Name: EST 115—INTRODUCTION TO ENVIRONMENTAL STUDIES Subject: Category: Abstract: Keywords: EST 115—INTRODUCTION TO ENVIRONMENTAL STUDIES Antioch College Fall Semester, 2001 Mon, Wed, Fri 1:20-2:30 305 South Hall 4 credits INSTRUCTOR Rick Peterson Assistant Professor of Environmental Studies Office: 407 South Hall Tel: 769-1082 E-mail: rpeterson@antioch-college.edu Office Hours: Mon 9:30-11:30 Tu 1-2 Thurs 1:45-2:45 or by appointment COURSE DESCRIPTION In this course we will explore and critically assess the wide range of ideas, ways of understanding, and practices encompassed within the field of Environmental Studies. More specifically, our goal is to gain a better understanding of the complex interaction and interdependency between environmental science, environmental thought and ethics, and environmental practice or policy. Together, we will seek to foster an ecological mode of thinking that can help us better understand and contribute solutions to contemporary environmental problems. The course also provides an opportunity for students to begin to clarify and plan further studies in the environmental field, if they so choose. We will meet these objectives through a variety of means—reading and discussing key literature, engaging in a variety of interactive learning activities, keeping course journals, spending time in the Glen, taking field trips, working in teams to complete campus ecology projects, and hearing from guest speakers specializing in various fields of environmental study and/or action. LEARNING GOALS This course should help you to: ? Better understand the ecological principles nature reveals to us and how these principles might be applied to our lives and society ? Comprehend how ideas of nature have been shaped by various historical, cultural, political, and social forces and how such ideas have affected contemporary environmental conditions and controversies ? Recognize, think critically about, and/or appreciate your own assumptions about nature, society, and self ? Gain awareness of your own “ecological identity”—the particular experiences, people, and places that have shaped your knowledge, feelings, and actions with regard to nature ? Develop and articulate a personal environmental ethic in the context of what you have learned both in and outside of this course ? Implement that ethic by researching and putting into action an environmental improvement on this campus ? Plan the area(s) of Environmental Studies on which you might focus your major ? Formulate and articulate your ideas in a collegial manner, challenging others' ideas with respect and being challenged by them in turn ? Hone your writing skills, expressing ideas, arguments, and descriptions in a clear and concise manner ? Become part of a learning community through practicing the arts of democracy, shared leadership, solidarity building, and sensitivity in regard to issues of gender, ethnicity, and class. ADA Statement To facilitate the learning of students with disabilities, I encourage those students to inform me of their strengths and needs within the first two class meetings. RESPONSIBILITIES Your knowledge of Environmental Studies will be enriched and expanded through this course only if each of you fully participates in the variety of learning activities it involves. Therefore, I expect you to: ? Attend class regularly. This is extremely important for your own personal and professional development, for you to get the most out of this class, and for us to create common ground and an atmosphere of respect in the class. Therefore, if you miss 4 or more classes, you will automatically receive no credit for this course. ? Arrive on time and stay for the entire class period. Being consistently late will count toward your absences. ? Come to class well prepared. I can’t emphasize this enough. The quality of our discussions and our learning depends directly on how carefully and critically each of you does the reading prior to class. Critical reading involves raising questions, comparing what the author says to your own experience and to other readings, synthesizing ideas, and identifying key points out of a lot of detail. I recommend making your own copies of assigned reserve materials but please do not unfairly remove materials from the library—this shows great disrespect for your peers and does the entire class a disservice. ? Participate actively, thoughtfully, and responsibly in class discussions and learning activities. Education cannot be passively received but must be claimed fair and square. To be active in your own learning, you should initiate and facilitate informed discussion, engage with me and your colleagues in debate, raise questions and alternative points of view, challenge arguments, and involve yourself in all in-class assignments, small group activities, and field trips. Equally important is creating a respectful classroom space by sticking to the subject at hand rather than giving uninformed opinions, and being aware of and sensitive to uses and abuses of time, attention, and power during our meetings. ? Successfully complete all written and oral assignments on time. Turning work in late without prior approval and not being prepared for oral presentations will affect whether or not you earn credit for the course. Late papers will not be accepted. ? Attend one mandatory individual conference with me toward the middle of the semester to discuss how and what you are learning in the class, ways we can improve the class, and areas in which you are having difficulty. Failure to attend this conference will result in no credit for the course. ASSIGNMENTS All written work (except in-class writing and journals) must be typed and stapled, and you should clearly specify your name and the nature of the assignment. I expect you will have fully edited your written work (including your journal) before you hand it in to make sure words are spelled correctly, sentences are intelligible, and paragraphs are coherently organized. As a rule, you should use active rather than passive voice as much as possible. Make good use of the Writing Center—it is a great resource. Specific assignments: ? Course Journal. Each of you will keep a journal (must be bound or in a binder) throughout the course as a means to record your observations, feelings, and critiques with regard to the readings and class discussions, and to engage in reflective thinking about what you are learning in the course. The journal should be clearly organized, well-written, and crafted with care—consider it a work of art, something you will be proud of, not just a scrapbook or place to jot your notes. Feel free to include drawings, pictures, poems, quotes, and other creative media. Your critical responses to the readings must be a prominent part of your journal. For each class session you will select one or more of the day’s assigned readings (or chapters of the text) and write a thoughtful and informed response in your journal. You may criticize the reading, extol it, question it, propose clarifications, point out weaknesses, relate it to your own experience, examine its methodological approach or underlying values and assumptions, or compare it to other readings. You may react to the reading in any way you choose as long as you give evidence of having critically thought about the reading. The goal is for you to have done your reading carefully and thoughtfully enough to be able to talk about it in class. Regardless of the specific topics you choose to reflect on in writing, you are expected to come to class prepared to discuss all aspects of the readings. I encourage you to work together in discussing the readings and formulating your journal responses. Each student must, however, write an individual response using her or his own words. I will collect and review your journal entries every two weeks and return them to you with one of the following symbols prominently displayed: - Unsatisfactory; you didn’t seriously engage critical thinking + OK, but I’d prefer you put a little more into it ++ Very good; just keep doing it You should prepare your entries BEFORE attending class to clarify the insights you would like to contribute to class meetings; however, you may also want to write reaction statements to the class discussions to help carry your thoughts and reflections forward from one meeting to another. ? Class discussion questions. Another important part of your journal work will be preparing three thoughtful discussion questions on which you wish to have input from your colleagues. These should be probing questions that relate directly to the material and cause the rest of us to do some in-depth thinking. Together with your journal entries, these questions will form the basis of our class discussions for the week. IT IS THEREFORE CRITICAL THAT YOU BRING YOUR JOURNAL WITH YOU TO CLASS EACH DAY. ? Popular Media Report and Presentation. Each student will be responsible for making a very short class presentation on an article from a major newspaper (NY Times, Washington Post, Christian Science Monitor, etc.), environmental bulletin, or website that deals with a burning contemporary environmental issue. In addition to the presentation, each student will submit a one page typed summary of the key scientific, ethical, and political points made in the article and an original critique of those points. ? Campus Ecology Project. The goal of this semester-long assignment is to help you learn environmental studies by DOING environmental studies right here on this campus. As part of “greening” the very place where we live and learn, students will work in interdisciplinary teams (formed early in the semester) to research and implement a specific and appropriately scaled project that will help decrease the “ecological footprint” of our campus. As it is the primary assignment of this class, work on this project will begin immediately and continue throughout the semester. Much of the work will be done outside of class but we will preserve a significant number of class sessions to focus on project work. Suggestions of possible projects will be provided but I am open to your suggestions as well. Each team will need to coordinate their actions with GreenCil and with Alex Stadtner, the college’s Environmental Projects Manager (we will discuss how to do this). Each team will turn in a written proposal for their project on Friday, September 28 to give ample time for feedback and completion. Periodic progress reports will be due during the course of the semester, and each team will then present their work to the Antioch community during the final week of the semester. All final written and other work from each project will be due on the final day of classes, Friday December 14. I will provide more details on this assignment in the form of handouts. To help keep these assignments from overwhelming you at the last minute, students will work to meet the following deadlines: Every other Friday beginning 9/7—Journals due Throughout the semester according to sign up sheet--Popular Media Reports and Presentations due Friday, September 28—Campus Ecology Project Proposals due Wednesday and Friday December 12, 14—Campus Ecology Project Presentations Friday, December 14—All Campus Ecology Project work due EVALUATION I will evaluate your learning in this course based on the extent to which you have fulfilled your responsibilities and met the learning objectives, and on the quality and timely completion of all assignments. Self Evaluation Self-evaluations are also very useful in assessing the quality of your learning experience. At the end of the semester you will complete a self-evaluation of your learning, specifically with regard to your effort, accomplishments, completion and understanding of readings, fulfillment of responsibilities, and the quality of your assignments. Grade Equivalent If you would like a grade equivalent for this course, you must let me know within the first two weeks of class. COURSE TEXTS Five books have been ordered for this course, three required and two recommended. They are available only through the Antioch College Bookstore located in the Student Union. Copies of all five texts are also on two-hour reserve in the Kettering Library. Required Books: ? Fritjof Capra. 1996. The Web of Life: A New Scientific Understanding of Living Systems. New York: Anchor Books. ? Mark Hertsgaard. 1998. Earth Odyssey: Around the World in Search of Our Environmental Future. New York: Broadway Books. ? April A. Smith. 1993. Campus Ecology: A Guide to Assessing Environmental Quality and Creating Strategies for Change. Los Angeles: Living Planet Press. Recommended Books: ? Ernest Callenbach. 1998. Ecology: A Pocket Guide. Berkeley: University of California Press. ? Rachel Carson. 1998. The Sense of Wonder. New York: Harper Collins. In addition, I have placed 3 copies of an extensive Course Reader (in 3-ring binders) on two-hour reserve in the Kettering Library. Some of the articles in the reader will be required, as specified in the section below, and others will serve as supplementary readings and as reference materials for your campus ecology projects. Additional books that offer supplementary reading and can assist you in your campus ecology projects, including the following Resource Booklets, have also been placed on two-hour reserve in Kettering Library. Books on Reserve: ? Cunningham and Saigo. 2001. Environmental Science: A Global Concern. 6th Edition. Boston: McGraw Hill. ? Enger and Smith. 2000. Environmental Science. 7th Edition. Boston: McGraw Hill. ? Miller. 2001. Environmental Science. 8th Edition. Pacific Grove, CA: Brooks/Cole. ? Miller. 200. Living in the Environment. 11th Edition. Pacific Grove, CA: Brooks/Cole. ? Miller. 2002. Living in the Environment. 12th Edition. Pacific Grove, CA: Brooks/Cole. ? Miller 2002. Sustaining the Earth: An Integrated Approach. 5th Edition. Pacific Grove, CA: Brooks/Cole. Campus Ecology Resource Booklets on Reserve: ? Julian Keniry. Campus Environmental Management Systems. ? Walter Simpson. Campus Greening Booklet. ? Walter Simpson. Environmental Stewardship and the Green Campus: The Special Role of Facilities Management. ? Jessica Stine. Buying Green the Easy Way. ? Penn State Indicator’s Report 2000. ? Co-op America. National Green Pages, 2001 Edition. ? Think Green: A UB [University at Buffalo] Guide to Campus Ecology. ? The University at Buffalo’s Green Computing Guide. COURSE READINGS AND SCHEDULE Part I: What is “Environmental Studies”? Week 1 W, Sept 5 Introductions and Overview Supplementary Reading (for week): Callenbach 1998 F, Sept 7 Ways of Knowing; Idealism and Practice; Introduction to Campus Ecology (Journals Due) READ: Midgley 1995 (READER), Begin reading Smith 1993 (TEXT) GUEST SPEAKER Week 2 M, Sept 10 Ecological Literacy READ: Orr 1992 and 1994 (READER) Part II: The State We’re In—One Global Assessment W, Sept 12 Earth Odyssey READ: Hertsgaard 1998, Prologue, Chapters 1 & 2 (TEXT) F, Sept 14 Earth Odyssey (cont.) READ: Hertsgaard 1998, Chapters 3-6 (TEXT); Smith 1993, Chapters 10 & 11 TOUR OF ANTIOCH POWER PLANT Week 3 M, Sept 17 Earth Odyssey (conclude) Hertsgaard 1998, Chapters 7-9, Epilogue (TEXT) Part III: What Nature Seems to be Telling Us: The Science of Living Systems W, Sept 19 The “New Science” of the Web of Life READ: Capra 1996, Preface, Chapters 1 & 2 (TEXT) OPTIONAL FIELD TRIP TO BLUEBIRD HILLS CSA Supplementary Reading: Merchant 1996, Chapters 3 & 4 (READER) F, Sept 21 Systems Theories; Feedback Loops (Journals Due) READ: Capra 1996, Chapters 3 & 4 (TEXT) TOUR OF Y.S. WATER and WASTE WATER TREATMENT PLANTS Supplementary Reading: Miller 2000, Chapter 2 (READER) Week 4 M, Sept 24 Self-Organization READ: Capra 1996, Chapter 5 (TEXT) Supplementary Reading: Capra 1996, Chapter 6 (TEXT) W, Sept 26 Applying Systems Theories to Understanding Life READ: Capra 1996, Chapter 7 (TEXT) F, Sept 28 Dissipative Structures and Autopoiesis (Self-making) READ: Capra 1996, Chapters 8 & 9 (TEXT) **CAMPUS ECOLOGY PROJECT PROPOSALS DUE** 1ST ANNUAL CAMPUS GREEN DAY! ? Present project proposals to Antioch community ? Assemble recycling bins and take part in other scheduled activities ? Attend SMEL presentation on land fill—7 PM Glen Helen Building Week 5 M, Oct 1 The Systems View of Evolution READ: Capra 1996, Chapter 10 (TEXT) Supplementary Reading (for the week): Carson 1998 (TEXT) W, Oct 3 Mind and the Process of Knowing READ: Capra 1996, Chapter 11 (TEXT) F, Oct 5 Knowing That We Know and Doing Something About It (Journals Due) READ: Capra 1996, Chapter 12 and Epilogue (TEXT) GUEST SPEAKER Part III: Ways of Seeing Nature and Ourselves: Environmental Thought, Identity, and Ethics Week 6 SATURDAY OCTOBER 6—FIELD TRIP TO SUNWATCH M, Oct 8 Precursors to U.S. Environmentalism READ: Kline 2000 (READER) W, Oct 10 Foundations of U.S. Environmentalism READ: Gottlieb 1993 (READER) F, Oct 12 Women in American Environmentalism READ: Merchant 1996, Chapters 6, 7 (READER) Week 7 M, Oct 15 Trees of Environmentalism (Ecological Identity Evolving) READ: Thomashow 1995, Part of Chapter 1, Chapter 2 (READER) W, Oct 17 Constructing an Environmental Ethic READ: Leopold 1998 (READER) Supplementary Reading: Wilson 1992 (READER) F, Oct 19 CAMPUS ECOLOGY PROJECT WORK DAY (Journals Due) READ: Smith 1993 (TEXT) and from Resource Packets (ON RESERVE) Week 8 M, Oct 22 Environmental Ethics From Other Sources: 1) Deep Ecology READ: Devall and Sessions 1998 (READER) GUEST SPEAKER Supplementary Reading: Naess 1998 (READER) W, Oct 24 Community Day (no classes) F, Oct 26 CAMPUS ECOLOGY PROJECT WORK DAY READ: Smith 1993 (TEXT) and from Resource Packets (ON RESERVE) Week 9 M, Oct 29 Environmental Ethics From Other Sources: 2) Social Ecology READ: Bookchin 1986 (READER) Supplementary Reading: Bookchin 1998 (READER) W, Oct 31 Environmental Ethics From Other Sources: 3) Ecofeminism READ: Plumwood 1994 (READER) GUEST SPEAKER Supplementary Reading: Warren 1998 (READER) F, Nov 2 CAMPUS ECOLOGY PROJECT WORK DAY (Journals Due) READ: Smith 1993 (TEXT) and from Resource Packets (ON RESERVE) Week 10 M, Nov 5 Environmental Ethics From Other Sources: 4) Environmental Justice READ: Bullard 1994, First National People of Color Environmental Leadership Conference 1994 (READER) FIELD TRIP TO STONY HOLLOW LANDFILL W, Nov 7 Environmental Ethics From Other Sources: 5) Southern Environmental Movements READ: Tokar 1997 (READER) Supplementary Reading: Tandon 1993; Guha and Martinez-Alier 1997 (READER) F, Nov 9 CAMPUS ECOLOGY PROJECT WORK DAY READ: Smith 1993 (TEXT) and from Resource Packets (ON RESERVE) • Part IV: Building Sustainable Livelihoods: Environmental Practice and Policy Week 11 M, Nov 12 Practicing Ecological Citizenship READ: Thomashow 1995, Chapter 4 (READER) W, Nov 14 Economic Approaches to Solving Environmental Problems READ: Freeman 1998 (READER) GUEST SPEAKER Supplementary Reading: VanDeVeer and Pierce 1998 (READER) F, Nov 16 Ecological Economics (Journals Due) READ: Gersh 1999a and 1999b (READER) Week 12 Nov 19-23 Thanksgiving Break! Week 13 M, Nov 26 Environmental Justice and Environmental Policy READ: Liu 2001, Chapters 1 & 14 (READER) Supplementary Reading: Bryant 1995 (READER) W, Nov 28 Environmental Justice and Global Environmental Policy READ: Shiva 1993 (READER) GUEST SPEAKER Supplementary Reading: A. Sachs 1995 (READER) F, Nov 30 Environmental Policy Case-Studies: 1) Population and Consumption (Journals Due) READ: Ehrlich and Ehrlich 1993, Camacho 1998, Switzer and Bryner 1998 (READER) Week 14 M, Dec 3 Environmental Policy Case-Studies: 2) Free Trade and Global Ecology READ: Bhagwati 1993, Daly 1993 (READER) GUEST SPEAKER • Part V: Conclusion: Visions of the Future W, Dec 5 Which World? READ: Hammond 1998 (READER) Supplementary Reading: Lane 1995 (READER) F, Dec 7 Action as a Source Of Hope READ: Lerner 1997, Korten 1999, Chapter 14 (READER) Week 15 M, Dec 10 CAMPUS ECOLOGY PROJECT WORK DAY Finalize and prepare project presentations W, Dec 12 Campus Ecology Project Presentations F, Dec 14 Campus Ecology Project Presentations (Journals Due) **ALL CAMPUS ECOLOGY PROJECT WORK DUE** Course Reader ************************************************************************ (Arranged in the order to be read in class) REQUIRED READINGS: Mary Midgley. 1995. Idealism in Practice: Comprehending the Incomprehensible. In The Right to Hope: Global Problems, Global Visions; Creative Responses to our World in Need, ed. Catherine Thick, 39-44. London: Earthscan Publications. David Orr. 1992. Ecological Literacy. Chapter 5 in Ecological Literacy: Education and the Transition to a Postmodern World, 85-95. Albany, NY: SUNY Press. David Orr. 1994. What is Education For? Chapter 1 in Earth in Mind: On Education, Environment, and the Human Prospect, 7-15. Washington D.C.: Island Press. Benjamin Kline. 2000. The 1400s Through the 1700s: Inhabiting a New Land; The Early 1800s: Destroying the Frontier; The Late 1800s: Building an Industrial Nation. Chapters 2, 3, and 4 in First Along the River: A Brief History of the U.S. Environmental Movement, 2nd Edition, 13-50. San Francisco: Acada Books. Robert Gottlieb. 1993. Resources and Recreation: The Limits of the Traditional Debate; Urban and Industrial Roots: Seeking to Reform the System. Chapters 1 and 2 in Forcing the Spring: The Transformation of the American Environmental Movement, 15-80. Washington D.C.: Island Press. Carolyn Merchant. 1996. Preserving the Earth: Women and the Progressive Conservation Crusade; Earthcare: Women and the American Environmental Movement. Chapters 6 and 7 in Earthcare: Women and the Environment, 109-166. New York: Routledge. Mitchell Thomashow. 1995. Voices of Ecological Identity; Trees of Environmentalism: Ecological Identity Evolving. Part of Chapter 1 and Chapter 2 in Ecological Identity: Becoming a Reflective Environmentalist, 2-8, 18-24, 25-65. Cambridge, MA: MIT Press. Aldo Leopold. 1998. The Land Ethic. In The Environmental Ethics and Policy Book: Philosophy, Ecology, Economics. 2nd Edition, eds. Donald VanDeVeer and Christine Pierce, 175-184. Belmont, CA: Wadsworth. Bill Devall and George Sessions. 1998. Deep Ecology. In The Environmental Ethics and Policy Book: Philosophy, Ecology, Economics. 2nd Edition, eds. Donald VanDeVeer and Christine Pierce, 221-226. Belmont, CA: Wadsworth. Murray Bookchin. 1986. What is Social Ecology? Chapter 5 in The Modern Crisis, 49-76. Philadelphia: New Society Publishers. Val Plumwood. 1994. Ecosocial Feminism as a General Theory of Oppression. In Ecology, ed. Carolyn Merchant, 207-219. Key Concepts in Critical Theory Series. Atlantic Highlands, NJ: Humanities Press. Robert Bullard. 1994. Environmental Racism and the Environmental Justice Movement. In Ecology, ed. Carolyn Merchant, 254-265. Key Concepts in Critical Theory Series. Atlantic Highlands, NJ: Humanities Press. First National People of Color Environmental Leadership Summit. 1994. Principles of Environmental Justice. In Ecology, ed. Carolyn Merchant, 371-372. Key Concepts in Critical Theory Series. Atlantic Highlands, NJ: Humanities Press. Brian Tokar. 1997. Ecological Movements in the Third World. Chapter 8 in Earth for Sale: Reclaiming Ecology in the Age of Corporate Greenwash, 159-174. Boston: South End Press. Mitchell Thomashow. 1995. Political Identity and Ecological Citizenship. Chapter 4 in Ecological Identity: Becoming a Reflective Environmentalist, 103-139. Cambridge, MA: MIT Press. A. Myrick Freeman III. 1998. The Ethical Basis of the Economic View of the Environment. In The Environmental Ethics and Policy Book: Philosophy, Ecology, Economics. 2nd Edition, eds. Donald VanDeVeer and Christine Pierce, 293-301. Belmont, CA: Wadsworth. Jeff Gersh. 1999a. Bigger, Badder--but Not Better. Amicus Journal 20 (4):32-36. Jeff Gersh. 1999b. Capitalism Goes Green?: Commonsense Eco-Fixes in the Economic Toolbox. Amicus Journal 21 (1): 37-41. Feng Liu. 2001. Environmental Justice, Equity, and Policies; Trends and Conclusions. Chapters 1 and 14 in Environmental Justice Analysis: Theories, Methods, and Practice, 1-17; 315-321. Boca Raton, FL: Lewis Publishers. Vandana Shiva. 1993. The Greening of the Global Reach. In Global Ecology: A New Arena of Political Conflict, ed. Wolfgang Sachs, 149-156. London: Zed Books. Paul R. Ehrlich and Anne H. Ehrlich. 1993. Why Isn’t Everyone as Scared as We Are? In Valuing the Earth: Economics, Ecology, Ethics, eds. Herman E. Daly and Kenneth N. Townsend, 55-67. Cambridge, MA: MIT Press. Luis N. Camacho. 1998. Consumption as a Theme in the North-South Dialogue. In The Environmental Ethics and Policy Book: Philosophy, Ecology, Economics. 2nd Edition, eds. Donald VanDeVeer and Christine Pierce, 560-562. Belmont, CA: Wadsworth. Jacqueline Vaughn Switzer and Gary Bryner. 1998. China’s Choice. Boxed Text in Environmental Politics: Domestic and Global Dimensions, 281-282. New York: St. Martin’s Press. Jagdish Bhagwati. 1993. The Case for Free Trade. Scientific American (November): 42. Herman Daly. 1993. The Perils of Free Trade. Scientific American (November): 50. Allen Hammond. 1998. Market World: A New Golden Age of Prosperity?; Fortress World: Instability and Violence?; Transformed World: Changing the Human Endeavor?. Chapters 3, 4, and 5 in Which World?: Scenarios for the 21st Century, 22-61. Washington D.C.: Island Press. Steve Lerner. 1997. Introduction to Eco-Pioneers: Practical Visionaries Solving Today’s Environmental Problems, 1-17. Cambridge, MA: MIT Press. David C. Korten. 1999. Engaging the Future. Chapter 14 in The Post-Corporate World: Life After Capitalism, 261-275. San Francisco and West Hartford, CT: Berrett-Koehler Publishers and Kumarian Press. SUPPLEMENTARY READINGS: Carolyn Merchant. 1996. Isis: Science and History; The Death of Nature: Women and Ecology in the Scientific Revolution. Chapters 3 and 4 in Earthcare: Women and the Environment, 38-55. New York: Routledge. G. Tyler Miller, Jr. 2000. Critical Thinking: Science, Models, and Systems. Chapter 2 in Living in the Environment: Principles, Connections, and Solutions. Eleventh Edition, 50-69. Pacific Grove, CA: Brooks/Cole Publishing Company. Edward O. Wilson 1992. The Environmental Ethic. Chapter 15 in The Diversity of Life, 343-351. Cambridge, MA: Belknap Press. Arne Naess. 1998. Self-Realization: An Ecological Approach to Being in the World. In The Environmental Ethics and Policy Book: Philosophy, Ecology, Economics. 2nd Edition, eds. Donald VanDeVeer and Christine Pierce, 226-230. Belmont, CA: Wadsworth. Murray Bookchin. 1998. Will Ecology Become “The Dismal Science”? In The Environmental Ethics and Policy Book: Philosophy, Ecology, Economics. 2nd Edition, eds. Donald VanDeVeer and Christine Pierce, 230-235. Belmont, CA: Wadsworth. Karen Warren. 1998. The Power and Promise of Ecological Feminism. In The Environmental Ethics and Policy Book: Philosophy, Ecology, Economics. 2nd Edition, eds. Donald VanDeVeer and Christine Pierce, 257-271. Belmont, CA: Wadsworth. Yash Tandon. 1993. Village Contradictions in Africa. In Global Ecology: A New Arena of Political Conflict, ed. Wolfgang Sachs, 208-223. London: Zed Books. Ramachandra Guha and Juan Martinez-Alier. 1997. Radical American Environmentalism and Wilderness Preservation: A Third World Critique. Chapter 5 in Varieties of Environmentalism: Essays North and South, 92-108. London: Earthscan Donald VanDeVeer and Christine Pierce. 1998. Preview to Chapter 5.A in The Environmental Ethics and Policy Book: Philosophy, Ecology, Economics. 2nd Edition, 286-293. Belmont, CA: Wadsworth. Bunyan Bryant. 1995. Issues and Potential Policies and Solutions for Environmental Justice: An Overview. In Environmental Justice: Issues, Policies, and Solutions, ed. Bunyan Bryant, 8-34. Washington D.C.: Island Press. Aaron Sachs. 1995. Eco-Justice: Linking Human Rights and the Environment. Worldwatch Paper 127. Washington D.C.: Worldwatch Institute. Phil Lane. 1995. Visions for the Future. In The Right to Hope: Global Problems, Global Visions; Creative Responses to our World in Need, ed. Catherine Thick, 75-79. London: Earthscan Publications. FURTHER RESOURCES FOR CAMPUS ECOLOGY PROJECTS, ETC. Environmental Science: Fritjof Capra. 1994. Systems Theory and the New Paradigm. In Ecology, ed. Carolyn Merchant, 334-341. Key Concepts in Critical Theory Series. Atlantic Highlands, NJ: Humanities Press. G. Tyler Miller, Jr. 2000. Environmental Problems ,Their Causes, and Sustainability. Chapter 1 in Living in the Environment: Principles, Connections, and Solutions. Eleventh Edition, 2-37. Pacific Grove, CA: Brooks/Cole Publishing Company. Environmental Thought and Ethics: Wendell Berry. 1995. The Obligation to Care. Sierra (Sept/Oct): 62. Garrett Hardin. 1998. The Tragedy of the Commons. In The Environmental Ethics and Policy Book: Philosophy, Ecology, Economics. 2nd Edition, eds. Donald VanDeVeer and Christine Pierce, 352-360. Belmont, CA: Wadsworth. George Monbiot. 1998. The Tragedy of Enclosure. In The Environmental Ethics and Policy Book: Philosophy, Ecology, Economics. 2nd Edition, eds. Donald VanDeVeer and Christine Pierce, 360-362. Belmont, CA: Wadsworth. Derek Wall. 1994. Introduction to Green History: A Reader in Environmental Literature, Philosophy, and Politics, 1-17. London: Routledge. Lynn White. 1998. The Historical Roots of our Ecologic Crisis. In The Environmental Ethics and Policy Book: Philosophy, Ecology, Economics. 2nd Edition, eds. Donald VanDeVeer and Christine Pierce, 48-54. Belmont, CA: Wadsworth. Donald Worster. 1994. Science in Arcadia; The Empire of Reason. Chapters 1 and 2 in Nature’s Economy: A History of Ecological Ideas. Second Edition, 2-55. Cambridge: Cambridge University Press. Environmental Policy and Practice: Richard Peterson. 1990. Searching for Life on Zaire's Ituri Forest Frontier. Cultural Survival Quarterly 14 (4):56-62. David C. Korten. 1999. The Midas Curse. Chapter 3 in The Post-Corporate World: Life After Capitalism, 65-83. San Francisco and West Hartford, CT: Berrett-Koehler Publishers and Kumarian Press. Andrew P. Dobson. 1998. The Wealth of Nature. Chapter 10 in Conservation and Biodiversity, 231-253. New York: Scientific American Library. Benjamin H. Strauss. 1996. Environment and Campus. Chapter 3 in The Class of 2000 Report: Environmental Education, Practices, and Activism on Campus, 35-52. New York: Nathan Cummings Foundation.