Conclusion: The Promise of a Delighted Environmental Ethic

2021 ◽  
pp. 248-278
Keyword(s):  
2005 ◽  
Vol 30 (1) ◽  
pp. 39-54
Author(s):  
Katherine Metzo
Keyword(s):  

2009 ◽  
Vol 14 (1) ◽  
pp. 1-13 ◽  
Author(s):  
Scott A. Davison

2004 ◽  
Vol 8 (2-3) ◽  
pp. 227-242
Author(s):  
Christine Benton ◽  
Raymond Benton

AbstractIn this paper we argue for the importance of the formal teaching of environmental ethics. This is, we argue, both because environmental ethics is needed to respond to the environmental issues generated by the neoliberal movement in politics and economics, and because a form of environmental ethics is implicit, but unexamined, in that which is currently taught. We maintain that students need to become aware of the latent ethical dimension in what they are taught. To help them, we think that they need to understand how models and metaphors structure and impact their worldviews. We describe how a simple in-class exercise encourages students to experience the way metaphors organize feelings, courses of action, and cognitive understandings. This is then intellectualized by way of Clifford Geertz's concept of culture and his model for the analysis of sacred symbols. From there we present a brief interpretation of modern economics as the embodiment of the dominant modern ethos. This leads into a consideration of ecology as a science, and to the environmental ethic embodied in Aldo Leopold's "Land Ethic." We close with a personal experience that highlights how environmental teaching can make students aware of the presence of an implicit, but unexamined, environmental ethic.


2014 ◽  
Vol 31 (4) ◽  
pp. 73-99
Author(s):  
Mohammad Khalil Elahee

The challenge of global climate change requires a radical change in our understanding of environmental issues, for its causes are linked to our dominant development model and its impact is significant at the grassroots level. Addressing energy production and consumption remains at the heart of any feasible solution. In this article, I define energy management (EM) as a systemic and systematic endeavor to optimize energy use through engineering and management tools in order to achieve political, economic, and environmental objectives. I also discuss what underpins EM’s ethical dimension, focusing on sustainability, and critically analyze the Islamic perspective to elaborate a value-based, universally acceptable, realistically applicable, and objective environmental ethic. By using EM as a vehicle toward sustainability, hence addressing climate change, I evaluate the outcomes of such a radical change in our understanding of environmental issues. I conclude by investigating whether a difference in vision with regard to faith and the hereafter can hinder a common engagement. Evidence is also sought from relevant specialist studies by non-Muslims, in which such Islamic principles as ordering the good and prohibiting the evil, ijmā‘, istiḥsān, istiṣḥāb, or istiṣlāḥhave been implemented to a given extent in all but name.


2020 ◽  
Vol 18 (2) ◽  
pp. 83-108
Author(s):  
Charles Dorn

In 1975, the United Nations, under the auspices of its Educational, Scientific and Cultural Organization (UNESCO) and Environment Program (UNEP), established the International Environmental Education Program (IEEP). For two decades, IEEP aimed to accomplish goals ascribed to it by UNESCO member states and fostered communication across the international community through Connect, the UNESCO-UNEP environmental education newsletter. After reviewing UNESCO’s early involvement with the environment, this study examines IEEP’s development, beginning with its conceptual grounding in the 1968 UNESCO Biosphere Conference. It examines the 1972 United Nations Conference on the Human Environment held in Stockholm, moves on to the UNESCO-UNEP 1975 Belgrade Workshop, and continues with the world’s first intergovernmental conference dedicated to environmental education held in Tbilisi in 1977. The paper then uses Connect to trace changes in the form and content of environmental education. Across two decades, environmental education shifted from providing instruction about nature protection and natural resource conservation to fostering an environmental ethic through a problems-based, interdisciplinary study of the ecology of the total environment to adopting the concept of sustainable development. IEEP ultimately met with mixed success. Yet it was the primary United Nations program assigned the task of creating and implementing environmental education globally and thus offers a particularly useful lens through which to analyze changes in the international community’s understanding of the concept of the environment over time.


Author(s):  
Yi Jonathan Chua

Xunzi’s philosophy provides a rich resource for understanding how ethical relationships between humans and nature can be articulated in terms of harmony. In this paper, I build on his ideas to develop the concept of reciprocal harmony, which requires us to reciprocate those who make our lives liveable. In the context of the environment, I argue that reciprocal harmony generates moral obligations towards nature, in return for the existential debt that humanity owes towards heaven and earth. This can be used as a normative basis for an environmental ethic that enables humanity and nature to flourish together.


Author(s):  
William Edelglass

Buddhism is a vast and heterogeneous set of traditions embedded in many different environments over more than two millennia. Still, there have been some similar practices across Buddhist cultures that contributed to the construction of local Buddhist environments. These practices included innumerable stories placing prominent Buddhist figures, including the historical Buddha, in particular places. Many of these stories concerned the conversion of local serpent spirits, dragons, and other beings associated with a local place who then themselves became Buddhist and were said to protect Buddhism in their locales. Events in the stories as well as relics and landscape features were marked by pillars, reliquary shrines (stupas), caves, temples, or monasteries that often became the focus of pilgrimage or considered particularly auspicious places for Buddhist practice, where one could encounter buddhas and bodhisattvas. Through ritual practices such as pilgrimage, circumambulation, and offerings, Buddhists engaged environments and their local spirits. Landscapes were transformed into Buddhist sites that were mapped and made meaningful according to Buddhist stories and cosmology. Farmers, herders, traders, and others in Buddhist cultures whose livelihood depended on their environments engaged the spirits of the land, whose blessings they needed for their own good. Just as they transformed the meaning of local environments, Buddhists also transformed the material environment. In addition to building monasteries, stupas, and other religious structures, Buddhist monastics developed administrative and engineering expertise that enabled large-scale irrigation systems. As Buddhism spread through Asia, it brought agricultural technologies that created the watery landscapes enabling rice production and increasing the agricultural surplus that made possible large monasteries and urbanization. In the last decades of the 20th century and the first decades of the 21st, eco-Buddhist scholars and practitioners have found resources in Buddhist traditions to construct a Buddhist environmental ethic. Some have argued that concepts such as dependent origination, the ethics of loving-kindness and compassion, and other ideas from classical Buddhist traditions suggest that Buddhism has always been particularly attuned to the environment. Critics have charged that eco-Buddhists are distorting Buddhist traditions by claiming that premodern traditions were responding to contemporary environmental concerns. Moreover, they argue, Buddhist ideas such as dependent origination, or its more environmentally resonant interpretation as “interdependence,” do not in fact provide a satisfying grounding for an environmental ethic. Partly in response to such critics, much scholarly work on Buddhism and the environment became more focused on concrete phenomena, informed by a variety of disciplines, including anthropology, archaeology, place studies, art history, pilgrimage studies, and the study of activism. Instead of focusing primarily on universal concepts found in ancient texts, scholars are just as likely to look at how local communities have drawn on Buddhist ontology, ethics, cosmology, symbolism, and rituals to develop Buddhist responses to local environmental needs, developing contemporary Buddhist environmentalisms.


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