Ess Topic 7 Environmental Value Systems
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The document discusses environmental value systems and their influences, emphasizing cultural, economic, and socio-political factors. It examines how various environmental philosophies shape perspectives and decisions on issues like pollution and deforestation, illustrated by historical events such as the Bhopal disaster and Rachel Carson's 'Silent Spring.' Additionally, it includes assignments encouraging comparison of environmental value systems across different societies and personal reflection on individual environmental beliefs.
Ess Topic 7 Environmental Value Systems
- 2. 7.1.1: What is an environmental value system? •How we see/value environmental issues •Influences include: •culture (including religion) •economy •socio-politics “State what is meant by an environmental value system.” (1) •System = inputs and outputs: •Inputs: education, religious doctrine, media •Outputs: decisions, perspectives , action •How we see/value environmental issues •Influences include: •culture (including religion) •economy •socio-politics •Ecosystems can cross borders leading to conflict •ie: whaling, wildlife protection/hunting areas
- 3. 7.1.2: Environmental philosophies“Outline the range of environmental philosophies with reference to figure 6.” (2) (page 38) What is your environmental philosophy? Circe (pencil) 3 points on the list that apply to you. Be prepared to explain why you chose these points.
- 5. 7.1.3: How does philosophy influence environmental decisions? How do these philosophies perceive and deal with: • Air pollution from cars • Water pollution from factories • Deforestation • Nuclear power • More examples... (Article: GM Food by Prince Charles)... Can you identify where in the world some of these issues are taking place due to the philosophy of their leaders/policy makers/government? “Discuss how these philosophies influence the decision making process with respect to‑ environmental issues covered in this course.” (3)
- 6. Where do these people fit? Do you agree with all they have to say? •Craig Venter: Founder of the Institute for Genomic Research •Wade Davis: Explorer for National Geographic •Bjorn Lomborg: Professor of political science •Jane Goodall: Naturalist and Conservationist (11:45) •GM: Dairy Farmer (itunes movies)
- 7. 7.1.4: Historical influences Minamata: •Between 1932-1968, a Japanese fertilizer factory dumped ~27 tons of murcury compounds ... click for more Rachel Carson’s Silent Spring •published 1962, warns of environmental damage. Her book facilitated the ban of DDT in 1972... Bhopal •1984, Pesticide producing factory in Bhopal, India leaked toxic gas killing thousands and leading to long term problems ... click for more Chernobyl •1986, Nuclear power plant in Ukraine explodes due to errors made by technicians ... click for more Beijing Olympics •2008, The world looks on as China cleans up for the olympic games... ... click for more This list goes on... One important point is to see how these “Outline key historical influences on the development of the modern environmental movement” (2)
- 8. Minimata • 1956 • Japan • Disease caused by mercury poisoning from factory polluting the bay • Bioaccumulation & biomagnification • Demonstrated link between human health and pollution
- 9. Silent Spring Spring • 1962 book by Rachel Carson • USA • showed link between pesticide use and ecosystem health • raised awareness of Americans • beginning of the end: DDT
- 10. 3-Mile Island • 1979 • Pennsylvania, USA • Near meltdown of nuclear power plant • Decrease in belief of safety of nuclear energy industry • Lead to heavy regulation of nuclear industry
- 11. Love Canal • 1976-1978 • Niagara Falls, NY • School built on former toxic waste dump • Dangers denied for a long time • Only came clear after grass- roots activism
- 12. Bhopal • 1984 • Union Carbide plant in India • Gas leak at night killed 1,000’s of people • Union Carbide escaped criminal penalties • brought about realization that ‘ugly’ side of industrialization happens in impoverished areas
- 13. Chernobyl • 1986 • Ukraine (USSR then) • worst nuclear disaster • complete meltdown released radioactive waste over Europe • demonstrated that environmental issues are not national issues
- 14. Save the Whales the Whales • 1986 • global, but Japan, Iceland, & Norway are flash points • commercial whaling ban to reduce the number killed annually • showed international cooperation can achieve something • still has weaknesses - voluntary
- 15. Sand County Almanac Almanac • 1949 book by Aldo Leopold • USA • described relationship between people and the land • landmark in conservation movement • inspired people to protect the natural resources for their own sake (not just economic benefits)
- 16. 7.1.5: Comparing environmental value systems Assignment: Create an essay, or presentation, or power point... the choice is yours. •Requirements: •Present the similarities and differences between the environmental value systems between two societies. •Examples: •Buddhist and Christian societies •Early Swahili and Early Colonial societies •American Indians and European pioneers •Hint: Start by thinking about very different societies. Then look at the similarities. “Compare and contrast the environmental value systems of two named societies” (3)
- 17. 7.1.6: My beliefs! Speech •5 minutes •Note cards optional •Hand in an outline (less than 2 pages). •Use environmental philosophies discussed to support your viewpoint. •General outline: • Introduction: Brief introduction to your viewpoint with stating 3 main supporting points • Body: Each point individually presented in detail • Conclusion: “In conclusion...” y your personal viewpoint on environmental issues” (3)
Editor's Notes
- #3: This is a particular world view or set of paradigms that shapes the way an individual or group of people perceive and evaluate environmental issues. This will be influenced by cultural (including religious), economic and socio ‑ political context. An environmental value system is a system in the sense that it has inputs (for example, education, cultural influences, religious doctrine, media) and outputs (for example, decisions, perspectives, courses of action) determined by processing these inputs. Int: Ecosystems may often cross national boundaries and this may lead to conflict arising from the clash of different value systems about exploitation of resources (for example, ocean fishing and whaling).
- #4: see figure 6 in syllabus (essential)
- #5: see figure 6 in syllabus (essential)
- #8: Consider major landmarks, for example, Minamata, Rachel Carson’s Silent Spring, Bhopal, whaling (Save the Whale), Chernobyl, leading to environmental pressure groups, both local and global, the concept of stewardship and increased media coverage raising public awareness.
- #17: The societies chosen should demonstrate significant differences, for example: * First Nation Americans and European pioneers operating frontier economics, which involved exploitation of seemingly unlimited resources * Buddhist and Judaeo ‑ Christian societies * Communist and capitalist societies.
- #18: Students should be encouraged to reflect upon where they stand on the continuum of environmental philosophies with regard to specific issues arising throughout the syllabus, for example, population control, resource exploitation, sustainable development, and so on. Int: The environmental philosophy of an individual, as with that of a community (see 7.1.1), will inevitably be shaped by cultural, economic and socio-political context. Students should recognize this and appreciate that others may have equally valid viewpoints (aims 4 and 7).