Numeracy and Sustainability

Total Page:16

File Type:pdf, Size:1020Kb

Numeracy and Sustainability ETHICS IN SCIENCE AND ENVIRONMENTAL POLITICS 2003, 83–91 Published November 20 ESEP PAPER Numeracy and sustainability John Cairns, Jr.* Department of Biology, Virginia Polytechnic Institute and State University, Blacksburg, Virginia 24061, USA ABSTRACT: Sustainable use of the planet is based on the assumption that humankind can maintain conditions suitable for inhabiting the planet indefinitely. No robust evidence supports this assump- tion nor rejects it, and adequate evidence on this issue may not be available for centuries. Numeracy is the ability to use or understand numerical techniques of mathematics. Even if adequate numerical data were available, the important decisions humankind makes regarding sustainable use of the planet should not be guided by numerical information alone, such as economic numbers, but by eco- and sustainability ethics, which provide a values framework that indicates how the numbers should be used and interpreted. KEY WORDS: Sustainability · Numeracy · Eco-ethics · Sustainability ethics · Sustainable develop- ment Resale or republication not permitted without written consent of the publisher The trouble with our times is that the future is not what it used to be. Paul Valery INTRODUCTION and interpreted. The emphasis on severely limited numbers is a major weakness of the United Nations Sustainable use of the planet is based on the Commission on Environment and Development (1987) assumption that humankind has the right to alter the report, which focused on development (commonly planet so that human life can inhabit Earth indefinitely. regarded as synonymous with growth). Development In doing so, environmental conditions of the planet is just one metric valued by one species. Sustainability may be shifted so that they are optimal for one species, involves a variety of metrics for a complex, multivariate but not necessarily for all species or even a majority of living system called the interdependent web of life. species now alive. Clearly, humankind does not value Sustainability is the study of patterns involving all all life equally. Sustainability is based on the assump- forms of life and the conditions necessary for them to tion that acceptable environmental conditions can be flourish as a community. One can place an infinite maintained. The assumption has not been validated, value on human life and on other life forms as well. nor is it likely to be for centuries, if ever. Numeracy is One can place an infinite value on one’s own life but be the ability to use or understand numerical techniques willing to sacrifice it to protect one’s offspring. This of mathematics (a useful introduction is available in example illustrates that there can be more than one Bartlett 1994). However, the important decisions value for infinity. Sustainability involves a similar humankind makes should not be based on numbers, situation — humankind must place infinite value on even economic numbers, but rather on eco- and personal life, on the lives of its future generations, and sustainability ethics, which provide a values frame- on those of other life forms. Balancing these seemingly work that indicates how the numbers should be used incompatible values will never be fully achieved since *Email: [email protected] © Inter-Research 2003 · www.int-res.com 84 ESEP 2003:83–91 life consists of dynamic and stochastic events that will calculated by dividing the growth rate into 70. A 2 % frequently alter the factors affecting this precarious population growth rate per year (considered modest balance. Sustainability policies may be developed for these days) results in a doubling time of 35 years. An individual components (e.g. agriculture, transporta- island with a carrying capacity of 256 people would be tion, energy, communities, fisheries), but achieving in deep trouble with a single doubling. By ignoring sustainability will not be possible unless the policies simple numbers, humankind places itself at great risk. are integrated into a master policy and plan that does not adversely affect other components. Numeracy will be helpful in establishing component balancing. ECOLOGICAL FOOTPRINTS The average ecological footprint of a North Amer- USING AVAILABLE NUMERICAL DATA ican (essentially the amount of land that would be nec- essary to support a defined economy sustainably at its Numbers influencing sustainability are simple and current material standard of living) is 4 to 5 hectares straightforward but are either ignored or misunder- (Wackernagel & Rees 1996). At a 2 % annual human stood by policy makers and the general public. As a population growth rate, 8 to 10 hectares would be need consequence, unethical and unsustainable practices in 35 years to maintain the footprint size. On a finite and behaviors are termed ‘practical,’ ‘essential,’ ‘good planet, unrestrained exponential growth is idiocy! for the economy,’ ‘compassionate,’ and even ‘reli- The Netherlands (National Institute for Public gious.’ Arguably, the greatest threat to sustainability is Health and Environmental Protection 1992) has a the misinformation on the dangers of human popula- smaller ecological footprint (3.32 hectares per capita) tion growth (Bartlett 1998). As Bartlett (1998) notes, the than the US and Canada, but a standard of living more optimistic the prediction the greater the proba- above the average for the entire planet. However, even bility that the prediction is based on faulty arithmetic a small population growth rate can quickly reduce the or no arithmetic at all. The human population cannot available hectares per capita. At a 1 % annual human continue to grow exponentially and indefinitely on a population growth rate, the doubling time would be finite planet. The debate on population growth began approximately 70 years. The ecological footprint size over 200 years ago with Malthus’ (1798) insightful pub- would be reduced to 1.66 hectares per capita in the lication. At the root of this controversy is the denial of Netherlands (and consequently a much lower standard limits. Hardin (1993) provides a superb illustration of living) if the resource base remained constant. This (starting with a single lily pad of a specific size in a situation would result in halving the per capita pond of a specific size and a specific rate of increase) of resources if the resource base were not doubled. Obvi- how rapidly a limit can be reached when exponential ously, humankind cannot send the entire population growth occurs even when no problem is apparent at ‘surplus’ to other planets during the 70-year doubling present. This illustration could be applied to a popula- time. tion of any species on the planet — including humans. In stark contrast, the ecological footprint size in India When will the pond be covered with lily pads? Assum- is 0.38 hectares per capita (Wackernagel & Rees 1996). ing a daily doubling rate, the capacity will be reached Worse yet, the estimated footprint size of the average on the 30th day. However, the pond would only be half person in India in the bottom 50% of income earners is covered on the 29th day. Seeking new resources will roughly 0.2 hectares per capita (Wackernagel & Rees not avert reaching the limits since doubling the size of 1996). Thus, the present condition is already unsatis- the pond will only postpone saturation (i.e. reaching factory. If the global carrying capacity for humans is the capacity) for one day; quadrupling the size of the reached or exceeded on a finite planet, then consump- pond would only add two days. In short, all appears tion by the rich must be markedly reduced to shift well until the final doubling. After the 30th day, the lily resources to the poor or the latter will suffer or die. This pads produced would suffer seriously due to lack of problem is one of eco-ethics, although numerical data space. Clearly, other life forms in the pond would also provide useful information on how much needs to be suffer at this stage. Emotional reasons that could lead done once it is decided what to do. Living at higher to refusal to accept this reality for populations of densities reduces the ecological impact because it does humans may ultimately cost billions of lives. not require as much land for urban sprawl and, prop- This important issue of exponential growth can be erly managed, has a lower energy consumption. Wack- examined by anyone with a pocket calculator or a pen- ernagel & Rees (1996) provide an excellent illustration cil and a sheet of paper. For example, starting with one of comparative ecological footprint size for traveling of anything, ten doublings will produce the astonishing 5 km each work day — bicycles, approximately number of 512. An estimate of doubling time can be 122 square meters/capacity; buses approximately Cairns: Numeracy and sustainability 85 301 square meters/capacity, and automobiles; 1,442 pendent web of life, provide services upon which the square meters/capacity. In addition, food is also a survival of humankind and its economic system major factor that determines ecological footprint size. depend (e.g. Daily 1997). The combined value of these Brown (2000) estimates 1.1 billion hungry people on services has been estimated to be in excess of US $33 the planet. Since poverty and hunger are closely trillion per year (Costanza et al. 1997). The survival of related, it should be no surprise that the World Bank both humankind and its unique economic system (1997) estimates 1.3 billion people are living in poverty depend upon natural systems, yet human society is act- (defined as US $1.00/day or less). The precision of ing as if only the numbers related to economic systems these numbers is important, but, for this article, the are of primary importance. The two sets of numbers important issues are ethical. The numbers keep chang- are related. ing, but the ethical problems are constant. Brown (2001) notes that economists see the environ- The ethical question of resource distribution and ment as a subset of the human economy, and environ- allocation within the human species is of paramount mentalists see the human economy as a subset of the importance.
Recommended publications
  • A Journal About Education in Pacific Circle Countries
    Pacific- Asian Education A Journal about Education in Pacific Circle Countries Volume 22 Number 1 2010 Pacific-Asian Education The Journal of the Pacific Circle Consortium for Education Volume 22, Number 1, 2010 EDITOR Elizabeth Rata, School of Critical Studies in Education, Faculty of Education, The University of Auckland, New Zealand. Email: [email protected] EXECUTIVE EDITORS Airini, The University of Auckland, New Zealand Alexis Siteine, The University of Auckland, New Zealand CONSULTING EDITOR Michael Young, Institute of Education, University of London EDITORIAL BOARD Kerry Kennedy, The Hong Kong Institute of Education, Hong Kong Meesook Kim, Korean Educational Development Institute, South Korea Carol Mutch, Education Review Office, New Zealand Gerald Fry, University of Minnesota, USA Christine Halse, University of Western Sydney, Australia Gary McLean,Texas A & M University, USA Leesa Wheelahan, University of Melbourne, Australia Rob Strathdee, Victoria University of Wellington, New Zealand Xiaoyu Chen, Peking University, P. R. China Saya Shiraishi, The University of Tokyo, Japan Richard Tinning, University of Queensland, Australia ISSN 1019-8725 © Pacific Circle Consortium for Education Publication design and layout: Halcyon Design Ltd, www.halcyondesign.co.nz Published by Pacific Circle Consortium for Education http://pacificcircleconsortium.org/PAEJournal.html Pacific-Asian Education Volume 22, Number 1, 2010 CONTENTS Editorial 5 Elizabeth Rata Articles Why educators must differentiate knowledge from experience 9 Michael
    [Show full text]
  • Contemporary Falmer Press, Taylor & Francis, 1900
    DOCUMENT RESUME ED 398 571 CS 012 599 AUTHOR Marum, Ed, Ed. TITLE Children and Books in the Modern World: Contemporary Perspectives on Literacy. REPORT NO ISBN-0-7507-0543-4 PUB DATE 96 NOTE 163p. AVAILABLE FROM Falmer Press, Taylor & Francis, 1900 Frost Road, Suite 101, Bristol, PA 19007-1598 (hardcover: ISBN-0-7507-0542-6, $69.95; paperback: ISBN -O -7507- 0543 -4, $24.95). PUB TYPE Collected Works General (020) Viewpoints (Opinion/Position Papers, Essays, etc.) (120) EDRS PRICE MF01/PC07 Plus Postage. DESCRIPTORS *Childrens Literature; *Cultural Context; Elementary Secondary Education; Futures (of Society); Instructional Effectiveness; Interdisciplinary Approach; *Literacy; Literature Appreciation; *Mass Media; *Theory Practice Relationship IDENTIFIERS Cultural Studies; Educational Issues; *Literacy as a Social Process; Teaching Perspectives; Text Factors ABSTRACT This collection of articles is concerned with contemporary attitudes and approaches to the teaching of literacy, children's literature, and other non-book texts and media. The collection offers practical as well as theoretical perspectives and addresses issues of good pracice as well as of policy. It provides interdisciplinary perspectives drawn from Great Britain, Europe, and the United States and deals with a range of important literacy issues, including: the changing meanings and applications of literacy in the 20th century; literature as cultural heritage and its place in contemporary society; literature defined in the social frame; and the quality of literacy teaching in relation to social expectations. Following an introduction by the editor, articles in the collection are:(1) "Literacy: Its Roller-coaster Ride through U.S. Education" (John S. Simmons);(2) "Beyond England's National Curriculum for English" (Ed Marum);(3) "Core Curriculum; Cultural Heritage; Literacy: Recent Perspectives and Trends in Norwegian Education" (Bjorg B.
    [Show full text]
  • Transformative Learning in Theory and Practice
    Design for Social Learning Transformative Learning in Theory and Practice ‘The Visual Communication of Ecological Literacy’ Making the Invisible Visible 16 - 18 December 2010 University of Brighton Jody Joanna Boehnert University of Brighton EcoLabs | www.eco-labs.org The Visual Communication of Ecological Literacy Jody Joanna Boehnert - MPhil - School of Architecture and Design Why? Context Levels of Learning & Engagement Presently humanity’s ecological footprint exceeds its regenerative capacity by 30%. This global overshoot is growing and ecosystems are 1st: Education ABOUT Sustainability being run down as wastes (including greenhouse gases) accumulate in Content and/or skills emphasis. Easily accommodated the air, land, and water. Climate change, resource depletion, pollution, into existing system. Learning ABOUT change. loss of biodiversity, and other systemic environmental problems ACCOMMODATIVE RESPONSE - maintenance. threaten to destroy the natural support systems on which we depend. 2nd: Education FOR Sustainability What? Systems, Networks, Values Additional values emphasis. Greening of institutions. Problems cannot be understood in isolation but must be seen as Deeper questioning and reform of purpose, policy and practice. interconnected and interdependent. We must learn to engage with Learning FOR change. REFORMATIVE RESPONSE - adaptive. complexity and think in terms of systems to address current ecological, social and economic problems. Images can be useful tools to help with this learning process. 3rd: SUSTAINABLE Education Capacity building and action emphasis. How? Transformational Learning Experiential curriculum. Institutions as learning communities. Learning AS change. TRANSFORMATIVE RESPONSE - enactment. The value / action gap permeates education for sustainability and is obvious in environmental coverage in the media. The gap between Stephen Sterling, 2009 our ideas about what we value and what we are actually doing to address the problem is the notorious value / action gap.
    [Show full text]
  • 11 a Framework for Integrating Ecological Literacy, Civics Literacy, and Environmental Citizenship in Environmental Education
    //INTEGRAS/TEMPLATES///INTEGRAS/CUP/PHASE1/PAGINATION/LIVEJOB_022_EEA/PAGEPROOF/3B2/0521824109C11.3D – 227 – [227–266/40] 19.10.2004 9:32PM ALAN R. BERKOWITZ, MARY E. FORD AND CAROL A. BREWER 11 A framework for integrating ecological literacy, civics literacy, and environmental citizenship in environmental education INTRODUCTION Environmental education practitioners span all of the natural and social sciences in terms of their training and passion. Practitioners have a range of science backgrounds, from very little science back- ground to science degrees and some view science as a root cause of environmental problems. The matter is made more complicated by the fact that environmental education does not have a professional train- ing dimension in the same way that physics or sociology do. Although such training gives disciplines focus and rigor, some say this leads to a rigidity that environmental education does not require. Thus, there is a diversity of perspectives on the role the science of ecology should play in environmental education. There are two concerns about ecology in environmental educa- tion. First, the ecology can reflect outdated ecological science and epistemology. Second, at times, too much or too little attention is given to ecology, or there may be an overly rigid, linear, and hierarch- ical view of environmental education building on science (ecology) ‘‘facts’’ toward ‘‘environmentally responsible behaviors.’’ There are several reasons why these problems arise and persist. Educators who emphasize ‘‘Environmental Literacy,’’ or ‘‘Citizenship’’ as the primary mission of environmental education, especially those advocating the development of ‘‘pro-environment values,’’ or ‘‘environmentally responsible behavior,’’ can at times ignore, misinterpret, or take a strong oppositional stance towards the science component of environ- mental education.
    [Show full text]
  • Increasing Ecoliteracy and Student Creativity in Waste Utilization
    International Journal of Evaluation and Research in Education (IJERE) Vol. 8, No. 2, June 2019, pp. 255~264 ISSN: 2252-8822, DOI: 10.11591/ijere.v8i2.18901 255 Increasing ecoliteracy and student creativity in waste utilization Sekarsari Sunaryo Putri, Muhammad Japar, Riana Bagaskorowati Elementary Education Department, Universitas Negeri Jakarta, Indonesia Article Info ABSTRACT Article history: This study aimed to determine the increase in ecoliteracy and creativity in waste utilization by using a project-based-learning (PBL) model in social Received Mar 19, 2019 studies learning. This research was a classroom action research (Action Revised Apr 25, 2019 Research). This research was conducted in the fifth grade (V) of Primary Accepted May 2, 2019 Schools. Observation sheet, interview, documentation, and field notes instruments were used to collect data. The results of this study showed that there was an increase in ecoliteracy ability. In addition, students become Keywords: more active in the learning process and more courageous in expressing their opinions. This shows that the ecoliteracy and creativity of students can be Creativity improved through the project-based-learning model. Ecoliteration Project based learning Social studies learning Copyright © 2019 Institute of Advanced Engineering and Science. All rights reserved. Corresponding Author: Riana Bagaskorowati, Elementary Education Department, Universitas Negeri Jakarta, Rawa Mangun Muka Street, RT.11/RW.14, Rawamangun, Pulo Gadung, East Jakarta City, Jakarta Special Capital Region, 13220. Email: [email protected] 1. INTRODUCTION Increasing the caring attitude that is instilled by teachers to students is very important for environmental sustainability as well as in the opinion of Fritjof Capra who calls ecoliteracy as a condition where people have understood ecological principles and lived according to environmental principles in managing life together with humanity on earth [1].
    [Show full text]
  • Ecology Design
    ECOLOGY and DESIGN Ecological Literacy in Architecture Education 2006 Report and Proposal The AIA Committee on the Environment Cover photos (clockwise) Cornell University's entry in the 2005 Solar Decathlon included an edible garden. This team earned second place overall in the competition. Photo by Stefano Paltera/Solar Decathlon Students collaborating in John Quale's ecoMOD course (University of Virginia), which received special recognition in this report (see page 61). Photo by ecoMOD Students in Jim Wasley's Green Design Studio and Professional Practice Seminar (University of Wisconsin-Milwaukee) prepare to present to their client; this course was one of the three Ecological Literacy in Architecture Education grant recipients (see page 50). Photo by Jim Wasley ECOLOGY and DESIGN Ecological by Kira Gould, Assoc. AIA Literacy in Lance Hosey, AIA, LEED AP Architecture with contributions by Kathleen Bakewell, LEED AP Education Kate Bojsza, Assoc. AIA 2006 Report Peter Hind , Assoc. AIA Greg Mella, AIA, LEED AP and Proposal Matthew Wolf for the Tides Foundation Kendeda Sustainability Fund The contents of this report represent the views and opinions of the authors and do not necessarily represent the opinions of the American Institute of Architects (AIA). The AIA supports the research efforts of the AIA’s Committee on the Environment (COTE) and understands that the contents of this report may reflect the views of the leadership of AIA COTE, but the views are not necessarily those of the staff and/or managers of the Institute. The AIA Committee
    [Show full text]
  • Essential Elements of Ecological Literacy and the Pathways to Achieve It: Perspectives of Ecologists
    University of Montana ScholarWorks at University of Montana Graduate Student Theses, Dissertations, & Professional Papers Graduate School 2011 Essential Elements of Ecological Literacy and the Pathways to Achieve It: Perspectives of Ecologists Brooke Baldauf McBride The University of Montana Follow this and additional works at: https://scholarworks.umt.edu/etd Let us know how access to this document benefits ou.y Recommended Citation McBride, Brooke Baldauf, "Essential Elements of Ecological Literacy and the Pathways to Achieve It: Perspectives of Ecologists" (2011). Graduate Student Theses, Dissertations, & Professional Papers. 380. https://scholarworks.umt.edu/etd/380 This Dissertation is brought to you for free and open access by the Graduate School at ScholarWorks at University of Montana. It has been accepted for inclusion in Graduate Student Theses, Dissertations, & Professional Papers by an authorized administrator of ScholarWorks at University of Montana. For more information, please contact [email protected]. ESSENTIAL ELEMENTS OF ECOLOGICAL LITERACY AND THE PATHWAYS TO ACHIEVE IT: PERSPECTIVES OF ECOLOGISTS By BROOKE BALDAUF MCBRIDE Master of Science, Western Washington University, Bellingham, WA, 2003 Bachelor of Science, University of Wisconsin, Madison, WI, 1999 Dissertation presented in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Forestry, Society and Conservation The University of Montana Missoula, MT May 2011 Approved by: Dr. Sandy Ross, Ph.D., Associate Dean Graduate School Dr. Carol A. Brewer, Ph.D., Chair Division of Biological Sciences, Emeritus Dr. Paul Alaback, Ph.D. Department of Forest Management, Emeritus Dr. Betsy Wackernagel Bach, Ph.D. Communication Studies Dr. Alan Berkowitz, Ph.D. Cary Institute of Ecosystem Studies Dr.
    [Show full text]
  • Environmental Literacy and Its Implications for Effective Public Policy Formation Julianna H
    View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by University of Tennessee, Knoxville: Trace University of Tennessee, Knoxville Trace: Tennessee Research and Creative Exchange Baker Scholar Projects Baker Center for Public Policy 5-2015 Environmental Literacy and its Implications for Effective Public Policy Formation Julianna H. Burchett Follow this and additional works at: http://trace.tennessee.edu/utk_bakerschol Recommended Citation Burchett, Julianna H., "Environmental Literacy and its Implications for Effective Public Policy Formation" (2015). Baker Scholar Projects. http://trace.tennessee.edu/utk_bakerschol/27 This Report is brought to you for free and open access by the Baker Center for Public Policy at Trace: Tennessee Research and Creative Exchange. It has been accepted for inclusion in Baker Scholar Projects by an authorized administrator of Trace: Tennessee Research and Creative Exchange. For more information, please contact [email protected]. ENVIRONMENTAL LITERACY AND ITS IMPLICATIONS FOR EFFECTIVE PUBLIC POLICY FORMATION By Julianna H. Burchett A senior thesis submitted in partial fulfillment of the requirements for the distinction of BAKER SCHOLAR at the Howard H. Baker Jr. Center for Public Policy THE UNIVERSITY of TENNESSEE, KNOXVILLE May 2015 Thesis Supervisor: Dr. John Nolt Burchett 2 TABLE OF CONTENTS ABSTRACT ....................................................................................................................................4 ACKNOWLEDGEMENTS ..........................................................................................................5
    [Show full text]
  • ECIL 2015 Abstracts
    Tallinn University Information Sciences of the School Abstracts of Digital Technologies The Third European Conference on Information Literacy (ECIL) October 19-22, 2015, Tallinn, Estonia Editors: Sonja Špiranec, Sirje Virkus, Serap Kurbanoğlu, Esther Grassian, Diane Mizrachi, Loriene Roy, Denis Kos The Third European Conference on Information Literacy (ECIL) October 19-22, 2015, Tallinn, Estonia 2015, Tallinn, Estonia (ECIL) October 19-22, The Third European Conference on Information Literacy Abstracts European Conference on Information Literacy (ECIL) October 19-22, 2015, Tallinn, Estonia Abstracts Editors: Sonja Špiranec, Sirje Virkus, Serap Kurbanoğlu, Esther Grassian, Diane Mizrachi, Loriene Roy, Denis Kos Tallinn University Tallinn, 2015 European Conference on Information Literacy, October 19-22, 2015, Tallinn, Estonia: Abstracts http://www.ilconf.org Publisher: Tallinn University http://www.tlu.ee ISBN 978-9949-29-241-7 Tallinn University and authors All rights reserved Organizing Office: Tallinn University, Information Sciences http://www.tlu.ee European Conference on Information Literacy (2015: Tallinn) European Conference on Information Literacy, October 19-22, 2015, Tallinn, Estonia: Abstracts / Editors: Sonja Špiranec, Sirje Virkus, Serap Kurbanoğlu, Esther Grassian, Diane Mizrachi, Loriene Roy, Denis Kos,.- Tallinn: Tallinn University, 2015. XXII, 238p Includes index and references. ISBN 978-9949-29-241-7 1. Librarianship – Congresses 2. Information Science – Congresses 3. Information Literacy –Congresses I. Špiranec, Sonja. II. Virkus, Sirje. III. Kurbanoğlu, Serap. IV. Grassian, Esther. V. Mizrachi, Diane. VI. Roy, Loriene. VII. Kos, Denis, VIII. Title European Conference on Information Literacy (ECIL). Abstracts Organization European Conference on Information Literacy (ECIL) was co-organized by the Department of Information Management of Hacettepe University, the Department of Information and Communication Sciences of Zagreb University and the Information Sciences of the School of Digital Technologies of Tallinn University.
    [Show full text]
  • NARRATIVE Directions in Econarratology
    ENVIRONMENT New NARRATIVE Directions in Econarratology edited by ERIN JAMES AND ERIC MOREL ENVIRONMENT AND NARRATIVE THEORY AND INTERPRETATION OF NARRATIVE James Phelan and Katra Byram, Series Editors ENVIRONMENT AND NARRATIVE NEW DIRECTIONS IN ECONARRATOLOGY EDITED BY Erin James AND Eric Morel THE OHIO STATE UNIVERSITY PRESS COLUMBUS Copyright © 2020 by The Ohio State University. This edition licensed under a Creative Commons Attribution-NonCommercial-NoDerivs License. Library of Congress Cataloging-in-Publication Data Names: James, Erin, editor. | Morel, Eric, editor. Title: Environment and narrative : new directions in econarratology / edited by Erin James and Eric Morel. Other titles: Theory and interpretation of narrative series. Description: Columbus : The Ohio State University Press, [2020] | Series: Theory and interpretation of narrative | Includes bibliographical references and index. | Summary: “Collection of essays connecting ecocriticism and narrative theory to encourage constructive discourse on narrative’s influence of real-world environmental perspectives and the challenges that necessitate revision to current narrative models”—Provided by publisher. Identifiers: LCCN 2019034865 | ISBN 9780814214206 (cloth) | ISBN 0814214207 (cloth) | ISBN 9780814277546 (ebook) | ISBN 0814277543 (ebook) Subjects: LCSH: Ecocriticism. | Environmental literature. | Narration (Rhetoric) Classification: LCC PN98.E36 E55 2020 | DDC 809/.93355—dc23 LC record available at https://lccn.loc.gov/2019034865 Cover design by Andrew Brozyna Text design by Juliet Williams Type set in Adobe Minion Pro for Ben and Freddie, my favorites From Erin for Grandmaman, an avid reader and early recommender of books From Eric CONTENTS Acknowledgments ix INTRODUCTION Notes Toward New Econarratologies ERIN JAMES AND ERIC MOREL 1 I. NARRATOLOGY AND THE NONHUMAN CHAPTER 1 Unnatural Narratology and Weird Realism in Jeff VanderMeer’s Annihilation JON HEGGLUND 27 CHAPTER 2 Object-Oriented Plotting and Nonhuman Realities in DeLillo’s Underworld and Iñárritu’s Babel MARCO CARACCIOLO 45 II.
    [Show full text]
  • An Assessment of Environmental Literacy Among Oklahoma Public High School Students and the Factors Affecting Students' Environmental Literacy
    An Assessment of Environmental Literacy Among Oklahoma Public High School Students and the Factors Affecting Students' Environmental Literacy The Harvard community has made this article openly available. Please share how this access benefits you. Your story matters Citation Williams, Riley Denae. 2017. An Assessment of Environmental Literacy Among Oklahoma Public High School Students and the Factors Affecting Students' Environmental Literacy. Master's thesis, Harvard Extension School. Citable link http://nrs.harvard.edu/urn-3:HUL.InstRepos:33826276 Terms of Use This article was downloaded from Harvard University’s DASH repository, and is made available under the terms and conditions applicable to Other Posted Material, as set forth at http:// nrs.harvard.edu/urn-3:HUL.InstRepos:dash.current.terms-of- use#LAA An Assessment of Environmental Literacy among Oklahoma Public High School Students and the Factors Affecting Students’ Environmental Literacy Riley Denae Williams A Thesis in the Field of Sustainability and Environmental Management for the Degree of Master of Liberal Arts in Extension Studies Harvard University May 2017 Copyright 2017 Riley Denae Williams Abstract The purpose of this study was to assess the environmental literacy of Oklahoma public high school students. The Oklahoma Environmental Literacy Assessment Tool (OELAT), an instrument designed to ascertain environmental literacy among high school students, was used to address research questions concerning student subpopulations including: gender, grade level, residence and participation in elective courses. There were 980 respondents to the OELAT representing a wide variety of elective interests. Since the data reflected behaviors that were self-reported by students and not actually observed, the quality of students’ responses may have been compromised and thus considered a limitation.
    [Show full text]
  • Toward an Ecopedagogy of Children's
    Volume 4, Issue 2, 2008 Richard Kahn, Editor Green Theory and Praxis: The Journal of Ecopedagogy TABLE OF CONTENTS ARTICLES Introduction Richard Kahn Pg. i-ii Why the George Lakoff and Mark Johnson Theory of Metaphor is Inadequate for Addressing Cultural Issues Related to the Ecological Crises C. A. Bowers Pg. 1-10 Toward an Ecopedagogy of Children’s Environmental Literature Greta Gaard Pg. 11-24 Just War and Warrior Activists Lisa Kemmerer Pg. 25-49 Understanding the Ideology of the Earth Liberation Front Sean Parson Pg. 50-66 Being Sentient and Sentient Being: The Animal Rights Movement and Interspecies Boundaries John C. Alessio Pg. 67-86 Capitalist Discipline and Ecological Discipline Samuel Day Fassbinder Pg. 87-101 BOOK REVIEWS The Nature of Home: Taking Root in a Place, by Greta Gaard (2007) quin aaron shakra Pg. 102-105 Hot, Flat, and Crowded: Why We Need A Green Revoution, and How It Can Renew America, by Thomas L. Friedman (2008) Samuel Day Fassbinder Pg. 106-110 Rural Literacies, by Kim Donehower, Charlotte Hogg, Eileen E. Schell (2007) Wanda Baxter Pg. 111-114 Rural Voices: Place Conscious Education and the Teaching of Writing, edited by Robert E. Brooke (2003) Fred Waage Pg. 115-118 Ecology without Nature: Rethinking Environmental Aesthetics, by Timothy Morton (2007) Antony Adolf Pg. 119-120 Retrieving Nature: Education for a Post-Humanist Age, by Michael Bonnett (2004) John Bruni Pg. 121-123 Deliberative Environmental Politics: Democracy and Ecological Rationality, by Walter F. Baber and Robert V. Bartlett (2005) Richard Besel Pg. 124-126 FILM REVIEWS The Greening of Southie, by Ian Cheney and Curt Ellis, Dir.
    [Show full text]