Questions related to Environmental Philosophy
I am a marine scientist with some philosophical training preparing an interactive class with 9 year olds to test in a primary school of Lisbon (>20 children per class, 6 classes). It is part of a sabbatical year activity and my plan is to explore: i) what terms like nature, sustainability and conservation mean to them; ii) what are their main environmental concerns (and why); and iii) what they think they can do about them (and to what effect). My objective is to stimulate reflexive thinking and joint deliberation, through a combination of guiding questions and individual responses, short periods of dialogue on collective findings and moments of individual decision/revision by positioning/re-positioning in space.
If you are interested in philosophy for children (or have strong arguments against it), I would be happy to discuss further the idea and also get tips and information from other experiences:
is it realistic to expect capacity for abstract thinking in young children (my experience as a father and in past interactions with schools is yes)?
can you see such an experiment being in any way detrimental to the participating children (other than the potential 90 min boredom/indifference of a failed class)?
how to involve everyone within a conventional and limited working space, but which is also familiar and easier to maintain focus for longer?
what can be relevant follow-up material or activities that could be pursued with the teacher to extend the activity beyond the 90 mins?
thank you and welcome
Brulle's framework (1996) for classifying environmental discourses (or simply, types of environmentalism) includes conservation, preservation, health, deep ecology, environmental justice, Eco-feminism and other strands of environmental philosophy that developed in the course of history of the environmental movement. I am interested in measures (e.g. scales) of individual environmental philosophy. In other words, can we examine which environmental philosophy an activist espouses?
The importance of integration of Traditional Ecological Knowledge (TEK) into western scientific knowledge system (WS) in NRM has been globally recognised. There has been a lot of research exploring the Indigenous traditional knowledge for environmental management. While sharing many research topics such as environmental philosophy in Indigenous culture and Indigenous participation, the research in different parts of world would have different focuses and interests. For example, in central Australia, where Indigenous people have always a close connection with the desert, such Indigenous traditional knowledge is closely associated with “desert knowledge”. In Taiwan, many studies focus on the relations (including conflicts) between indigenous traditional knowledge and modern environmental management approaches. In China, a lot of studies have concentrated on traditional knowledge protection.
It is believed that the indigenous knowledge from different indigenous communities in different countries would have some differences and similarities. Different researchers from different cultural backgrounds would also have different observations and perspectives on these issues. A comparative study, which involves researchers from different backgrounds, therefore, would be helpful to understand different indigenous cultures and therefore contribute to the integration of traditional knowledge into modern sciences to find the solutions for global environmental crises.
However, there are still some key issues associated with such comparative study, such as: distinction of the role of TEK in NRM and the implication of integration of TEK into WS for NRM practice, research/practice gaps, and appropriate approaches….
Therefore I would like to ask these questions and expect to get answers, comments and ideas from you. Thank you.
1) How do you say the role of TEK in NRM and the implication of integration of TEK into WS for NRM practice? Any examples?
2) What should be done in future research to bridge different TEKs to contribute to fighting against global environmental crises? What are research gaps here?
3) What do you think appropriate approaches /methodologies for such comparative study would be?
I am undertaking research into concern for the natural environment and I wondered if anyone could suggest models of environmental concern that I should investigate? My main interests are concerned with the psychological interaction of humans with the natural environment.