Introduction to Environmental Ethics ‘The Northwest Center for Sustainable Resources (NCSR) is an Advanced Technological Education project funded by the National Science Foundation. Introduction to Environmental Ethics was developed at Shasta College, Redding, CA. Materials were prepared by William Harger, Lead Program Developer for NCSR. ‘Technology education programs in which this course is incorporated are described fully in the Center's report entitled, “Visions for Natural Resource Education and Ecosystem Science for the 21 Century.” Copies are available free of charge. The author and the Center grant permission for unrestricted use of these materials for educational purposes, Use them freely! Course materials will also be posted on our website: www.ncsr.org Please feel free to comment or provide input. ‘Wynn Cudmore, Principal Investigator Susie Kelly, Project Director Northwest Center for Sustainable Resources [email protected]/503-315-4583COURSE OUTLINE & OBJECTIVES «. TOPICS LIST sssssssssessees READING/LECTURE SCHEDULE ‘NOTES FOR INSTRUCTORS REFERENCES .. SESSIONS & SELECTED Torics SESSION 1 sss What are environmental ethics? SESSION 2 csssesonsesonseosonnen Sustainable resources, Conservation +, preservation, Anthropocentrism Deep ecology, Environmental ethics is radical theory SESSION 4 Reality, purpose, love SESSION 5 sesssscensssnnscenn “Centrisms”: egocentrism, anthropocentrism, biocentrism SESSION 6 Speciesism is prejudice against other species. A SUMMARY OF BASIC CONCEPTS OF ETHICAL THEORY, Ethical Traditions ~ Teleology, Utilitarian, Deontology SESSION 7 nvvcssanvesssnneee 22, Realities, Green politics SESSION 8 .. ssanssssnscucaensonsonscs “Centricities”:ego-, ideo, ethno, anthropo-, eco, bio-centric SESSION 9 su Deep ecology, Artful question SESSION 10 ssn Mind/Spirit Age, Global Brain AMERICAN-INDIAN PERSPECT! Value SystemsSESSION 11. Womens’ movement, Socialist movement SESSION 12 Boys “game” chile girls “play.” SESSION 13. ssesssssconseeennee ‘Animal liberation, New kind of person ‘SESSION 14 sesees 38 Sustainable habitat, Renewable resources, SESSION 15. sessessee sesseesstnernseeneessesnseneeees 39 Umbrella ethic SESSION 16 41 Economics, Reform environmentalism, Taylor's 4 rules or duties to nature SESSION 17 Moral patients and moral agents, Inkerent value, Bentham's “Can they suffer?” SESSION 18 “Men are really more oppressed than women SESSION 19 Group A/Group B cleavage and Sorokin’s last predictions SESSION 20 seessvee Leopoldl’s experience with the wolf and Sand County SESSION 21. sssssossssessee Conflict Analysis, The Ariful Question, Reality ‘SESSION 22... New kind of family, Relationships with nature SESSION 23.. Leopold, Sorokin, Garrett Hardin’s Tragedy of the Commons SESSION 24 wscssecsseen Materialistic adult delinquency SESSION 25. sessssnsssonsesessnvsscessevoessansessonnee Environmental ethic, Land ethic, Umbrella ethic SESSION 26 .... Developing an ethic essen AD eesneenee 50 52 53 sesseesatessesnsesneenneenenaneaseseeseess A 56 REMAINING SESSIONSCOURSE OUTLINE INTRODUCTION TO ENVIRONMENTAL ETHICS Environmental Ethics examines human and human/non-human relationships from an extra-cultural perspective. Utilizing this perspective, we attempt to analyze ethical judgments and moral behavior encouraged by the values, beliefs, norms, and attitudes of “western mainstream” culture. We will explore any value Nature may have in and of itself, beyond human preferences, and this will ead us to the consideration of the rights of plants, animals, land, and humans in a new context. Many students of environmental ethics note that they have made some of these considerations before, on their own, but have never been able to find a place of study in which to collect or express their ideas in a meaningful way. ‘Those of you who have suppressed these notions will feel at home in environmental ethics. We will explore a matrix of religious, scientific, economic, philosophical, sociological, and political knowledge as we probe the more “fuzzy realms” of aesthetics, purpose, process, love, reality, intensity and life. Some may be offended by the subject matter because it will shake the foundations of the beliefs they hold dear and have selected to pursue in their lives. Do not despair! You are not required to assimilate them if you do not wish to. Youre only required to consider these alternatives to our accepted ways of being and ways of thinking as an adult learning exercise. You will, however, be tested on your ability to understand these ideas regardless of how abstract or radical they may appear. Contrary to the opinion of some, environmental ethics is not designed as academic matter in some sort of an attempt to “arm environmental activists in preparation for a last showdown with ‘American Dreamers.” Optimally, ethics seeks equity; they are moral philosophy put to action as guidance for the proper act in certain situations of conflict, An understanding of how ethics presently serve only humanity, due to realities championed by western cultural beliefs, can inspire us to compose a philosophical system sensitive to the needs of future people and guide us to adjust our current anthropocentric and more “lobbied” form of modern consciousness. ‘Thus, an important objective of this course is to develop original and sustaining philosophical guidelines which will enhance a healthy global enterprise through the election of more gentle cultural options by the global community. We will then propose appropriate themes that might be adopted by an extensive future educational network to accomplish that task. TEXTS Armstrong and Botzler, 1998. Environmental Ethics: Divergence And Convergence. Second Edition. McGraw-Hill Inc., San Francisco, Califor Joseph R. Des Jardins, 2001. Environmental Ethics: An Introduction To Environmental Philosophy. Third Edition. Wadsworth Publishing Co., San Francisco, California.COURSE DESCRIPTION ‘This course examines the influence of cultural values on the relationship of humans with each other and with plants, animals and the land. An important objective is to develop original and sustaining attitudes and guidelines that enhance a healthy globe for all posterity. Sources of western society's historical and current attitudes toward nature as well as alternative cultural perspectives will be explored in order to broaden a student’s range of philosophical choices of how to think and how to be with regards to nature. The exploration of places humans share with all beings and things, in an integrated sense, will lead to a greater understanding of individual moral responsibilities for ethical actions toward the environment. COURSE OBJECTIVES Upon completion of this course, the student will be able to do the following: 1. Understand the concepts of basic and non-basic rights, morals, and deontological and teleological ethical perspectives. 2. Understand the influence of differing cultural value systems on relationships of humans with each other and with plants, animals and the land. 3. Objectively analyze environmental problems and compare and contrast different “world views” with prevailing “western views” of the environment. 4. Develop informed, objective perspectives and judgments regarding environmental issues. 5. Articulate responsibilities humans may have regarding global posterity. 6. Distinguish and apply the concepts of economic, instrumental, intrinsic, and inherent values as applied to ethical judgments regarding the environment, 7. Comprehend the connections and interrelatedness among all beings, human and non-human, life, and the globe upon which all dwell. 8. Distinguish between and apply concepts of anthropocentrism, sentientism, biocentrism, and holism toward the solution of environmental issues. 9. Understand the differences between objective and subjective realities and the magnitude and nature of impact each may have in the resolution of environmental quandaries. 10. Develop original and sustaining attitudes and guidelines which will enhance a healthy personal future and a healthy global enterprise. 11. Read and comprehend academic and professional literature on the subjects of environmental ethics and philosophy. 12. Understand and discuss how the “western mind” came to think and to be with regards to nature and the environment.STUDENT ASSESSMENT Attendance (5 pts/abs) 50 pts. “Pop” quizzes on reading selections 50 pts. Homework 50 pts. Announced quizzes 50 pts. Ardful letter project 50 pts. Group ethic project 50 pts. Midterm examination 100 pts Final examination 100 pts. ‘Total possible 500 prs. Grade scale: A = 450, B = 400, C = 350, D = 300, F = below 300 TYPICAL ASSIGNMENT 1. Students will be required to participate in project and discussion groups for the purpose of exploring possibilities for the solutions to ethical dilemmas of today’s world. A. Antfd Letter Group Project. One group project will have students collaborating on the contents of individual letters to be written to influential persons in the interest of informed, objective, unbiased, and enlightened views towards resolution of an ethical dilemma. B. Umbrella Ethics Group Project. Another group project will compose and name a set of ethical guidelines or coherent set of beliefs, attitudes, concerns and commitments that can be taught to students of all ages and will generate ethical treatment of surrounding things and beings, both human and non-human, 2. Written homework assignments and essays will be shared with the class for the purpose of building a sense of community, encouraging creative individuality, and for generating an atmosphere of intellectual inquisitiveness. All assignments are aimed towards the articulation of a rationally defensive ethical theory which may ultimately enhance a healthy global enterprise,TOPICS LIST Building a Foundation | Recent Developments Synthesis ‘Synergy ‘The Writings oft | Pythagoras, Descartes, 1 4 4 Copernicus, Bruno, Galileo, Aristotle, Kant, Aquinas Genesis and Christianit ‘Changing Attitudes Post-Anthropocentrism_| Socializers ‘Anthropocentrism ‘Native-American The New Way of Duties of a Society Perspectives ‘Thinking and Being Paradigms Green Politics Respect for Nature Tooking Glass Nature, | _Csd New Kind of Person Manifest and Latent Jeep Ecology “Rights” of Nature?) Altruism Functions and Dysfunctions Wisdom, Knowledge and ‘World Population | Aldo Leopold & The | Huston Smith & Things Intuition | Land Ethic | SuperiortoUs Frontier Mentality Global Econom; Biocentric Ethics ‘Stumbling Blocks ‘Skin-Encapsulated Ego | The Global Brain Gaia Hypothesis [Building Blocks Ethical Forms Feminist Perspectives ‘Schweitzer & Reverence | Ethical Elements For Life Ethic Teleology: Aristotle | Minority Perspectives | Huston Smith. Process Theory Deontology: Kant Systems Theory and | Travis Hirschi & Bonding | An Umbrella Ethic Ecological Model Theory Utilitarianism: Bentham | Social Ecolo; The Global Brain Primary Ethical Teachings | Pitirim Sorokin ‘Non-Conscious a Ideologie | “Economics, Capitalism and “Eco”-Nomics Extending Bentham, | Aristotle, and Descartes ‘Animal Rights and ‘Animal Thinking ‘Animal Liberation Wilderness and Natural | Taylor's Bio-Centric Resources Ethic Biocentrism Sustainable Communities Lawrence Kohlberg & | Cultural Pluralism Stage Theory: Moral Development Genetic Engineerin (Creative Problem Solving Eco-Psychology NOTE: Subjects outlined above are supported by current literature where available and appropriate.READING/LECTURE SCHEDULE NOTE: Readingassignments must be completed prior to class. Short “pop” quizzes will be given at random timesat, the beginning of class to encourage preparedness, and scores will be factored into final grades. SUGGESTED READING/RESEARCH Introduction: What is an ethic? Armstrong/Botzler text (A/B) #41: Stephen Jay Gould: The Golden Rule: A Proper Scale for Our Environmental Crisis Week 2 5 jon and Ch 1: pages 1, 2, and 3 A/B#3:E.O. Wilson: Litle Things That Run The World. Week 3 ‘A/B #34: Immanuel Kant: Duties to Animals A/B# 36: W.H. Murdy: Anthropocentrism: A Modern Version. Week 4 _ ‘A/B #28: Booth and Jacobs: Ties That Bind: Native American Belief A/B #27: Scott Momaday: A First American’s View. Week 5 A/B #11: John Muir: A Near View of the High Sierra. | Part Two: Recent Developments Week 6 A/B 48: Holmes Rolston: Values in and Duties to The Natural World. A/B #53: Charlene Spretnak: States of Grace, Week 7 ATB #40: Peter Singer: Equality For Animals? Week 8 ‘A/B# 15: Gary Nabhan: The Far Outside. _ A/B #41: Paul Taylor: Respect for Nature. Week 9 “The Case For Animal Righis. Mid-Term Examination Part Three: Synthesis A/B #45: Aldo Leopold: The Land Ethic. Week 10 Week 11 ~ Critical appraisals of The bic id Week 12 Metaphysics and The Land Ethic Week 13 ‘A/BE#2L:St. Francis of Assisi: Canticle of Brother Sin & Sister Moon, Albert Schweitzer: The Ethics of Reverence For Life. Part Four: Synergy ‘The Gaia Hypothesis Week 14 Weeks 15-17 _ Group work on development of umbrella ethic | Week 17 Group umbrella ethic project due Week 18 Final ExaminationNOTES FOR INSTRUCTORS The following materials include outlines, lecture notes, and resources for instructors to serve as a foundation for a beginning Environmental Ethics course. “Sessions” may take more than one week or less, depending upon the amount of discussion generated about specific issues. This discussion is encouraged. Examples are given of the content of “pop” quizzes and subject areas that may be covered. Throughout the course students are encouraged to research the writings of individuals in the broad areas we are discussing. Individual research by students is encouraged. NOTE: The purpose of “pops” is to see if an article was read, not memorized. Introductory instructions for the students: Make-up quizzes and exams are not offered and late homework is not accepted after the first day of lateness. Do not do homework in clas! Lexpect you to give it some thought and to reflect that process on your paper. This course requires much reading and serious attention to lecture. Things will make ‘more sense if you keep up to date on your reading and homework assignments. Iwill be ableto tell in class if you are in a fog and iti at least somewhat likely Twill call upon you for your thoughts. Ido not do this to embarrass you. I do it because it is a lot of fun and stimulates interesting conversation. Assignments or quizzes you fail to accomplish will be factored in as “O” when I average your grades at the end of the semester. Absenteeism is a great burden and is not well tolerated (except when absolutely necessary!). Please arrange to get copies of class notes or handouts from classmates. Team up with someone during the first week and establish a sense of responsibility for one another. Expect to bring yourself up to date. I do not carry handouts around with me, nor am [apt to remember what they were after the fact. Iris fairto say that absenteeism will have the greatest impact on your grade because it will influence your quizzes and exams directly. Take good notes! Objectivity is a course goal. Unbiased, open minded, constructive, rational attitudes are a classroom requirement, Try to leave any strong biases, agendas and emotional baggage at the door. If you are easily insulted or happen to be thin-skinned, this subject matter can be murder. Much of environmental ethics is in conflict with favored beliefs, regardless of your philosophical or political orientation, Go ahead and ask questions but don't ask them all; leave some for others. And remember, timing is everything! merican-Indian Perspectives ‘A special section is included, developed by the Center's tribal partners. Also, available free of charge from the Center, isa publication titled, “American-Indian Perspectives: Nature, Natural Resources and Natural Resources Education.”REFERENCES The following may be useful in student research projects: Buchholz, R. 1998. Principles of Environmental Management: The Greening of Business, Prentice Hall Publishers. ISBN 13-684895-8 Chadwick, 1997. The Encyclopedia of Applied Ethics. Academic Press Publishers. ISBN 0-12227065-7 Freedman B. 1994. Environmental Ecology. Academic Press Publishers. ISBN 0-12266542-2 Frodeman, R. 2000, Earth Matter: The Earth Sciences, Philosophy and the Claims of Community. Prentice Hall Publishers. ISBN 0-13-011996-2 Pickett, T.A. and C.G. Jones. 1994. Ecological Understanding. Academic Press Publishers. ISBN 0- 12554720-X. Sterba, James. 2000, Earth Ethics: Introductory Readingson Animal Rights. Prentice Hall Publishers. ISBN 0-13-014827-X Zimmerman, M.; Callicott, J.; Clark, J.; Sessions, G.; and K. Warren, 2001. Environmental Philosophy: From Animal Rights to Radical Ecology. Prentice Hall Publishers. ISBN 0-13-028913-2SESSION 1 INTRODUCTION 1. Go over syllabus and grading with class. 2. Ask the question: What are environmental ethics? Allprior ethics are anthropocentric. What is an environment? Environmental ethics asks: What kind of an environment do we establish our ethics set for? An environment is much more than forests, streams, or the sea. Italso includes the non-living, family, minorities, children, corporations, bodies, ete. In this course, we will examine ethical theory, and think about: > why do we fashion theory that way? (through the mindset) > how might an environmental ethic emerge? (through shifts in values), and what might it entail? (various projects) LECTURE/DISCUSSION What are Environmental Ethics? The field was first named in 1979 with the first publication of the Environmental Ethics Quarterly by Eugene Hargrove, but it actually came into being in the mid part of that decade. We will explore new ways of thinking which will, by necessity, require us to learn how we came to think the ways that we do. Wecan then rebuild logic, or reality based upon “knowledge,” and take another look atthe role of nature, redwoods, life, etc. ‘We will learn about the real meanings of words such as: conservation, renewable, progress, preservation, purpose, overpopulation, wilderness, sustainable, life. HOMEWORK A/B# 41*: Stephen Jay Gould: The Golden Rule: A Proper Scale For Our Environmental Crisis, (* abbreviation for reading assignment number 41 in Armstrong & Botzler text)SESSION 2 INTRODUCTION yw Pop quiz on Gould assignment. 1, What animal population is threatened by the plan to build telescopes in spruce fir forests of Mt. Graham in Arizona? (a, spider, b. squirrel, c. bird, d. antelope) 2. What color is it? (a. brown, b. red, c. blue, d. white and brown) 3. What percentage of all species that ever lived are now extinct? (a. 46%, b. 99%, c. 17%, d. 73%) 4. Describe the ethic Gould proposes at the end of the article (which is the reason he wrote the article in the first place). (answer: The golden rule) 5. Whavis the paramount need of mankind at this point in history? (answer: love, creative unselfish love) LECTURE/DISCUSSION, Discussion subjects: Sustainable resources Conservation vs. preservation (with or before servitude) Anthropocentrism How definitions of “god” are probably inadequate in reality You cannot define that which defines you Deep ecology asks us to ask deeper why questions about our society Manifest and latent functions and latent dysfunctions Introduce the search for reality: feminism (opting for the male success myth) males as the more oppressed sex the full human, and reassigament of gender values at birth breakfast, lunch and dinner (industrial society constructs) four basic food groups from nine, and back to a pyramid of 4 levels and 6 groups vvvyv‘The pyramid fats/sweets milk meat vegetables fruit bread... cereal pasta (The above is an illustration of the basic food groups in a pyramid of 4 levels) How did we come to think the way we do? (Aristotle, Descartes, Pythagorus, Genesis, ete) ALLERTON Plato’s definition of wisdom: “Wisdom isthe capacity to judge long-run values by weighing future benefits against momentary pleasure.” HOMEWORK Answer the following three questions: 1. What is reality? 2. What is [your] purpose? 3. What is love? 10INTRODUCTION Review Chapter One: Des Jardins, Science without ethics is blind; ethics without science is empty. Human nature, as we call it, is considered to be based on cultural bias or limitations. Energy problems are defined as questions of demand vs, supply (catalytic converters on lawn mowers are an example). Examining demand more deeply, we might question: why do we even need lawns? Deep ecology is asking why questions rather than should questions. LECTURE/DISCUSSION > Environmental ethics is radical theory. > Descriptive ethics is the describing and classifying of ethical beliefs. > Normative ethics are “ought” and “should” ethics (like the Ten Commandments). v Philosophical ethics examine, analyze, and evaluate normative judgment and supporting reasons. ‘Traditional philosophical theories have proven inadequate to resolve environmental controversies. Looking to science for solutions is relinquishing authority to make decisions about our world and what kind of lives we might choose for ourselves. “Scientific experts” are often not value neutral and are usually paid to come up with what they come up with. ‘When economic thinking pervades a society, things without dollar values such as beauty, health, happiness, and security, rarely enter into decisions, The advance of all echnical societies results in the proportionate diminished sharing among its participants as well as a growing lack and breakdown in ethics. Roots of our attitudes towards nature: > — Biological imperialism > Judeo-Christian thinking (good press interpretation of the Bible) > — Self-encapsulated ego (jsolated individuality) > — Need to reaffirm derived self through status building NOTE: For example, consider attitudes towards environmental damage.Three components of Frontier Mentality: 1, The natural world is something to overcome. 2. Humans are separate from nature. 3. There is always more, and it is intended for human use. NOTE: This is very anthropocentrict Three options for shifting from Frontier Mentality to a Sustainable Society: 1. Crisis management (we are crisis oriented). Synchrony or band-aid-transitional. 3. Major shift in values (from frontier to sustainable). NOTE: Are these good enough? Aspects of a sustainable society: > There is not always more. > Weare all one (Gaia). > — Actions are preceded by “should” questions: Should I buy this? Should I havea child? Should we build a dam? Should we build a weapon? Deep ecology: For reference, see Jardins (pp 210-214) and A/B text #48, Arne Naess The “shallow” environmental movement is committed to fighting pollution and resource depletion, looking only atthe effects of environmental crises. In contrast, the “Deep Ecology” movement, related to multiple philosophies, refers to primary approaches to environmental issues which takes on holistic perspectives and rejects anthropocentrically based ideals. The Deep Ecologist asks “why” instead of “should.” These questions are asked one level deeper, and this is closer to the extra-cultural perspective. The deep ecologist says our problems are traceable to deep philosophical causes, and cures for our problems will require radical changes. We can easily see the influences of Aristotle, Pythagorus, Kant, DesCartes, Newton, Darwin, and the like, as deep philosophical causes for our mindset. The deep ecologist asks us to take a deeper look at our philosophical influences and determine whether the values in our society; which are based upon those influences, are indeed valid. Deep Ecologists are committed to promoting lifestyles that “tread lightly upon the earth,” where humans should ive in simple, relatively nontechnological, self-reliant, decentralized communities.Backto the lawn example mentioned atthe beginning: When asking “Should Iput a catalytic converter on my Jawa mower or should I buy a push mower?” ask the “why” question: “Why do we even have lawns?” The American lawn is an artifact held over from Victorian England, and is supported by a chemical fertilizer industry (which preys upon our competitive egos to have the nicest lawn in the neighborhood!).. Many past cultures had no lawns, and neither do many today. We must avoid: > Paralysis of nihilism (e.g., nihilism - noun; general rejection of usual beliefs in morality, religion, etc; where we consider traditional values and beliefs are unfounded; thus, existence is senseless and useless) > — Narrow thought and restricted imagination > Apathy and attitude that someone else will solve the problem (e,, technology will provide the answer) The goals of moral philosophy should not only apply to specific moral principals; but rather, an enlightened, responsive, coherent set of beliefs, attitudes, concerns and commitments. Human nature usually turns out to be culturally biased and limited; Evolution of ethics (pyramid from Roderick Nash); Human chauvinism (speciesism); Expanding the concept of rights; “Intrinsic” value HOMEWORK A/B #3 E.O.Wilson: Little Things That Run The World.SESSION 4 INTRODUCTION yw Pop quiz. on Armstrong/Botzler assignment. 1. Do the authors suggest that... A. .... Nature is composed of holistic natural communities working in ecologically stable associations with which humans can find harmony. or B. _... Nature is fundamentally erratic, discontinuous, unpredictable and non-peaceful to humans? C.__... Science is: (a. value neutral, b. value laden, c. value free) D. ... Weshould: (a. share the same ethics, b. develop our own personal ethic, c. listen to nature for the answer) 2, When did the search for an environmental ethic begin in earnest, as a distinctive discipline? A. 1600s B. 1860s C. 1970s LECTURE/DISCUSSION Discuss reality, purpose, love homework. Point out the working of ego in most of the responses. Discuss our means of “escaping from reality.” (leep, drugs, woods walks, vacation, meditation, etc.) Are these not escapes to reality? Discuss mental illness (Szasz, Laing, Rosenham) and eco-psychology as proposed by Rozak. Introduce the 1* reality. Anything that exists solely in the 1" reality causes no evil impact to nature. EEL fe Shakespeare: “Nothing is good or evil except that thinking makes it so.” HOMEWORK Research the writings of John Seed and Dolores LaChapelle for articles on this topic,SESSION 5 INTRODUCTION ey, Pop quiz on E. O. Wilson assignment. 1, Primary consumers of vegetation in Central and South America? (deer, rodents, ants, or cows) 2. Gaia is totality of, on earth? (answer: ecology, life, intelligence) 3. According to Wilson, what purpose does humanity serve on earth? (answer: none) NOTE: E.0. Wilson belittles the anthropocentric, over-rated human sense of self importance. LECTURE/DISCUSSION Discuss “centrisms” (centers): egocentrism, anthropocentrism, biocentrism, & CM EREE LEE DELES A biocentric perspective is the realization that the rocks will dance. Discuss our egocentrism (“Iam the center of the universe.”) and how itis massaged by the paradigm we serve. The skin-encapsulated ego is that ego established by the conflict of the “T” vs. the “not.” We compare ourselves with others to determine relative success. Our view of ourselves then becomes what is derived by examination of that which surrounds us. Once the derived self becomes established, it needs reaffirmation. Insecure egos need continuing support, and “feeding insecure egos" is derived from material goods, fast cars, latest fashions, etc. When nature becomes part of the “not,” it gets even worse, and sets up the mechanism which allows rampant reaffirmation at the cost of nature. For profound change to occur, we must see through our many layers of anthropocentric slf- cherishing. Think about this: f everyone in the world were given a 1200 sq. ft. house, they would al ft in the stare of Texas (!). Festivalsand Totems. Festivals connect the right and left hemispheres of the brain as well as connecting human with non-human earth, sky, animals, and all things. For example, salmon is the totem animal for Pacific Rim communities. For 20,000 years these tribes ordered their daily lives according to the timing of the salmon population. Salmon was the totem for the Celts as well (a philosophical viewpoint: “Salmon ‘tell us’ to reclaim waterways so they can flourish”). 1sPORE Gandhi's nature quote: “The earth provides enough to satisfy every man’s need, but not any man’s greed. Remember that environmental damage is rooted in Bio Imperialism: > Judeo-Christian thinking > self-encapsulated ego > status-building to reaffirm derived self Environmental Ethics will be radical ethics and radical theory. ‘There are many different values (economic, aesthetic, scientific, religious, ecological, historical intrinsic, instrumental). Are there non- human values, and do they constrain human conduct? Isic true that traditional ethics, extrapolated to the non-human world, are incompetent to assess and evaluate nature very convincingly? Discuss the text authors’ views on values and perspectives that draw heavily on scientific insights, with emphasis on reason, logic, objectivity, and repeatability (while others draw more heavily on intuition, emotion, imagination, artistic and religious insights, etc.) Review “Purpose, Reality, Love” assignment, Demonstrate the presence of ego in each definition. NOTE: Loveiseven defined by some studentsasa verb in direct relationship to them only, in quitean anthropocentric mode. Discuss: “There is no such thing as Tdaho, it is only an idea.” In our separation from the earth, in celebration of ego, we ignore the possibility of other domains of value beyond human value. Environmental ethics is primarily concerned with values and those why questions referred to in the context of deep ecology. Does nature have value that extends beyond its obvious role of meeting human needs? Do some parts of nature have more value than others? What, then, are potential human responsibilities towards nature and natural entities? ERLE EMEP ‘The primary ethical teaching of alltime: “Case no inmecesary harm.* Steven J. Gould suggests we attempt to view things in proper scales of time. Humanity isa species caught up in the midst of a geological moment. It will certainly take some kind of genius to transcend our conceptual bias of time occurring only in a human’s scale, Anthropogenic man has induced extinctions resulting from acts of man upon nature. Extinction: 99% of all species ever known on earth are now extinct (ofall the species that ever existed, it is estimated that less than 1 in 100 exist today; the rest are extinct). Ata first approximation, all species, including man, are extinct. Extinction is the normal fate of a species. But life does rebuild or surpass its former diversity after several million years. 250 million years ago, 96% of all species on the earth were wiped out, and look where we have come since then. Nature does not exist for us, it had no idea we were coming, and it doesn't give a damn about us, but life goes on and on. After Chernobyl, DNA was slightly altered, and now mice are evolving 1,000 times faster than normal. Life is resilient, does not stop; changes at the most critical level, and goes on 16Haveenvironmental ethics advanced through various types or phases.a civilization has expanded or progresied? ‘The 2-way cut 1. Anthropic ethic: the environment is instrumental to humans intrinsically. 2. Naturalistic ethic: based on suffering or extinction. The 3-way cut 1. Anthropic ethic: as above. 2. Naturalistic ethic: is now split two ways: 2a, Welfare of animals 2b. Land ethics (ecosystems) The S-way cut (after the 3-way proves inadequate): 1. Anthropic ethic: expanded to include humans and the environment (serving the mutual good) 2. Animal ethic: animals have well being and feel pain. 3._ Life: living plants and animals, 4. Endangered species. 5. Biotic community: web of life. Environmental ethics is radically theoretical. No traditional ethic extrapolated to the non-human world has proved competent to assess and evaluate nature very convincingly. Traditional ethics are primarily humanistic and only secondarily concerned with nature. ‘The “Fab Four” types of environmental ethics: 1. Anthropocentrism: (Human interests only) “What's in it for me?” 2. Sentientism: Only people, mammals, and birds count, 3. Biocentrism: Plants, animals, and all life forms have interests to live; and thus, all life forms have intrinsic rights. 4. Holism: Whole system on earth is most important. The whole is greater than the sum of its parts. HOMEWORK Research Rene DesCartes’ work concerning animals as machines. A/B # 34 Immanuel Kant: Duties to Animals. A/B #36 W. H. Murdy: Anthropocentrism: A Modern Version.SESSION 6 INTRODUCTION 1. Descartes’ main proof for beasts not being able to engage in thought. {@. lack of creativity, b. lack of mind, c. lack of speech, c. lack of reason) Pop quiz. on Murdy assignment. 2. Kant said our duties to animals are indirect duties to —-—-? (answer: mankind) 3. Is anthropocentrism positive or negative to Murdy? (answer: positive) 4. What biological example did Murdy use to suggest other species might value themselves more highly than any other thing in nature? (spider, red squirrel, eagle, or dolphin) LECTURE/DISCUSSION Darwin: “Species exist as ends in themselves. They do not exist for the exclusive benefit of any other species. ‘Murdy suggests that it’s not wrong for humans to be anthropocentric; indeed, he states that spiders are equally arachnocentric. Speciesism is prejudice against other species. We possess no greater innate intelligence, artistic skills, or emotional feelings than did our prehistoric predecessors who painted vivid images on caves over 30,000 years ago. Man is the first time a species has achieved world dominance. Because of the power of projection, he has greater potential for affecting his own evolution than any other species. He can project goals and ideas arising from hopes, fantasies, and dreams about the future and then proceed to work towards their realization. ‘Thus the image of the future that man adopts is not merely an illusion, but an element in the chain of causality. Man, at the present crest of the evolutionary wave, holds the ability for the greatest expression of the higher values of truth, justice, love and beauty. Possibilities are unseen realities. Discuss: Process, Harmony, Intensity and Purpose Non-conscious ideology: ‘The feminist movement’s hearts told them something must be done, but their heads belonged to the culture (paradigm). The tie with the heart has been severed by the need to find equality in terms thatwere originally considered the thing to get away from. ‘The scientific method, and our adoration of it, hhas done somewhat the same thing. Two hundred and fifty years of love affair has provided us with a fatal lapse of memory of 5,000 years of knowledge which was accumulated by other realities and experiences; and these are just as valid sources of information as the scientific method. Some cultures think seven generations ahead while we think in days. EEE EER, Buddhist economies: To obtain the maxinwum of well-being with a minimum of consumption. See next page for basic concepts in ethics. HOMEWORK A/B #28 Boothe and Jacobs: Ties That Bind: Native-American Bel Prepare for first quiz: 3 characteristics of frontier mentality 4 roots of attitudes towards nature 3 possibilities for shift from fromtier to sustainable society 3 characteristics of a sustainable society What is biological imperialism?A SUMMARY OF BASIC CONCEPTS OF ETHICAL THEORY Ethical Theory; from Chapter 2 (pp 17-36), Des Jardins text. ETHIC ‘The word ethics is derived from the Greek word ethos, meaning “customs. customary behavior. general beliefs that guide ETHICAL THEORY These theories make explicit and systematize common beliefs and shared values that are often implicit in specific controversies; they provide a philosophical perspective for a critical examination of our ways of thinking and a common language for discussing and understanding ethical issues; they offer guidance and a means of evaluation. Ethics as they apply to the environment includes what is “good,” what is “right,” and what is “useful.” ‘The traditions are described below: ETHICAL TRADITIONS I, TELEOLOGICAL TRADITION (NATURAL LAW) ‘Traced from ethical views associated with Aristotle (fourth century B.C.) and Thomas Aquinas (thirteenth century A.D), this law/tradition traces its roots to the meaning of teleology: From the Greek word, rlos, meaning “end”; and logos, meaning “discourse” in philosophy, the science or doctrine that attempts to explain the universe in terms of ends or final causes. Teleology is based on the idea that the universe has design and purpose. Teleological perspectives run counter to mechanistic interpretations that rely solely on natural causation; e.g, Darwin's theory of evolution. Aristotelian philosophy, the explanation of, or justification for, a phenomenon or process is to be found not only in the immediate purpose or cause, but also in the “final cause” ~ the reason for which the phenomenon exists or was created. In Christian theology, teleology represents basic argument for the existence of God, in that the order and efficiency of the natural world seem not to be accidental; an ultimate designer must exist in an intelligent world. (“Teleology,” Microsoft® Encarta® Online Encyclopedia 2001; htp://encarta.msn.com ° 1997-2001 Microsoft Corporation. All rights reserved) Teleological perspectives state there is purpose to nature. This “Natural Law” provides a framework for thinking and reasoning about relations between nature and ethics, and it is not without significant philosophical challenges. SPECIAL NOTES ON TELEOLOGY & BIOLOGY: ‘Teleological terms such as “function” and “design” appear frequently in biological sciences. Using the example, “A hawk’s wings are designed for soaring,” wings being “designed” suggests conscious, intelligent actions, and a “designer.” 20Teleological notions were commonly associated with pre-Darwinian views that the biological realm provides evidence of conscious design by a supernatural creator. But even after creationist viewpoints have been rejected by many biologists, there remain various fronts where teleology and biology overlap. Opinions divide over whether Darwin's theory of evolution provides a means of eliminating teleology from biology, or whether it provides a naturalistic account of the role of teleological ideas in science. Many contemporary biologists and philosophers of biology believe that teleological notions are a distinctive and inelisninable feature of biological explanations (Allen, Colin, “Teleological Notions in Biology,” The Stanford Encyclopedia of Philosophy (Summer 1999 Edition}, Edward N. Zalta [ed.; hutp:/ plato stanford.edu/archives/sum1999/entries/russell/).. TL. UTILITARIAN TRADITION From the writings of Jeremy Bentham and John Stuart Mill in the nineteenth century, utilitarian reasoning tells us to maximize the overall good or to produce the greatest good for the greatest number. Ultimately, all acts or decisions are judged in terms of their utility or their usefulness in producing good consequences. ‘A number of standard challenges are raised against utilitarian thinking, including quantifying “the greatest good for the greatest number”; quantifying “the good,” when it is essentially a quality; and measuring intrinsic value. IIL. DrontoLocy From the Greek word for “duty,” this ethical tradition emphasizes the notion of acting on principle rather than consequences. Deontology isthe logic of moral obligation (the study of what is obligatory, permissible, right or wrong), in moral terms. In this viewpoint, central concepts of ethics involve duties and rights. The classic philosophical defense of this view is found in the writings of eighteenth-century philosopher Immanuel Kant. ‘This Kantian ethic states that we can be held responsible only for those things that we can control;e.g., assuming we are intelligent, rational beings, and do not act solely on instinct, we can be held responsible because we have freely chosen or have intended our actions, ‘This view is criticized on the basis of, among other things, the strong human-centered or anthropocentric bias implicit to its tradition, 2SESSION 7 INTRODUCTION Quiz # 1. Review Des Jardins Chapter 2. Discuss types of ethics, especially pointing out the differences between deon, teleo, utilitarian and their founders in preparation for a pop quiz next session. LECTURE/DISCUSSION ‘The planet does not need our help. We need the planet's help. We should learn what it has to teach us about health, being, connectedness, interrelatedness and love. We are the beloved child, we experience sounds, smells, tastes. Reality: the first realty (the world) is our hostess. The second reality is human culture and its beliefs. The first marriage is one we don't want to break. This could be reduced to a political belief; in fact, it has the green politic. Green politics: 1, Work on clarifying one’s own character. 2. Ecology is a major pillar. 3. Coalitions and common ground are found between anti-nukers, feminists, human rights advocates, environmentalists, and so on. 4. Consensus democracy. 5. Permission required to represent the group (to speak for the group). 6. Bio-centric perspective: inherent worth of other species (other than human). 7. Neither left not right, but in front. 8. Discard materialism. 9. Recognize intrinsic value, inherent worth. 10. Non-violent. Read from pages 36 and 37 about deep ecology by Devall (Japanese greens and California greens). Compelling moral arguments should be built upon currently accepted moral tradition, if atall possible. Anthropomorphic: assigning human attributes to non-human things; humanization of personality. Anthropopathic: assigning human feelings to non-human things, Anethic: ecologically, this isa limitation on freedom of action in the struggle for existence. Philoso- phically, i is a differentiation of social from anti-social conduct. 2HOMEWORK A/B # 27 Scott Momaday: A First American’s View. Write a poem. Retention-checking quiz for some recent assignments and discussion: 1. Sorokin suggests a more valid truth is achieved utilizing al three channels of cognition...senses, reason and > (answer invuition) 2. What does Sorokin suggest is the paramount need for human kind at this time in history? (answer: production of unselfish, creative love) 3. What isa Wakan Tanka? (answer: Native Americans’ “Great Mystery”) 4. Does Booth in “Ties that Bind” believe we should exchange western culture for Native- American culture? (answer: no) 2BSESSION 8 INTRODUCTION Collect poetry homework LECTURE/DISCUSSION Discuss centricities: ego-, ideo-, ethno-, anthropo-, eco-, bio-centric Objective truths, in our knowledge, are very small while subjective truths are incredibly large in scope and number. But objective truths in life are infinitely large while subjective truths do not exist. Thisis 4 major problem of the human condition. ‘We all feel that a deer has more feeling than a fish, but is sentience a fair scale for a hierarchy of importance? Objectivity vs. subjectivity: attack ideas, not people. HOMEWORK Research the writing of Jack Forbes. He writes about teaching Native-American values and culture. 24SESSION 9 INTRODUCTION yw Match the following (draw lines connecting each ethics tradition with the best definition and authors): Pop quiz on chapter two, Des Jardins. definition author 1. deomtology AL useful purpose Bi Kant 2. utilitarianism ‘A2 design towards ends B2 Aristotle 3. teleology A3 bill of rights B3 Bentham A4 greatest good B4 Muir AS duty BS Aquinas NOTE: more than one answer from each column may be used. 4. IsNature (a. good, b. bad, c. neither)?; according to Des Jardins? LECTURE/DISCUSSION Deep Ecology This means to ask “deeper” questions (artful2), to question society’s underlying assumptions: To ask why? and how? To apply the golden rule to nature Cultivation of “everything is connected” insight Non-exploitive science and technology Humans need contact with untrammeled wilderness Do “real” work Humans are just another species Achieving another balance Process of looking into ourselves past egocentrism Intrinsic value beliefs Remembering the wisdom men once knew Spiritual ties with the Earth Reverence for all A way of developing new balance between individuals, community, and nature ‘Thinking like a mountain or rain forest Ultimate norms of deep ecology, self realization and bio-centric equality 25The Artful Question Inspires awe and wonder in the recipients Designed as a learning experience for the recipient Non-polarized Doesn’t take sides Non-combative Polite and eloquent Doesn't point a finger or lay blame Concise Organized (asks the question twice) Based on reality, the big picture Visits latent functions and dysfunctions Redirects debate to common ground of concern Inspires reevaluation of society's values Provocative Clever Deals with significant issues Leads to new outlook Can't be answered quickly Reader cannot tell: writer's age, profession, sex, race, status, ethnicity, bias, agenda, or politic The artful question can be guided with an understanding of the varied levels of functions, as we recognize them, which can be broken down into three types: manifest, latent, and latent dysfunction. Ways o explain: viv viv Family therapy: Getting to the real root of the problem The role of the redwoods (nature decides, not loggers or environmentalists) Rockefeller family adults were caught dealing drugs, so they would go directly to jail (0 kids got involved in trafficking) ‘The Miranda Act (more judges, plea bargains, lawyers, crooks back on streets) The automobile (pollution, egos, violence) School (also called the hidden curriculum), Also discuss: Values and the brain. You must become whole and learn to love yourself before you can ever truly. become ethical. HOMEWORK A/B #11 John Muir: A Near View of the Sierra Prepare for second quiz: Green politic; consensus democracy; if goals of moral philosophy are not distinct moral principles, then what? Eleventh Commandment; deep ecology. 26SESSION 10 INTRODUCTION Test # 1. LECTURE/DISCUSSION Discuss Russell’s writing about the global brain, Russell asks for a new way of thinking, and more importantly, a new way of being. ‘The Mind/Spirit Age is beginning and it is moving fast. The mind is our last great frontier. Values is at the heart of the problem we seek to solve, but values go deeper than the good old American Dream. Deep ecology asks: why do we have this particularset of values? Where do they come from? What s‘value? isa philosophical problem. Does nature have ‘value?’ Is inherent worth another intrinsic value? This is another window to at least two levels of reality. How does one step outside of one’s own personal and cultural world view or ideology and compare it with something radically different? ‘The primary types of values we examine when considering whether or not nature has value in and of itself or to itself are: economic, instrumental, and intrinsic values (inherent worth). The three values noted are “assigned” by humans, and their worth relates to values that may exist outside of the influence of man. Discuss the writings of Russell: The Global Brain. Using the world to feed the self is an exploitive mode of consciousness. The sacrifice of long-term goals in the pursuit of short-term benefits isthe antithesis of synergistic behavior. The ego isthe basic force behind capitalism. ‘The ego is the derived self that seeks to be pleased. Does capitalistic advertising prey upon the need to reaffirm an identity? Science and technology are not to blame for ur present critical situation, but how they have been used. Doscience and technology primarily serseindvidua, corporate, and national egos rather than humanityand the planet? Some people might argue that the “system” isto blame for the problems that arise from competitive or ego-centric behavior of individuals or nations, But when today’s crises are viewed in the light of the derived self, it seems just as likely that the shortcomings of society reflect the state of consciousness of the people who compose it, and that the self creates the system rather than the other way around. Russell’s new world view: holistic, non-exploitive, ecologically sound, long-term, global, peaceful, humane and cooperative. 27Discuss the writings of Lester Brown in Saving The Planet. He writes about the natural world operating by its own rules. ‘The part cannot comprehend the whole. You cannot define that which defines you. Examining values of what you are rather than what you want changes paradigmatically our basic character from competition, taking, controlling and hoarding to sharing, giving, aiding, and living harmoniously. What you are becomes more than what you have. If we worry about what people think of us we will never break through the limits of the existing paradigm and, thus, have no chance of changing that which is. Summary: Calvinism as a source of capitalism ‘Wendell Berry suggests the total annihilation of the human race is the ultimate planetary solution. The problem is actually not planetary; this is a diversion. ‘The problem is our lives and how we “live wrong.” We cannot go on dividing right and wrong between guilty producers and innocent consumers. Movements are only movements. The civil rights movement hasn’t given us better communities. The woman’s movement hasn't given us better marriages or better households, The environmental movement has not changed our parasitic relationship to nature. We change our principles, thoughts, words but these changes have no teeth. Our lives go on unchanged. Nature is there. Nature is in control and will stay in control. We only “play” at a game with an inevitable end. ‘We applaud our “good plays” to the patient (and not so patient) patronization of nature, but we have not learned the justice of nature. Theanthropocentric wants tocontrol nature. Theenvironmentalist wants to bein control ofwhat happensto nature. What is interesting is that Nature has no voice in all ofthis only because she has no voice we can hear. ‘When you speak for nature, be certain you have her approval. Our words will probably be fashioned for the here and now because we (mainstream Americans) are not much interested in a future in which ‘we may not participate. Environmentalists were socialized by the very same society they reject. They can only reject that society in attitudes and terms they were taught by that society, and since paradigms are what they are, have never been given the tools to break the logic of its survival in the first place. ‘The master always knozws more than the student (the master swordsman). Discuss: Primary socializers: «how it was? (religion second) how itis? (school second) how it is becoming? (media second) how it could be? A young society languishes in self-aggrandizement and adoration at the expense of wisdom and internal knowledge. (We have nothing to pass on to the future generations but colorized Bogey films. 28Summary: Callicott Fourth and fifth century Greeks were similar to Native Americans. Earth and sky (Gaia and Uranus) were the male and female parents of all natural beings. The Ionian Greeks of the city of Miletus became disenchanted and declared that everything is water or air. Things change because of the struggle between cold and wet with the dry. After 150 years of debate, Democritus came to the atomic theory of matter. All phenomena of nature ae either full or empty, thing or no thing, atom or space. Early in the 17* century atomism was merged with Copernicanism by Newton. This led to Nature being perceived as dead particles without color or smell or taste; physical forces acting on colorless particles of hard dead matter in the 19° Century. Phythagorus had perceived that souls were separate and distinct from the body. It was fallen divinity, incarcerated to the physical world for some unspecified sin. The body was the tomb of the soul and must die for the soul to disentangle and rise to former divine companions. ‘The Pythagorean/Platonic concept of the soul as immortal was revived by Descartes in the 17 Century, and it was popularized much earlier in Christianity. ‘The essential self (perceiving and thinking) is being tempted by and put on trial by the natural world ‘Therefore the natural world must be despised as the source of all misery and corruption, fear, and loathing. So, a human person is a lonely exile, Add to this Cartesian picture the Judaic theme of Genesis and we set the scene for an all out war on Nature! Aristotle offered the natural *hierarchy” in which the world is arranged from higher to lower, and he approved of the slavery system. Lower forms existed for the sake of higher forms, in his estimation. John Fire Lame Deer suggests that the earth, rocks, water and wind are very much alive. Humans are believed to be the only beings possessing selfconsciousness, according to modern beliefs. Lame Deer says Indians consider that human beings have physical bodies and associated spirits, and all other bodily things do as well, including animals, plants, and stones. Reflectively, you cannot perceive another human’s consciousness any more than that of an animal or plant (or any less). The world may be dualistic, but it is not an antagonistic dualism in which body and spirit are in a moral struggle, as with the Phythagorean/Platonic/Cartesian tradition. Black Elk says all things are related as members of one universal family. ‘The “Great Spirit” and “Earth Mother” are concepts shared nearly universally by American Indians. The Ojibwa asked bears to come out and be killed, and they apologized to the bears for killing them for meat and fur. The Indian community social circle included all non-human natural entities in their locale as well as fellow tribesmen and clansmen, One blood flows through all creatures, be they elemental, green, finned, winged or legged, father or mother. The American-Indian posture towards nature was neither as much an ecological or conservative view as it was moral or ethical because they thought the natural world was “enspirited.” ‘Hue labels ethical or moral behavior as motivated by esteem, respect, regard, kinship, affection, and sympathy. Kant regards all behavior motivated by mere inclination (sentiment or feeling) as lacking true moral worth. It must bea “duty” to a concept to be ethical. Leopold says an ethical relationship to land cannot exist without love, respect, and admiration for land, with a high regard for its value. 29ACTIVITY Do a class workshop and discuss each of the following: What is?.. renewable resource? ... the role of redwoods? .a wilderness? ... intuition? ... education? life? . Nature? And what does Nature do? ... truth? communication? ..good and evil? ... the human value compared to worth of animals and plants? va aright? And what are rights? ... progress? ...an ethic? wa coffin? .., creativity? gravity? ... death? ...a sustainable resource? HOMEWORK A/B #8 Holmes Rolston: Values In and Duties To The Natural World. 30American-Indian Perspectives Value Systems Developed by tribal partners of NCSR. 1. Using the chart found on the following pages, “Comparative Value Systems,” have students discuss the difference between values of traditional Indians and contemporary Western people. Also, add other categories or change those listed in a discussion critical thinking session. 2. Discuss how these cultural differences in value systems has led to conflict between local Indians and Western society in the past, and how it has continued to cause conflict between the two groups in present decades. Use local examples (nearby tribes) in the discussion. For example, discuss: > Forcing Indians to live on smaller “rancherias” instead of larger land based “reservations” in their aboriginal territory Impacts of Western environmental exploitation upon Indian tribes’ heritage and culture ast relates to hunting, fishing, and gathering rights; and to ceremonial and religious land use and practices v 7 Contemporary relations between local Native Americans and governmental agencies and industries/ corporations 31COMPARATIVE VALUE SYSTEMS Traditional Native American Everything in Nature has a spirit. Indians revere all things in Nature because they believe God, the Creator, flows through all of creation (that is why they pray before picking a plant). Plants and trees have a spirit and are alive. No plant is a weed. Mankind should live in harmony with Nature and respect it. Conservation must be practiced for survival. Plants and herbs have healing value; they are sacred, Herbal medicines are bette for healing and for health; they are natural Native tribal people have doctors who are called medicine man/woman. They are highly trained people who specialize indifferent kinds of healing and ceremonies; they get their knowledge and skills from studying Nature. Animals, birds, fish, bugs, rocks, reptiles, trees, and plants can be used in healing because they are alive and have a spirit; they can communicate, and they are willing to help humans in healing. “Everything” in Nature is a source of power for healing. ‘There are natural and spiritual laws that govern the use of medicine Native Americans use ancient ceremonies to stay in balance with Nature, and to help Nature (and the environment) stay in balance. 2 Western View Point Only humans have a spirit. ‘Western people go to church for worship; God is in heaven. Nature is not to be worshiped, but used for humankind’s own will and desire; it can be exploited. Plants and trees are inanimate objects; they are valuable only for economic use/economic gain, ‘Many wild plants are noxious weeds. Nature is to be conquered, tamed, and used as a resource and business. Conservation is just now being studied and understood ~ but it is seldom practiced. Plants and herbs have economic value, and some minor healing value. Synthetic and artificial medicines are easier to make, use and sell; they are convenient and profitable. Western doctors are trained people. They get their knowledge and skills by studying books, through laboratory experience, and experimenting on animals and humans; their talent is measured by their expertise in using medical equipment and tools. ‘The creatures in Nature do not have a spirit and are thus not used in healing (but they can be used in experiments to test new effects and methods, test the value of new medicines, and develop techniques). Nature is the enemy and the cause of sickness and disease. It must be conquered, tamed, and controlled. Science is power. Manmade laws govern the use medicine. Western people do not know how to be in balance with Nature; their behavior creates disharmony in Nature and the environment.3. Havestudents conduct research on local Native-American tribes. Require them to turn inan essay or research paper that will provide past or present examples of conflicting values and ethics involving issues and concerns over environmental use. Uselocal examples and other prominentor contemporaryesamples suchasclearcutting and theimpactoflogging ‘upon ceremonial grounds and sacred sites, and bunting and gathering rights of tribes, and similarly, for road construction, recreation, and multiple land use. 4. Use the following articles in discussion, research, or group reports: > Vine, Jr. Deloria. 1988. Ethnoscience. In Winds of Change Magazine. Boulder, CO Vine Jr. Deloria. 1992. Trouble in High Places Erosion of American Indian Rightsto Religious Freedom inthe United States. In Jaimes, M. Annette, The State of Native America. South End Press. Boston. 3SESSION 11 INTRODUCTION Test #2. LECTURE/DISCUSSION Julia Russell suggests a shift from a conqueror to a nurturer society. ‘This fits well with the left Side/right side brain discussion to demonstrate how our culture massages only the left-hand side of the glob of fac. Spretnak suggests a change from ideology of radical feminism to one where men are no longer the enemy. Thisisan evolution from the socialist feminist position. She calls for “spirituality feminists.” Lott (1981) suggests that to label some behaviors as feminine and some as masculine and then to put the two artificial pieces back together (as androgyny researchers do) is to reinforce verbal habits that undermine the possibility of degenderizing behavior. Johnson suggests that liberation of women implies the negation of women if they insist on participating in a male-dominated society, which values: rationality more than intuition emotional control more than expression * toughness more than vulnerability * conquest of nature more thanrespect for it * independence more than interdependence ‘© being right more than admitting wrong Women’s Movement: Includes liberal feminist faction seeks same rights as men, and include smaller factions: ‘radical: men are the enemy © marriage is oppressive M4Socialist Movement: * American capitalist values are the enemy * Culture is the enemy * Anti-paradigmatic # Men are also oppressed © Women are property Men and women must work together HOMEWORK A/B # 53 Charlene Spretnak: States of Grace. 35SESSION 12 INTRODUCTION y Pop quiz on Spretnak assignment. Relating a specific idea from the article, comment on its impact or meaning to you. LECTURE/DISCUSSION, Some eco-feminists such as Gilligan, Noddings, and Ruddick are proponents of an ethic which focuses on relationships, caring, character, and virtue. Julia Russell suggests going from a conqueror society toa nurturer society. Spretnak suggests taking feminism from radical to cultural feminism, and they should be called spiritual feminists. Can women connect with a culture that has been stealing their true identity since they were around 12 years of age? Boys “game” while girls “play.” Why? What is the difference between “play” and “game”? How does the culture prepare us for “reality” in games? Discuss different ways of learning to show how slight shifts in emphasis in teaching can result in more learning by students. Review perspectives of Descartes and Kant and discuss Benthamn’s reply to Kant. NOTE: Bentham was the father of Utilitarianism and originally intended that animals be included in his ethic. Discuss: egoism, altruism; review deontology, teleology, utilitarianism, HOMEWORK A/B #40 Peter Singer: Equality For Animals? 36SESSION 13 INTRODUCTION ie Pop quiz on Singer assignment. 1, Iv is immoral to discriminate against an individual simply because he or she is not a member of one’s own (ace, sex, species, religion, culture)? 2. Singer's focus on animal equality is (thinking, living, suffering, individuality). 3. When discussing “having interests” as a determinant in treatment, he discussed the difference between a schoolboy kicking a stone or a__ (answer: mouse) down the road. LECTURE/DISCUSSION Animal liberation: Speciesism is immoral because it discriminates against one who is not your species. This is similar to sexism or racism. Sentience and suffering are not dependent upon speech (for instance, human infants do not talk). The central nervous system shows many species have the capacity to suffer (could Descartes have known this?) Define: “A new kind of person.” (See session # 23) ARTFUL LETTER ASSIGNMENT Place the class into groups of 34 students. Each group will develop an artful letter. ‘Artful lecers will be written to influential persons in the interest of informed, objective, unbiased, and enlightened views towards resolution of a current ethical dilemma. Using current issues for each assigned topic, each group will collaborate on the contents of a group letter. HOMEWORK Research the writing of Elizabeth Dodson Gray on anthropocentricity. Write a brief summary of her ideas. Choose two of the best examples of thinking, and provide one of your own. 37SESSION 14 INTRODUCTION Collect homework. Artful letters assignment: Each groups’ letters were posted on the class’s listserve (or handed out as printed copy). Students should discuss the various artful letters submitted, and rate them on quality, persuasion, innovation, and ethical content. You can use role playing or other techniques in these discussions. LECTURE/DISCUSSION Animals don’t “think.” Humans are the best examples of animals thinking. Otherwise, we're not animals and are separate from Nature. Which shall it be? Review ethical forms, deontology, teleology, and utilitarianism. Discuss Des Jardins thinking on the followings ideas of “technology” feeding many, but profit being the motive; population excesses not occurring without chemicals; what are “appropriate technologies” in his view? Murray Bookchin isa social ecologist who, along with eco-feminism, sees eco-problemsas the result of certain social problems that celebrate dominance and are out of control. ‘They both consider deep ecology too abstract and too general. We need to ask more than what society does “for” people. We need to ask what it does “to” people. Solving our social problems will solve our environmental problems and vice-versa. Wendell Berry says we should judge family not by the size of their home but by how harmoniously i settles into its environment. Discuss: Sustainable habitat, renewable resources, the role of redwoods (e.g, they are “truly” renewable only if you wait for 1,500 years before you cut them again.) HOMEWORK A/B #13 Gary Nabhan: The Far Outside. 38—_ SESSION 15 INTRODUCTION Solicit comments from the class about this statement: [ti human chauvinism to deny consciousness ofsome ‘form to animals. LECTURE/DISCUSSION ‘An Umbrella Ethic. (See session 28) What isthe best of the ethical forms? What should an overarching, “umbrella” ethic be? Discuss how to select the best ethical forms upon which to build an umbrella ethic. Have students discuss what they think. They will probably select: 1, act utilitarianism and; . mixed. act (or pure act) deontology ~ because these give them the greatest free range to make their own lecisions, Pose these questions to students: But what if you have not accumulated the wisdom to make proper decisions for the greatest number concerned? Perhaps mixed rule deontology would have made a more balanced choice. Is not our nation set up in this way? Rules are offered by the constitution and theBill of Rights. Does the Supreme Court spend time interpreting these rules to the most ethical act or conclusion? What words should we use or not use in an environmental ethic? Consider future, life/nature, non-human community, bio-centric, sustainable, renewable, etc. So far we have seen how close ethical forms have come to an environmental ethic. To summarize: > Aristotle’s teleology meant purposeful end, but he was thinking of nature in service to men, Ifit was expanded to life as entity it becomes an environmental ethic. v Bentham’s wtilitarianism originally meant the greatest amount of good for the greatest number, which was to include animals and/or beings. > Kant’s deontology meant duty to man and man’s purpose. We could convert that to Nature’s purpose. Depak Chopra notes that only one billionth of the stimuli around you is sensed by you or anyone else; and that 10 power oxygen atoms are taken in with each breath, while 10” carbon dioxide atoms are exhaled each time. We are replaced 98% in one year, 100% in four years. Everything in life is conserved, recycled (First Law of Thermodynamics). Thus, [probably have a million atoms of Gandbi in me! Human vs, Nature ethics: Ethics have been more or less based on human values. You can see from our discussions that there ‘were potentially exceptions in the ideas of Aristotle, Kant, and Bentham, but certain human limitations 39