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Naturalizing Sustainability Discourse: Paradigm, Practices and Pedagogy of Thoreau, Leopold, Carson and Wilson

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Naturalizing Sustainability Discourse: Paradigm, Practices and Pedagogy of Thoreau, Leopold, Carson and Wilson Naturalizing Sustainability Discourse: Paradigm, Practices and Pedagogy of Thoreau, Leopold, Carson and Wilson by Craig F. Thomas A Dissertation Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy Approved April 2015 by the Graduate Supervisory Committee: Ben A. Minteer, Chair Christopher Boone Paul W. Hirt K. David Pijawka ARIZONA STATE UNIVERSITY May 2015 © 2015 Craig F. Thomas All Rights Reserved ABSTRACT Understanding complex and adaptive socio-ecological systems (SES) to deal with our most challenging and overlapping problems such as global climate change, biodiversity loss, and rising consumption rates requires sustainability theory that is commensurate with these problems’ size and complexity. The received United Nations- based sustainability framework aims to achieve a balance among three pillars— economics, environment, and social equity—for today and for future generations. Yet, despite applying this sustainability framework for over a quarter of a century, the Earth is less sustainable, not more. Theoretical trade-offs between environmental conservation and economic growth have often reinforced business-as-usual practices and educational paradigms, and emphasized economic values over ecological limits. How can the principles of foundational naturalists help clarify, enhance, and advance sustainability discourse? I propose that the principles of Henry David Thoreau (1817-1862), Aldo Leopold (1887-1948), Rachel Carson (1907-1964), and Edward O. Wilson (1927-), express a worldview that captures and integrates a range and depth of historical, normative, economic, ecological, scientific, and social values for a viable and applicable discourse of sustainability. This analytical study relies on (i.) textual analysis and interpretation of four key naturalists and humanists, (ii.) analysis of secondary sources that illuminate their proto- ecological and sustainability principles, and (iii.) interviews with leading sustainability scholars. Because these thinkers integrate science and ethics, natural history and philosophy, ecology and society, and environmental and economic problems within a holistic worldview, I call them systems naturalists. Their transdisciplinary worldview of one holistic system, with economics subordinated to environmental limits, links important values from the natural sciences and the humanities. The writings and i examples of systems naturalists provide more robust historical sustainability principles that can help solve our most challenging SES problems by synthesizing a broad range of knowledge in the sciences, social sciences, and the humanities to inform sustainability paradigm, practices, and pedagogy. ii For mommies, daddies and little men iii ACKNOWLEDGEMENTS I would like to thank the sustainability scholars interviewed, whose words and works are cited throughout. I especially appreciate my proofreaders Deborah Koshinsky and Michelle Roy for the time and energy they devoted to this manuscript, sometimes at a moment’s notice. I express gratitude for the important sources of knowledge, funding, and other support from Arizona State University that contributed to this interdisciplinary dissertation. The Department of Geographical Sciences and Urban Planning’s Director David Pijawka devoted countless hours, not only toward this dissertation but also toward my character and professionalism in academia, as he does toward the many students he mentors. Environmental historian Paul Hirt, also a great mentor and teacher, helped bring the writing here to a much higher level than it would have otherwise been. Dean of the School of Sustainability’s Chris Boone, a tireless leader, epitomizes a transdisciplinary thinker. In particular, he helped me understand the concept of sustainability as having deep historical roots that went well beyond the idea of three pillars for sustainability. Finally, environmental philosopher and ethicist Ben Minteer contributed thousands of comments and criticisms to all facets of my writing for the five years we worked together. I hope someday to be in a position to contribute as many hours to the benefit of Ben’s very important research. All stand testimony to today’s sustainability leaders, teachers, researchers, and practitioners for their instrumental, steadfast, and often uncompensated commitment to their students. iv TABLE OF CONTENTS LIST OF FIGURES ............................................................................................. x GLOSSARY........................................................................................................ xi CHAPTER Page 1: INTRODUCTION ....................................................................................................... 1 Overview of the Problem.................................................................................... 7 SES Problems ............................................................................ 9 Contemporary SES Problems and Sustainability Thinking ..... 11 Naturalists: A Gap in Sustainability Literature ....................... 12 Systems Naturalists and Sustainability ........................................................... 15 Organization of Dissertation ............................................................................ 16 2: THE IMPORT OF SYSTEMS NATURALISTS ........................................................ 20 Four Systems Naturalists ................................................................................. 21 Thoreau: Transcending Nature/Society Divisions ................. 24 Leopold: Linking Theory and Practice.....................................25 Carson: Human Ecology and Ecology of the Human ............. 26 Wilson: The Unity of All Knowledge ........................................ 27 Naturalists in the Humanities ........................................................................ 28 Driving Questions and Methodology Overview ............................................... 31 Literature Review .................................................................... 32 Interviews ............................................................................... 33 Implications for Sustainability Discourse ...................................................... 36 A Paradigm of One Coupled System ................................................................ 37 Framing Economic Practices around Ecological Limits ......... 39 Uniting the Three Branches for Sustainability Educational Theory ..................................................................................... 40 v CHAPTER Page 3: WHAT IS SUSTAINABILITY? THE RECEIVED TRADITION .............................. 43 Historical Thinkers of the Received Tradition ................................................45 Sustainability and the Birth of Industrialism ......................... 46 Conservation and Sustainability ............................................. 48 The Received Sustainability Framework: UN Literature ................................ 51 The Stockholm Declaration ..................................................... 51 The Brundtland Report ............................................................ 53 The Earth Summit ...................................................................56 The Received Tradition: Discussion and Conclusion ..................................... 58 4: WHAT IS SUSTAINABILITY? AN ALTERNATIVE TRADITION ......................... 62 Historical Thinkers of the Alternative Tradition ............................................ 63 Holistic Theory Origins ........................................................... 64 Roots of Non-anthropocentrism, Stewardship and Evolution ..................................................................................65 Introducing Carrying Capacity ................................................ 67 Social Ecology and Social Activism .......................................... 71 An Alternative Framework: A Non-UN Literature Sustainability Discourse .. 73 Ecological Limits to Economic Growth ................................... 74 The IUCN’s Endorsement ........................................................ 76 Sustainability Becomes Science .............................................. 78 An Alternative Tradition: Discussion and Conclusion ................................... 80 5: INTEGRATION OF HUMAN AND NATURAL SYSTEMS (PRINCIPLE #1) ......... 84 Problematic Ideological Roots ........................................................................ 86 Idealistic Holism ..................................................................... 88 Thoreau and a Coupled-Systems Worldview ................................................... 91 vi CHAPTER Page Natural Philosophy ................................................................. 93 Consolidating the Cartesian Split ........................................... 99 The Scientific Method and Inductive Reasoning .................. 100 Integration: Discussion and Conclusion ........................................................ 103 6: A PARADIGM OF INTERDEPENDENCY (PRINCIPLE #2) ................................ 107 Problematic Dominion Thinking ................................................................... 109 Hierarchical Thinking ............................................................ 110 Form over Function ............................................................... 112 The Problem with Providence ................................................ 112 Economic Growth and Expansionism ..................................
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