiah's Cosmopolitanism won the Arthur Ross Book Award from the highly influential Council on Foreign Relations. Books on free will and the philosophy of religion are everywhere; Daniel Dennett has almost become a household name. Most strikingly of all is Harry Frankfurt's On Bullshit, originally a critique of deconstruction delivered to a Yale seminar in the 1980s, which beginning in 2005 spent 26 weeks on the New York Times best seller list. It's enough to make you wonder what relevance is and whether it's really relevant.What is to be done? For fear of sounding like a third-rate marriage [End Page 126] counselor, the field needs communication and good will. These are the necessary building blocks for constructing a common sense of identity. The signs are encouraging but equivocal. The June conference in Colorado, now entering its fifth year, has been an important forum for communication, as has the International Society for Environmental Ethics meetings held in conjunction with the divisional meetings of... (shrink)

Participatory approaches to environmental decision making and assessment continue to grow in academic and policy circles. Improving how we understand the structure of deliberative activities is especially important for addressing problems in natural resources, climate change, and food systems that have wicked dimensions, such as deep value disagreements, high degrees of uncertainty, catastrophic risks, and high costs associated with errors. Yet getting the structure right is not the only important task at hand. Indeed, participatory activities can break down and (...) fail to achieve their specific goals when some of the deliberators lack what we will call participatory virtues. We will argue for the importance of future research on how environmental education can incorporate participatory virtues to equip future citizens with the virtues they will need to deliberate about wicked, environmental problems. What is the role of education for deliberative skills and virtues relative to other aspects of environmental education, such as facts and values education? How important is it relative to careful design of the deliberative process? What virtues really matter? (shrink)

The necessity and opportunity for face-to-face contact with other colleagues is being increasingly reduced as a result of factory automation (FA) or office automation (OA). This means that human functions which are a result of human contact and relationships are substituted for by the function of machine systems. This “transfer of relations” from the human “system” to the machine system causes isolation of the individual in the process of work. This chapter considers some reasons for “isolation” with particular reference to (...) the computerisation of production systems. The paper addresses the serious consequences for the environmental situation in Japan and the fabric of Japanese society. (shrink)

ArgumentStandards of botanical practice in Sweden between 1850 and 1950 were set, not only in schools and universities, but also in naturalist societies and botanical exchange clubs, and were articulated in handbooks and manuals produced for schoolboys. These standards were maintained among volunteer naturalists in the environmental movement in the 1970s, long after the decline and disappearance of collecting from the curriculum. School science provides a link between the laboratory, the classroom, and the norms and practices of everyday life: (...) between the various “insides” and “outsides” of educational and research settings. (shrink)

Responsible management competences are the skills of managers to deal with the triple bottom line, stakeholder value and moral dilemmas. In this paper, we analyse how managers develop responsible management competences and how the competences interact with capabilities at the organisational level. The paper contributes to the responsible management literature by integrating research on absorptive capacity and organisational learning. By creating intersections between these disparate research streams, this study enables a better understanding of the development of responsible management competences. The (...) paper is a systematic literature review on environmental competences, which are a type of responsible management competences referring to the managerial skills aimed at improving environmental sustainability. The findings demonstrate that managers who are able to recognize and acquire external knowledge develop environmental competences, and organisations capable of assimilating, transforming and exploiting knowledge develop environmental capabilities. The paper establishes that a dynamic and recursive relation exists between environmental competences and capabilities. Antecedents and contextual conditions specific to a sustainability context, such as eco-centric values and stakeholder pressures, influence the development of environmental competences. The study shows that environmental competences have a positive direct effect on environmental performance, and an indirect effect as a mediator between environmental capabilities and performance. (shrink)

Purpose – The purpose of this paper is to present an overview and to discuss the following issues: most often, discussions about Information and communication technology sustainability focus on environmental issues; however, there are other aspects referring to ICT internal sustainability and to its role as a tool in managing general sustainability issues. The way to handle ICT sustainability issues is also significant. Design/methodology/approach – The paper discusses and investigates various aspects of ICT sustainability, and of methods to handle (...) these issues and make decisions. Findings – Classical philosophy and psychological empirical research on decision-making demonstrate the way to take care of ICT sustainability issues. This way is philosophizing, which has to be trained and supported for people and organizations involved to acquire the necessary skills and to use suitable methods. Originality/value – The paper highlights other significant aspects of ICT sustainability rather than the environmental impact alone. It also proposes focus on the way ICT sustainability issues are handled rather than focus on normative or ideological aspects of it. (shrink)

Environmental activism, like all great activisms, is fundamentally normative, its principal beliefs contestable, its most powerful arguments rebuttable on the grounds that they are subjective. Environmental activists, as political tacticians with complex goals, have become skilled at presenting objectified versions of their own motivations when trying to broaden support for specific policies or take advantage of regulatory or legal opportunities. While instrumentally tempting and often expedient, this practice of objectifying moral arguments is in some respects disingenuous, and its (...) successes as well as its failures bring with them characteristic risks, short-term and long-term. (shrink)

Artificial intelligence and robotics have increasingly been adopted in agri-food systems—from milking robots to self-driving tractors. New projects extend these technologies in an effort to automate skilled work that has previously been considered dependent on human expertise due to its complexity. In this paper, we draw on qualitative research carried out with farm managers on apple orchards and winegrape vineyards in Aotearoa New Zealand. We investigate how agricultural managers’ perceptions of future agricultural automation relates to their approach to expertise, or (...) the degree to which they think specialised skills and knowledge are required to perform agricultural work on their orchards and vineyards. Our research generates two insights: the perceived potential for work to be automated is related to the degree to which it is seen to require technical or embodied expertise, with technical expertise being more automatable; and, while embodied expertise is perceived to be more difficult to automate, it is sometimes attributed more exclusively to those in positions of power, such that embodied expertise can be highly valued while the majority of embodied work is viewed as non-expert and thus automatable. Our analysis illustrates that a robot can be an expert when expertise is technical. It also shows variability in the conceptualization of skilled or unskilled work, and that those conceptualizations can set the stage for the future effects of new technologies. This generates new insights into the conditions under which automation might reproduce existing inequalities in agriculture, and also raises new questions about responsibility in the context of automation. (shrink)

The growth of environmental ethics as an academic discipline has not been accompanied by any cultural movement toward sustainability. Indices of ecological degradation steadily increase, and many of the legislative gains made during the 1970s have been lost during the Reagan-Bush anti-environmental revolution. This situation gives rise to questions about the efficacy of ecophilosophical discourse. We argue (1) that these setbacks reflect, on the one hand, the skillful use of rhetorical tools by anti-environmental factions and, on the (...) other, the indifference (even hostility) of the ecophilosophical communitytoward rhetoric, (2) that since the linguistic turn in philosophy, no rigid line of demarcation can be maintained between rhetoric and philosophy, and (3) that rhetoric offers resources to the ecophilosophical community that increase its potential to effect change in society. (shrink)

Hunting and gathering is, evolutionarily, the defining subsistence strategy of our species. Studying how children learn foraging skills can, therefore, provide us with key data to test theories about the evolution of human life history, cognition, and social behavior. Modern foragers, with their vast cultural and environmental diversity, have mostly been studied individually. However, cross-cultural studies allow us to extrapolate forager-wide trends in how, when, and from whom hunter-gatherer children learn their subsistence skills. We perform a meta-ethnography, which allows (...) us to systematically extract, summarize, and compare both quantitative and qualitative literature. We found 58 publications focusing on learning subsistence skills. Learning begins early in infancy, when parents take children on foraging expeditions and give them toy versions of tools. In early and middle childhood, children transition into the multi-age playgroup, where they learn skills through play, observation, and participation. By the end of middle childhood, most children are proficient food collectors. However, it is not until adolescence that adults (not necessarily parents) begin directly teaching children complex skills such as hunting and complex tool manufacture. Adolescents seek to learn innovations from adults, but they themselves do not innovate. These findings support predictive models that find social learning should occur before individual learning. Furthermore, these results show that teaching does indeed exist in hunter-gatherer societies. And, finally, though children are competent foragers by late childhood, learning to extract more complex resources, such as hunting large game, takes a lifetime. (shrink)

Professionals in environmental fields engage with complex problems that involve stakeholders with different values, different forms of knowledge, and contentious decisions. There is increasing recognition of the need to train graduate students in interdisciplinary environmental science programs in these issues, which we refer to as “social ethics.” A literature review revealed topics and skills that should be included in such training, as well as potential challenges and barriers. From this review, we developed an online survey, which we administered (...) to faculty from 81 United States colleges and universities offering IESPs. Respondents overwhelmingly agreed that IESPs should address values in applying science to policy and management decisions. They also agreed that programs should engage students with issues related to norms of scientific practice. Agreement was slightly less strong that IESPs should train students in skills related to managing value conflicts among different stakeholders. The primary challenges to incorporating social ethics into the curriculum were related to the lack of materials and expertise for delivery, though challenges such as ethics being marginalized in relation to environmental science content were also prominent. Challenges related to students’ interest in ethics were considered less problematic. Respondents believed that social ethics are most effectively delivered when incorporated into existing courses, and they preferred case studies or problem-based learning for delivery. Student competence is generally not assessed, and respondents recognized a need for both curricular materials and assessment tools. (shrink)

Primary Education is the ideal time to instill proactive behaviors in young people around current environmental challenges. Analyzing the benefits of using Environmental Education websites, this research addresses the characteristics that these sites must have to fulfill their didactic function based on the needs shown by a sample of teachers from the Community of Madrid (Spain) from of an ad hoc questionnaire. The results show that the study objectives, motivation and activities proposed to students on websites are the (...) most important aspects in the selection of resources for teachers. (shrink)

To investigate the unique kinds of mentality involved in skilled performance, this paper explores the performance ecology of the Māori haka, a ritual form of song and dance of the indigenous people of Aotearoa New Zealand. We respond to a recent proposal to program robots to perform a haka as ‘cultural preservationists’ for ‘intangible cultural heritage’. This ‘Robot Māori Haka’ proposal raises questions about the nature of skill and the transmission of embodied knowledge; about the cognitive and affective experiences (...) cultivated in indigenous practices like haka; and about the role of robots in the archival aspirations of human societies. Reproducing haka, we suggest, requires more than copying physical actions; preserving the ‘intangible’ entails more than programming postures and movements. To make this case, we discuss the history of European responses to the haka, and analyse its diverse performance features in cultural context. Arguing that indigenous movement practices incorporate genuinely embodied knowledge, we claim that skilled performance of haka is deeply mindful, embodying and transmitting dynamic, culturally shared understandings of the natural and social world. The indigenous psychologies incorporated in haka performance are animated by a shared history integrated with its environment. Examining haka performance through the lens of 4E cognitive skill theory for mutual benefit, we discuss the effects of synchrony in collective action, the social and environmental scaffolding of affect and emotion, and the multilayered relations between past and present. Culturally-embedded systems of skilled movement like the Māori haka may, we suggest, constitute specific ways of thinking and feeling. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:A Demanding Environmental Ethics for the FutureJames P. Sterba (bio)As we contemplate the present and future effects of global climate change, it is hard not to be disillusioned by what we see. Melting glaciers, rising sea levels, more intense and erratic weather patterns, wide-scale extinction of endangered species—what can we as environmental philosophers do that might be helpful in this regard? My suggestion is that we respond (...) by drawing on the resources of traditional normative philosophy to ground a demanding environmental ethics that will justify the kind of sacrifices that are needed to cope with our unsettling future.This is a project that, with a lot of help from others, I have been working on for the last twenty years. I will present it, at least in outline, in my presidential address at the APA Central Division Meeting next spring, entitled "Completing the Kantian Project: From Rationality to Equality." By equality here I mean substantive intergenerational equality. This will require that we limit our current use of resources to simply meeting our basic needs. So the argument moves from a neutral nonmoral rational foundation to a very demanding set of practical moral requirements. So far sketched, the argument does not yet take into account the requirements that nonhuman living nature places upon us. But surprisingly, so demanding is this morality as sketched so far, that when additional considerations are introduced to take nonhuman living nature into account, not much more is required of us other thansome further constraints on population policy.Now I know some environmental philosophers are more skeptical than I am about the usefulness of traditional moral philosophy. Even I am unhappy with certain debates currently raging among contemporary moral philosophers, such as the realist/anti-realist debate. In fact, my argument is designed to make that very debate unnecessary. Still, if we leave most of traditional moral philosophy behind, what do we as philosophers bring with us to the new disciplines with which we now propose to collaborate? Do we bring an ability to do values clarification and a good sense of argument? I don't think these skills and others like them alone will be enough for the task at hand. We need a very demanding ethics, and if we don't look to philosophy to ground such an ethics, where do we look? [End Page 146]There is also an additional advantage here to grounding a demanding environmental ethics in traditional normative philosophy. Such an approach is more likely to force traditionalists and conservatives, philosophers and otherwise, to take notice of our arguments. If we are out in "left" field just talking to those both inside and outside of philosophy who happen to agree with our practical agenda, it is easier for us to be dismissed by others who are not committed to that same practical agenda. By contrast, if we address our opponents by appealing to very traditional values by which they claim to live their lives, then we do have at least a fighting chance of changing the way they do live their lives. At least, as moral philosophers, we would have then done our best to respond to the environmental crisis. Provided of course that we are also willing to reach out with our demanding ethics in hand and do that interdisciplinary collaboration that needs to be done to secure fully practical and effective solutions to the problems we face.James P. Sterba James P. Sterba is Professor of Philosophy at the University of Notre Dame. He has published 24 books, including the award-winning Justice for Here and Now (Cambridge, 1998), Three Challenges to Ethics (Oxford, 2001). Terrorism and International Justice (Oxford, 2003), Affirmative Action and Racial Preference: A Debate, co-authored with Carl Cohen (Oxford, 2003) and The Triumph of Practice Over Theory in Ethics (Oxford, 2005) He is president of the American Philosophical Association, Central Division. E-mail: [email protected] © 2007 Indiana University Press... (shrink)

From an evolutionary perspective, phenotypic, social, and environmental factors help to shape the different costs and benefits of pursuing different reproductive strategies from one individual to another. Since men’s reproductive success is mainly constrained to women’s availability, their mating orientations should be partially calibrated by features that women prefer in a potential partner. For long-term relationships, women prefer traits that signal access to resources, protection skills, and the willingness to share them. Using generalized linear models with laboratory data taken (...) from a Chilean population, this study aimed to test whether real and potential resources, protection skills, and the willingness to provide resources and protection are related to mating orientation in men. Our predictions were: socioeconomic status would be positively associated with long-term and short-term mating orientation but for long-term-oriented individuals, this would be enhanced by having a more favorable parenthood disposition and strength would be positively related to long-term mating orientation in men with higher socioeconomic status and a favorable disposition toward parenthood and it would have a positive and direct association with short-term mating orientation. Our results partially supported the first hypothesis, since men with higher socioeconomic status were more long-term oriented, but parenting disposition did not moderate this effect. Contrary to our expectations, socioeconomic status was not related to short-term mating orientation. Strength appeared not to be significant for long-term mating orientation, even interacting with other traits. However, strength by itself was powerfully linked with a short-term mating orientation. Our results suggest that only some individuals that are attractive for long-term relationships are indeed long-term oriented and may reflect the overall conflict of interests between mating strategies among sexes. (shrink)

Designers acknowledge that their skills can assist the visualization and materialization of a desirable future and have gone as far as proposing that design can achieve societal change. Designing for a better world is associated with decreasing environmental depletion impacts while making good for both people and the environment, if possible. Evidently, this is a space where design deals with ethical matters, defining what is good or questioning if good has a universal meaning. This paper discusses the case of (...) Aalto LAB Mexico's Eco-hostel project, a practical and ethical design exploration. It shares the impressions of the design team when co-designing with the Mayan community of ‘20 de Noviembre’, located in Calakmul, Campeche, México. The Eco-hostel project was proposed as an element which can play a central role in achieving betterment of several aspects of the community's daily life. Several of those aspects were communicated by the inhabitants of 20 Nov, and some others were ident.. (shrink)

Environmentally oriented philosophers and educational theorists are now attempting to clarify how the ideas of John Dewey can be used as the basis for changing cultural practices that contribute to the ecological crisis. Although Dewey can be interpreted as a nonanthropocentric thinker and his method of experimental inquiry can be used in eco-management projects, Dewey should not be regarded as an environmental and eco-justice philosopher—and by extension, his followers should not be regarded in this light. (1) Dewey’s emphasis on (...) an experimental mode of inquiry did not take account of the knowledge systems of other cultures—particularly cultures that are more ecologically centered. (2) Dewey’s understanding of language prevented him from recognizing how the root metaphors (meta-cognitive schemata) he took for granted were also the basis, with several exceptions, of the Industrial Revolution. (3) Dewey’s failure to understand the complex nature of tradition, including the different ways in which intergenerational knowledge is shared and renewed, makes it difficult for his followers to address a central eco-justice issue—which is to regenerate within diverse cultural communities the non-commodified forms of knowledge, skills, and relationships that enable individuals and communities to have a smaller ecological footprint. (shrink)

Purpose:Human navigation skills are essential for everyday life and rely on several cognitive abilities, among which visual-spatial competences that are impaired in subjects with cerebral palsy. In this work, we proposed navigation tasks in immersive virtual reality to 15 children with CP and 13 typically developing peers in order to assess the individual navigation strategies and their modifiability in a situation resembling real life.Methods:We developed and adapted to IVR an application based on a 5-way maze in a playground that was (...) to be navigated to find a reward. The learning process, navigation strategies, and adaptation to changes were compared between participants with CP and their TD peers and correlated with visual-spatial abilities and cognitive competences.Results:Most participants with CP needed more attempts than TD participants to become proficient in navigation. Furthermore, the learning phase was correlated to visual-spatial memory but not with cognitive competences. Interestingly, navigation skills were comparable between groups after stabilization. While TD participants mainly relied on allocentric strategies based on environmental cues, egocentric strategies based on body motion prevailed in participants with CP. Furthermore, participants with CP had more difficulties in modifying their navigation strategies, caused by difficulties in executive processes beyond the visual-perceptual impairment, with an inefficient shift between implicit and explicit competences.Conclusions:The navigation abilities in participants with CP seem to be different from their TD peers in terms of learning and adaptation to new conditions; this could deeply affect their everyday life and ultimately participation and inclusion. A regular assessing and focused rehabilitative plans could help to better navigate the environment and affect self-perception. (shrink)

Professionals in environmental fields engage with complex problems that involve stakeholders with different values, different forms of knowledge, and contentious decisions. There is increasing recognition of the need to train graduate students in interdisciplinary environmental science programs in these issues, which we refer to as “social ethics.” A literature review revealed topics and skills that should be included in such training, as well as potential challenges and barriers. From this review, we developed an online survey, which we administered (...) to faculty from 81 United States colleges and universities offering IESPs. Respondents overwhelmingly agreed that IESPs should address values in applying science to policy and management decisions. They also agreed that programs should engage students with issues related to norms of scientific practice. Agreement was slightly less strong that IESPs should train students in skills related to managing value conflicts among different stakeholders. The primary challenges to incorporating social ethics into the curriculum were related to the lack of materials and expertise for delivery, though challenges such as ethics being marginalized in relation to environmental science content were also prominent. Challenges related to students’ interest in ethics were considered less problematic. Respondents believed that social ethics are most effectively delivered when incorporated into existing courses, and they preferred case studies or problem-based learning for delivery. Student competence is generally not assessed, and respondents recognized a need for both curricular materials and assessment tools. (shrink)

Self-, collective, and participative efficacy are strong predictors of sustainability action. Yet, few studies have investigated the dynamics and variability of efficacy beliefs. In this transdisciplinary study, we tested such factors in the context of a peer-to-peer coaching program for sustainability volunteers, embedded in a structured-educational context. Over weekends, 2 qualified coaches trained 36 German bottom-up, student-led sustainability initiatives. These coaches instructed students in team building, envisioning, project planning, and on-campus sustainability practice. While 317 participants completed our pre-questionnaire, N = (...) 165 completed both the pre- and post-questionnaire. As hypothesized, after having participated in the coaching weekend, action skills, collaboration skills, group identification, and self-, collective, and participative efficacy all increased. The latter of these increased, to our knowledge, for the first time in environmental psychology research. Group identification and having a vision emerged as important efficacy predictors, and participative efficacy beliefs in turn predicted volunteering. Moreover, we took initial steps in investigating the interaction of psychological and structural factors from a multilevel perspective. Our analyses revealed that efficacy beliefs on the individual level were higher when the university had a green office and when the student initiative was at a small university. We conclude by proposing an empowerment model for sustainability volunteers and by discussing the practical implications of our findings. (shrink)

There has been broad interest in the so-called rise of women farmers in United States (US) agriculture. Researchers have elucidated the diverse ways farmers ‘perform’ gender, while also examining how engaging in a masculine-coded industry like agriculture shapes individuals’ gendered identities as well as their social and mental wellbeing. While illuminating, this work is mostly focused on sustainable or direct-market farmers, with surprisingly little research examining women on conventional row crops operations. This paper works to fill this empirical gap and (...) further theorize gender-agriculture intersections through analyzing interviews with Iowa women row-crop farmers to understand the ways they perceive their gendered identities, and how they see them shaping their farming experience and mental wellbeing. Deploying a conceptual understanding of gender as both discursive and embodied as well as relational and fluid, I find respondents see themselves operating in a somewhat liminal gender identity, where they feel adept at moving between masculinized spaces of agriculture and more feminized domains of homes and office jobs. Critically, while women rarely expressed stress about doing “masculine” coded agricultural labor, they had more complex feelings towards either disliking or imperfectly completing feminized care and reproductive labor. Younger women expressed particular ambivalence about assuming the identity of farmer while also fulfilling gendered norms around (heterosexual) marriage and childbearing. The liminality of women’s gender performance also cut both ways, and while they feel able to access different gendered spaces some feel they are not fully accepted in either. I conclude by reflecting on what these particular forms of gendered subjectivity might mean for women’s mental wellbeing and how agencies might better support gender equity in agriculture. (shrink)

This paper examines possible applications of ideas and methods of Philosophy for Children (P4C) to workshop-style environmental education conducted in Sado, Japan. The theme of the workshop is the preservation of toki (the crested ibis) and the local community development. As a result of the success in new breeding, it was determined that the toki, which once became extinct in Japan, would be released to the natural environment in 2008. In order to achieve its successful settlement, local residents are (...) expected to participate in natural and social restoration. Since children will take over this task in the future, they need to be familiar with this issue and to be equipped with necessary skills to think for themselves what can be done towards the betterment of personal, natural, andsocial well-being. As an approach to children’s education, a series of school workshop has been conducted in Sado. The focuses of this education are to introduce the value of thinking for themselves about the issues of toki, environment, and community, and to provide them with some of the necessary skills. A strict timeframe, however, is a crucial difficulty when applying P4C to the school workshop. The workshop must be conducted in two hours (or less), and can be given only one time at each school. In this paper, I consider how it is possible to incorporate the process of thinking into the school workshop and to examine the value of thinking-oriented environmental education. Based on the responses from the students and the teachers, I argue that the integration of P4C ideas into theschool workshop has been meaningful for providing different and creative learning opportunities for them. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Ethics & the Environment 12.2 (2007) 124-125MuseSearchJournalsThis JournalContents[Access article in PDF]A Few Thoughts on the Future of Environmental PhilosophyLori GruenThe potential of Environmental Philosophy to serve as an interdisciplinary bridge seems to be as strong as ever, and focusing on ways to enhance and expand philosophical engagement in multi/inter-disciplinary environmental projects is important. Continuing to develop work on environmental justice and eco-justice both theoretically and (...) practically is one rich way to promote interdisciplinary engagement and expand the possibilities for environmental thinking more broadly. For example, environmental justice inquiry often attracts students to environmental philosophy and environmental science who would not ordinarily be interested in philosophy or science. Environmental justice issues also provide significant service-learning opportunities that can encourage students and faculty to develop more sophisticated ways of integrating theory and practice while working with local communities. Integrating service-learning projects into environmental philosophy/studies classrooms inevitably encourages the development of interdisciplinary skills that will serve faculty and students and allows for greater discussions of local environmental problems to be addressed both inside and outside the classroom.As discussions of global justice, human rights, transnational feminism, and egalitarianism continue to gain prominence in philosophy, political science, feminist studies, and law, it is important that environmental philosophers continue developing ways to contribute to the dialogue. Environmental philosophers can certainly help enliven and deepen the practical as well as theoretical significance of these discussions. The new area of "cultural environmental studies" is one place this might happen, but it is certainly possible for environmental philosophers to engage in these analyses in other contexts.Environmental philosophers have a tendency to look at large systemic issues, and as climate change becomes increasing pressing it is important not to ignore the particularity of risks and potential harms for different human communities as well as non-human animals who may be disproportionately impacted. Non-human animals are facing alarming dangers from anthropogenic environmental destruction. At the end of [End Page 124] 2006, the baiji, or Chinese river dolphin, went extinct in the polluted Yangtze River; early in 2007, the UN reported an "emergency situation for the orangutan" in Borneo and Sumatra and experts predict their extinction within the next 20 years; dramatic climate events have had increasingly worrying impacts on isolated populations, from the whooping crane to the Asian elephant; unsustainable logging continues to threaten great apes and other species in Africa as more areas are opened for the trade in bushmeat; global warming is threatening the polar bear with extinction; recreational boating is decimating the manatees; and we can expect the losses to mount. Attending to the biodiversity loss as well as animal suffering must be a priority.Lori Gruen is Associate Professor of Philosophy at Wesleyan University where she also chairs the Feminist, Gender, and Sexuality Studies Program and directs the Ethics in Society Project. She has published extensively on topics in ecofeminist ethics and epistemology, environmental justice, and feminist analyses of human relations to non-human animals. She is currently writing a book exploring the complex philosophical issues raised by our relations to captive chimpanzees. E-mail: [email protected] JournalContentsTop... (shrink)

We examine the important roles of two forms of capital—human and social—in the accumulation of critical resources that enable firms to adopt sound environmental management practices which contribute to better firm performance. Drawing on human and social capital theories and the resource-based view of the firm, we tested this proposition using data from a survey of 141 small manufacturing firms drawn from a survey of business enterprises in a metropolitan city in the southern region of the Philippines. The results (...) of our analysis using structural equation modelling-partial least square approach show that both human capital such as age, experience and education of managers of the firm and social capital such as external managerial ties and networks have significant and positive contribution to the environmental management resources of firms although the effects vary in magnitude. The accumulation of environmental management resources not only is positively linked to the adoption by firms of pro-environment practices but also fully mediates the effects of the two types of capital on the adoption of such practices. Pro-environment practices are positively linked to better performance outcomes. The findings underscore the need to account for the intangible and more tacit forms of capital such as managerial talent, knowledge, skills and social ties and networks in the wider debate on how small manufacturing firms in developing countries can address the pressing need to integrate environmental sustainability in business. (shrink)

To understand how regulation influences competitiveness and upgrading processes, this article focuses on the organizational changes involved in “rewarding regulation.” Through a qualitative study of two clusters in the agrifood industry in Nicaragua, it analyzes two types of regulation and their interaction with small producers’ production organizations: food safety and environmental sustainability. The analysis shows that regulation plays a crucial role in fostering changes in organizational practices and routines. This occurs when local organizations build new knowledge and skills to (...) upgrade products and production processes, while developing new connections among producers and between them to other private and public actors that support economic development. “Rewarding regulation” is part of a process of learning and creating networks that help build local know-how and generate supportive collective resources. (shrink)

The complexity of chromium chemistry makes it an ideal example of how the Principle of Expediency, first articulated by sanitary pioneer Earle Phelps, can be used in a standard setting. Expediency, defined by Phelps as “the attempt to reduce the numerical measure of probable harm, or the logical measure of existing hazard, to the lowest level that is practicable and feasible within the limitations of financial resources and engineering skill”, can take on negative connotations unless subject to ethical guidance. (...) In this paper we argue that without ethical principles as a rubric for negotiating environmental regulations, communities run the risk of slipping from the Principle of Expediency as defined by Phelps to the alternative usage of expediency meaning that which does not reflect ethical consideration or concern beyond self-serving interest. Three ethical ideals—justice, mercy and humility—are suggested as values to be considered while resolving regulatory issues related to environmental protection. The Principle of Expediency serves as a working principle, but not as a rigid algorithm, for setting regulatory limits for environmental concentrations of waste products like chromium. (shrink)