Questions related to Environmental Ethics
Thus far, the international community has not reached a consensus on the legality of unilateral commercial space mining activities and the approach to carrying out such activities. The unilateral commercial space mining regime as established in the domestic laws of the USA, Luxemburg, Japan, and the United Arab Emirates generates not only legal debate but also environmental concerns. operations on the surface of the moon could exacerbate lunar dust migration and loft dust onto the lunar orbits. Debris streams arising out of asteroid mining could threaten satellites in the orbits of the Moon and Earth, and asteroid mining will change the trajectories of asteroids and could lead to an Earth impact. Large-scale space mining could result in physical or chemical changes to regolith on celestial bodies which could not only adversely influence scientific investigation but also future human settlement. The issues could also arise regarding the possible spills and contamination arising out of the use of nuclear energy on celestial bodies, changes to landscape and ice deposits, and possible microbial contamination on some celestial bodies such as Mars. In the existence of legal uncertainty regarding space mining in the international community, do we need to formulate environmental ethics to guide space mining operations in the solar system? I finish a research article on this topic, Please refer to
Preprint Environmental Ethics.
Regarding the advances in this theory which stresses the practice of environmental virtues and flourishing, how can it offer workable solutions in case of ethical dilemmas (such as the necessity to build a dam to save people's lives and the necessity to keep biodiversity in the targeted bioregion)?
In other words, can someone who is unable to have an embodied experience in remote wild geographies form ample pictures about them in his/her academic papers and thesis? Or, is traveling to those places a must?
Hey out there, I am currently wondering what journals exist that focus on
1. Environmental Justice
2. Environmental Ethics
and which ones are best. Suggestions to the fore, please :-)
In explaining the nature of the Environmental Crisis in Africa, Segun Ogungbemi has argued pollution of our water. Critically discuss any 5 ways in which development in Modern Africa has polluted our water, outlining how these factors can be overcome.
1. In the wake of the series of global environmental changes (climate change, ozone layer depletion, biodiversity loss, air, and water pollution), do we still agree that environmental ethics is still a concept to be considered paramount to environmental sustainability in the century? Can you rate its relevance and give your reasons?
2. Could you give an example or a description of how environmental ethics and principles apply to the solution of environmental problems?
I would like to conduct research on the financiarisation of nature related to environmental ethic theories through interview method. Please let me know if you know anything relating to this subject.
Where I live there is a large park that has a picnic/barbecue facility that can be freely used and is mostly used by people from the local area (upper middle class) living within walking distance of the park. Some users of the facility invariably leave their garbage on or around the picnic table even though there’s a garbage bin right at the facility.
The Christian tradition has always emphasized prudence, courage, temperance, justice (the four classical virtues), faith, hope, and love (the three theological virtues).
Currently, we are witnessing the polarization of industrial countries along party lines without any cross-over from one party, or the other and decisions are based on a simple majority rule. Such a winner-takes-all attitude is expected to have profound implications on the welfare of the bottom sixty percent of the population. The downward spiral of policies (economic, political, social, moral, environmental, and ethical) that affect lives of the people on either side of the political spectrum (Labor/Conservative party in U.K. - Parlimentary democracy and Liberal/Conservative parties in the U.S.-Constitutional democracy) are frightening, to say the least. Such a state affairs, not only makes democratic governance ineffective, but also cuts at the core of democracy. What does this mean for the future of democracy as a pillar of economic development? Does the scenario painted above suggest the need for a viable third party?
To tackle the increasing problems of draw down, depredation and degradation (pollution) of environmental resources we are trying to promote green products, green processes, green technologies, green industry. More importantly we are sensitizing people to adopt green lifestyle, green culture and green consumerism to shrink our ecological footprint and to make a peace with our Mother planet Earth. But it's easier said than done! How 'green' is green enough? How good is good enough? Please elucidate with informative thoughts, insights and illustrative inputs.
Mother Nature has developed all life forms, processes, methods, tools, techniques, algorithms that are time-tested and developed as a result of experiments, trials and optimization in her grand laboratory. There is no pollution, no waste, no energy crisis, no material crunch in Nature. She can offer the principles of sustainability, efficiency, sufficiency and solutions to all sorts of environmental problems that humanity is facing now and years to come.
I expect an enriching and insightful exchange of ideas and informative resources from RG friends and researchers.
PLEASE NOTE: this research is for research in The Netherlands, the UK and Sweden only- while potentially we could expand it to other countries, these three countries are a limit for now.
I am writing an ERC Consolidator Grant 2017 proposal provisionally titled 'Environmental Education: Evaluation of European Education Programs from an Ecocentric Perspective. If there are any interested partners in the field of environmental education and education for sustainable development in The Netherlands, the UK and Sweden, could you please email me with the expression of your interest and experience in this area? Please see short summary below:
This research will investigate the measures of success of environmental education (EE) and education for sustainable development (ESD) in a comparative European context from an ecocentric perspective. EE refers to formally organized programs that take place in schools or protected nature areas, promoting environmental awareness, encouraging sustainable behaviours, and disseminating specific kinds of knowledge about environment. Ecocentric perspective refers to an ethical position that human beings are part of ecosystem, and that integrity of an ecosystem is essential to environmental sustainability. Earlier practice of EE was often instructed by the ecocentric position. Although varying in national contexts, EE was mostly targeted at enabling social change towards green economy and a more sustainable society as well as promoting environmental awareness and positive ecological attitudes characteristic of an ecocentric perspective. The Belgrade Charter identifies the goal of environmental education as: “To develop a world population that is aware of, and concerned about, the environment and its associated problems, and which has the knowledge, skills, attitudes, motivations and commitment to work individually and collectively toward solutions of current problems and the prevention of new ones.” This type of education corresponded with ecocentric aims of safeguarding environmental sustainability for humans and nonhumans alike, and included conservation education, outdoor education, education for deep ecology, post-humanist education, and animal rights education. These types of EE typically combined care for individual animals, entire habitats, as well as people, thus focusing on unity between environmental ethics, animal welfare, and human interests.
Since the completion of the Decade of Education for Sustainable Development (2005 – 2014) initiated by UNESCO many EE scholars have hailed the emergence of the education for sustainable development (ESD) as a progressive transition in the field. Yet, there are very few studies providing empirical evidence of efficacy of EE/ESD in cross-European perspective as far as developing a population ‘that is aware of, and concerned about, the environment and its associated problems’. Also, a large part of ‘sustainability’ education is dominated by anthropocentric concerns intertwined with social and economic objectives, placing environmental protection, at best, as one of many possible positions .
This research aims to address both theoretical as well as practical implications of EE and ESD (further referred to as EE/ESD) practice through cross-European comparison.
The question is related to my research about the emergence and dynamics of 'green' markets in Brazil. I tend to deal with it in a 'idealist/culturalist' fashion, assuming changes that progressive changes in values, morals and in social institutions, more broadly, somehow implicate in changes in social practices. In my view, this implicated in contentious processes, though which shifts in practices are gradually enhanced and that may generate situations of major societal crises.
Can anyone recommend literature on application of deep ecology (Arne Naess) in education? I am familiar with the 1990's works by Dolores LaChapelle, but not more contemporary sources. I would be also interested in co-authering an article on this subject
Collapse of the marsh ecosystems of southern Iraq after 1991 forced hundreds of thousands of people into urban slums, and led to contamination of the remaining water supply. We will establish three test beds to see whether brackish water returned from oil drilling and refining can be used to construct new salt marshes. These will filter water, provide forage for livestock, create habitat for fish nurseries, and give new economic opportunities.
Does anyone have examples of university level student assessments that could double as deliverable for students to use in marketing their skills? For example, an environmental impact assessment course could have a mock EIS, a GIS course could have a map set, etc.
While those examples have clear "products" that double as assessments, I'm looking to try to integrate something like this for an Environmental History and Ethics Course (upper level undergraduate).
Environmental jurisprudence is currently a rather unclear and evolving area of law. It is my view that clarity and thorough understanding of its scope can compliment the widely used environmental activism mechanism... It would be nice to have your views on this.