We shall be discussing what are the ethical concerns raised by global warming, what the environment means and why that should be our concern. The world as we know it, characterized by great economic uncertainty, financial insecurity, dramatic levels of inequality both within and among countries, fast-paced technological progress, stratified and sometimes contradictory legal requirements and weak global institutions led to the rampant environmental crisis we live in. Environmental Ethics raises questions about a host of widely diverse issues: global warming, animal ethics, carbon emissions, the accountability of individuals and institutions, intergenerational justice, the galloping technological development and the overall sustainability - ecological, economic, and social - of current production and consumption patterns. This course will provide the basic ecology and environmental ethics concepts, and their relationship with globalization and society. This class will analyze the ethical problems of globalization and the impact in the ecosystems and environment. Topics that will be included are social responsibility, demography, sustainable development, contemporary eco-social crisis. Participants will overview the different solutions for globalization, environment and the social responsibility. By the end of the course, the students are expected to understand and articulate the fundamental ethical and cultural values at stake in environmental questions, as well as the history and diversity of the general frameworks out of which those values arise. Additionally, they will be expected to have good knowledge of real case scenarios in which environmental ethics is particularly relevant -from GMOs to pollution- and their connection to the socio-political contexts in which they take place globally.
Upon successful completion of this course, you will be able to:
Categorize variables leading to a defined environmental ethics situation.
Properly identify cultural models and philosophical variables explaining the current environmental crisis.
Quantify the impact of “ethical approaches.”
Set realistic strategies under a well-defined context.
Evaluate objectively and subjectively the impact of the selected alternative strategy. "
Upon successful completion of this course, you will be able to:
Categorize variables leading to a defined environmental ethics situation.
Properly identify cultural models and philosophical variables explaining the current environmental crisis.
Quantify the impact of “ethical approaches.”
Set realistic strategies under a well-defined context.
Evaluate objectively and subjectively the impact of the selected alternative strategy. "
Curriculum
scheda docente
materiale didattico
1. Origins and Key Concepts
2. Homo Sapiens and the Environment
3. Future Generations
4. Speciesism
5. Individuals, Global Warming and The Tragedy of the Commons
6. Globalization, environment, and social responsibility
7. Contemporary eco-social crisis
8. One Planet
9. New Planets?
Programma
Program1. Origins and Key Concepts
2. Homo Sapiens and the Environment
3. Future Generations
4. Speciesism
5. Individuals, Global Warming and The Tragedy of the Commons
6. Globalization, environment, and social responsibility
7. Contemporary eco-social crisis
8. One Planet
9. New Planets?
Testi Adottati
R. ATTFIELD, Environmental Ethics: A Very Short Introduction, Oxford University Press, 2018.Bibliografia Di Riferimento
R. ATTFIELD, Environmental Ethics: A Very Short Introduction, Oxford University Press, 2018. Additional readings not included in this book will be provided by the instructor.Modalità Erogazione
The course is conducted in-person, with the ability to connect remotely if needed.Modalità Frequenza
In presence (but with possible streaming in specific cases)Modalità Valutazione
The instructor will assess the students' progress towards the learning objectives by using the forms of assessment below. Each of these assessments is weighted and will count towards your final grade. Form of assessment (and value) Class Participation (10%): Student participation is highly advised. Even if not in presence, participation is expected at least online. Class Discussions (20%): Philosophy’s method is dialogical, much like statistics’ method is quantitative. It is impossible to do statistics without equations and it is impossible to do philosophy without talking things through. Each student is therefore very strongly required to read weekly materials, and reflect on them in preparation for a brief weekly debate, that will take place in oral form and will be on random basis at the start of each weekly meeting. The instructor will then use students’ answers to orient and lead a class discussion. The instructor will judge class discussions as an impartial, informed spectator, in full recognition of his professional deontology. In order of complexity, the criteria used to measure the quality of class discussions include the following: Relevance: Is the question/comment/objection relevant and useful to a productive and instructive discussion? Evidence: Does the student support the question/comment/objection well, using material gathered in this class and making clear reference to passages in the readings? Clarity: Is the question/comment/objection clear, complete and concise? Intellectual cleverness: does the question/comment/objection shed additional light into the key variables determining the topic at hand? Adequacy: Is the question/comment/objection pertinent and adequate to the subject matter? Implications: does the analysis of the issue being raised broaden its scope to detect further implications conducive to a better definition of any of the existing models? Final Exam (70%): The final exam is designed to establish and communicate the progress the student has made towards meeting the course learning objectives. It is designed to test the student’s ability in four important areas of competency; the amount of information mastered; the accuracy in interpreting and discriminating information; the ability to categorize environmental ethics problems into conceptual models studied; and the ability to present pertinent and relevant information in an attractive, sharp, concise and effective manner and format. This test will take the form of an essay question on a specific environmental ethics case, selected by the instructor.
scheda docente
materiale didattico
1. Origins and Key Concepts
2. Homo Sapiens and the Environment
3. Future Generations
4. Speciesism
5. Individuals, Global Warming and The Tragedy of the Commons
6. Globalization, environment, and social responsibility
7. Contemporary eco-social crisis
8. One Planet
9. New Planets?
Mutuazione: 22910707 Environmental ethics in Scienze pedagogiche e scienze dell'educazione degli adulti e della formazione continua LM-85 GARASIC MIRKO DANIEL
Programma
Program1. Origins and Key Concepts
2. Homo Sapiens and the Environment
3. Future Generations
4. Speciesism
5. Individuals, Global Warming and The Tragedy of the Commons
6. Globalization, environment, and social responsibility
7. Contemporary eco-social crisis
8. One Planet
9. New Planets?
Testi Adottati
R. ATTFIELD, Environmental Ethics: A Very Short Introduction, Oxford University Press, 2018.Bibliografia Di Riferimento
R. ATTFIELD, Environmental Ethics: A Very Short Introduction, Oxford University Press, 2018. Additional readings not included in this book will be provided by the instructor.Modalità Erogazione
The course is conducted in-person, with the ability to connect remotely if needed.Modalità Frequenza
In presence (but with possible streaming in specific cases)Modalità Valutazione
The instructor will assess the students' progress towards the learning objectives by using the forms of assessment below. Each of these assessments is weighted and will count towards your final grade. Form of assessment (and value) Class Participation (10%): Student participation is highly advised. Even if not in presence, participation is expected at least online. Class Discussions (20%): Philosophy’s method is dialogical, much like statistics’ method is quantitative. It is impossible to do statistics without equations and it is impossible to do philosophy without talking things through. Each student is therefore very strongly required to read weekly materials, and reflect on them in preparation for a brief weekly debate, that will take place in oral form and will be on random basis at the start of each weekly meeting. The instructor will then use students’ answers to orient and lead a class discussion. The instructor will judge class discussions as an impartial, informed spectator, in full recognition of his professional deontology. In order of complexity, the criteria used to measure the quality of class discussions include the following: Relevance: Is the question/comment/objection relevant and useful to a productive and instructive discussion? Evidence: Does the student support the question/comment/objection well, using material gathered in this class and making clear reference to passages in the readings? Clarity: Is the question/comment/objection clear, complete and concise? Intellectual cleverness: does the question/comment/objection shed additional light into the key variables determining the topic at hand? Adequacy: Is the question/comment/objection pertinent and adequate to the subject matter? Implications: does the analysis of the issue being raised broaden its scope to detect further implications conducive to a better definition of any of the existing models? Final Exam (70%): The final exam is designed to establish and communicate the progress the student has made towards meeting the course learning objectives. It is designed to test the student’s ability in four important areas of competency; the amount of information mastered; the accuracy in interpreting and discriminating information; the ability to categorize environmental ethics problems into conceptual models studied; and the ability to present pertinent and relevant information in an attractive, sharp, concise and effective manner and format. This test will take the form of an essay question on a specific environmental ethics case, selected by the instructor.