What do we mean when we speak about and advocate for ‘nature’? Do inanimate beings possess agency, and if so what is its structure? What role does metaphor play in our understanding of and relation to the environment? How does nature contribute to human well-being? By bringing the concerns and methods of phenomenology to bear on questions such as these, this book seeks to redefine how environmental issues are perceived and discussed and demonstrates the relevance of phenomenological inquiry to a broader audience in environmental studies. The book examines what phenomenology must be like to address the practical and philosophical issues that emerge within environmental philosophy, what practical contributions phenomenology might make to environmental studies and policy making more generally, and the nature of our human relationship with the environment and the best way for us to engage with it.
This book explores alternative ways of understanding our environmental situation by challenging the Western view of nature as purely a resource for humans. Environmental Consciousness, Nature and the Philosophy of Education asserts that we need to retrieve a thinking that expresses a different relationship with nature: one that celebrates nature's otherness and is attuned to its intrinsic integrity, agency, normativity and worth. Through such receptivity to nature's address we can develop a sense of our own being-in-nature that provides a positive orientation towards the problems we now face. Michael Bonnett argues that this reframing and rethinking of our place in nature has fundamental implications for education as a whole, questioning the idea of human "stewardship" of nature and developing the idea of moral education in a world of alterity and non-rational agents. Drawing on and revising work published by the author over the last 15 years, this book will be essential reading for students and scholars of environmental studies, environmental education, and the philosophy of education.
In the coming decades, the general public will be required ever more often to understand complex environmental issues, evaluate proposed environmental plans, and understand how individual decisions affect the environment at local to global scales. Thus it is of fundamental importance to ensure that higher quality education about these ecological issues raises the environmental literacy of the general public. In order to achieve this, teachers need to be trained as well as classroom practice enhanced. This volume focuses on the integration of environmental education into science teacher education. The book begins by providing readers with foundational knowledge of environmental education as it applies to the discipline of science education. It relates the historical and philosophical underpinnings of EE, as well as current trends in the subject that relate to science teacher education. Later chapters examine the pedagogical practices of environmental education in the context of science teacher education. Case studies of environmental education teaching and learning strategies in science teacher education, and instructional practices in K-12 science classrooms, are included. This book shares knowledge and ideas about environmental education pedagogy and serves as a reliable guide for both science teacher educators and K-12 science educators who wish to insert environmental education into science teacher education. Coverage includes everything from the methods employed in summer camps to the use of podcasting as a pedagogical aid. Studies have shown that schools that do manage to incorporate EE into their teaching programs demonstrate significant growth in student achievement as well as improved student behavior. This text argues that the multidisciplinary nature of environmental education itself requires problem-solving, critical thinking and literacy skills that benefit students’ work right across the curriculum.
Climate change, habitat loss, rising extinction rates - such problems call for more than just new policies and practices. They raise fundamental questions about the world and our place in it. What, for instance, is the natural world? Do we humans belong to it? Which parts of it are we morally obliged to protect? Drawing on an exceptionally wide range of sources, from virtue ethics to Buddhism, leading environmental philosopher Simon P. James sets out to answer these vitally important questions. The book begins with a discussion of animal minds, before moving on to explore our moral relations with non-human organisms, ecosystems and the earth as a whole. James then considers environmental aesthetics, humanity's place in the natural world and the question of what it means to be wild. In the concluding chapter, he applies his findings to the topic of global climate change, building a strong moral case for urgent action. This accessible, entertainingly written book will be essential reading for students of the environment across the humanities and social sciences. It will, moreover, be an ideal guide for anyone keen to deepen their understanding of environmental issues.
This book is a rigorous, yet accessible introduction into the current philosophical discourses underpinning practices of environmental education. It provides a comprehensive theoretical framework, relating philosophical key issues and educational concerns in an intrinsic manner, against the background of current practices and policies. While the issues discussed are complex and abstract, the book is readable for a general audience.
The first comprehensive treatment of environmental philosophy, going beyond ethics to address the philosophical concepts that underlie environmental thinking and policy-making today Encompasses all of environmental philosophy, including conservation biology, restoration ecology, sustainability, environmental justice, and more Offers the first treatment of decision theory in an environmental philosophy text Explores the conceptions of nature and ethical presuppositions that underlie contemporary environmental debates, and, moving from theory to practice, shows how decision theory translates to public policy Addresses both hot-button issues, including population and immigration reform, and such ongoing issues as historical legacies and nations' responsibility and obligation for environmental problems Anchors philosophical concepts to their practical applications, establishing the priority of the discipline's real-world importance
In this newly revised and greatly expanded edition of Heidegger and the Earth, the contributors approach contemporary ecological issues through the medium of Heidegger's thought.
This work introduces the reader to the central issues and theories in western environmental ethics, and against this background develops a Buddhist environmental philosophy and code of ethics. It contains a lucid exposition of Buddhist environmentalism, its ethics, economics and Buddhist perspectives for environmental education. The work is focused on a diagnosis of the contemporary environmental crisis and a Buddhist contribution to positive solutions. Replete with stories and illustrations from original Buddhist sources, it is both informative and engaging.
What is religion? How does it work? Many natural abilities of the human mind are involved, and crucial among them is the ability to use language. This volume brings together research from linguistics, cognitive science and neuroscience, as well as from religious studies, to understand the phenomena of religion as a distinctly human enterprise. The book is divided into three parts, each part preceded by a full introductory chapter by the editors that discusses modern scientific approaches to religion and the application of modern linguistics, particularly cognitive linguistics and pragmatics. Part I surveys the development of modern studies of religious language and the diverse disciplinary strands that have emerged. Beginning with descriptive approaches to religious language and the problem of describing religious concepts across languages, chapters introduce the turn to cognition in linguistics and also in theology, and explore the brain's contrasting capacities, in particular its capacity for language and metaphor. Part II continues the discussion of metaphor - the natural ability by which humans draw on basic knowledge of the world in order to explore abstractions and intangibles. Specialists in particular religions apply conceptual metaphor theory in various ways, covering several major religious traditions-Buddhism, Christianity, Hinduism, Islam and Judaism. Part III seeks to open up new horizons for cognitive-linguistic research on religion, looking beyond written texts to the ways in which language is integrated with other modalities, including ritual, religious art, and religious electronic media. Chapters in Part III introduce readers to a range of technical instruments that have been developed within cognitive linguistics and discourse analysis in recent years. What unfolds ultimately is the idea that the embodied cognition of humans is the basis not only of their languages, but also of their religions.
