ENVIRONMENTAL ETHICS

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ENVIRONMENTAL ETHICS

Course Information Environmental Ethics, PHIL206

Carroll College, Spring 2012 8:00-9:15 am, Tues & Thurs; 102 O’Connell

3 credit hours

On-line learning management system: moodle.carroll.edu

(please “register” in moodle ASAP)

Instructor Information Dr. Mark Smillie

Associate Professor of Philosophy Office: 142 St. Charles; Phone: 447-5416 (leave message if unavailable or send email)

Email: [email protected]

Spring 2012 Office Hours: 3:00-4:30 MW and 9:30-11:00, TTh; and by appointment

READING MATERIALS

Environmental Ethics: Readings in Theory and Application. Paul Pojman. Wadsworth: Belmont, CA, 2011.

ISBN: 978-0538452847. Required text. $136.55 (new; 102.75 used) at Saints Shoppe. A good text

that previous students have enjoyed. Gives good selection of essays that covers the main areas that I like to look at, with ample practical matters included. Unfortunately each new edition keeps rising in price, and I apologize for that in advance.

COURSE DESCRIPTION

Environmental Ethics explores the moral relationship between human beings and the environment, and considers the ethical defense of our actions on the environment and its nonhuman aspects. We will be particularly interested in understanding relevant ethical principles and values in order to defend and justify our choices in this regard. We also study the value and moral status of the environment and its contents—animals, plants, ecosystems, etc.

This course especially fulfills the philosophy department’s aim to help students explore ethics and investigate their core beliefs about themselves and their place in this world. Environmental Ethics fulfills the Applied Ethics requirements of the Ethics and Values Major and the philosophy CORE Requirement. It makes an excellent philosophy course for biology and other science majors and is highly recommended for Environmental Studies majors.

COURSE OBJECTIVES

There are no prerequisites for this course. My goals are to introduce students to ethical thinking generally, and more specifically, the range of current ethical thinking about the environment. In addition, we will explore the issue of what value(s) are primary in our ethical thinking about the environment, as well as look at different environmental approaches to ecological challenges. Students completing this course will be able to

1. Identify different environmental problems

2. Identify, describe and contrast different environmental worldviews on ethical value

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implications of these solutions for “solving” environmental issues

5. Display greater tolerance for ethical disagreement among people and ethical ambiguity in

reasoning

Disclaimer:

• Students may vary in their competency levels on these abilities.

• Students can expect to acquire these abilities only if they honor all course policies, attend

class regularly, complete all assigned work on time and in good faith, and meet all other course requirements and expectations.

DESCRIPTION OF COURSE REQUIREMENTS AND ASSESSMENT PROCEDURES Glossary: 5%

Article Reactions: 35% Group Project: 20%

Two in-class exams: 30% (50/50) Final Exam: 10%

More Detail Glossary

Each student will identify, define, and add to the Moodle Glossary two terms from Environmental

Ethics encountered in their study and reading. Terms must be “technical” ones, specific to

ethics/environmental ethics, and ones you believe central to the learning of this field (they will be included as questions on the tests). Each student must supply a different term. The due dates for the first term is Feb 14, and the second is March 27.

Article Reactions

We will be reading different articles throughout the course and students will have to write five reviews/summaries. Reviews must include a brief summary of the overall material and a critique of some part of the article that you find worthy of special attention. Reviews should be at least 3 pages. You must do at least two before midterm break.

Group Project

Working in approved groups (or individually if circumstances require), students will present on a environmental problem or dilemma. Practical issues will be assigned by the instructor. These projects can take different forms: written, oral, media presentations (video, audio). Projects will be presented at the end of semester.

Tests and Exams

Two exams on the course material are scheduled during our class meetings for the semester. Tests will cover the material from our texts and class sessions. There will be participative review sessions the day prior to each test. The final exam for the course is cumulative and held on the day scheduled by the registrar.

Final grade calculation: Letter grades for the course will be assigned as follows. (You can “track” your grade throughout the semester on moodle.)

Percentage points 90-100……….. 80-89………. 70-79……….

Grade A B C

Percentage points 60-69……… Below 60……… P/F Grade………….

Grade D F D (60)

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The criteria used for judging performance are generally: effort, mastery of the material, sound

organization and structure, persuasiveness, good writing. LEARNING MANAGEMENT SYSTEM (MOODLE)

Every student must log onto Moodle ASAP (see Students page on Carroll website) and “enroll” in this course. The moodle site is a “learning management system” that integrates with the course and classroom activities.

• All written assignments should be submitted electronically on moodle (use the appropriate

assignment upload).

• All assignments will be graded electronically on moodle—go there to view your grade and

comments from the instructor.

• The moodle grade book is my grade book for this course; all your grades will be recorded

there. Look there to find your current grade. (If something is incorrect or missing, you should contact me.)

• The moodle calendar is the official calendar for the course as well—it will include reading

assignments as well as other assignments.

• Moodle has copies of this syllabus, other relevant course information and help sheets, and

other assigned readings not in the texts required for the course. BASIC ETIQUETTE

All students should practice good manners in class and show civility to all. A positive attitude is appreciated and a professional demeanor should be the baseline. This includes such things as remaining alert (and awake!) in class, respecting and never interrupting others, limiting private conversations, turning phones and pagers off, and controlling any urges to text to others. Please, no eating or using tobacco products in class (a small beverage is allowed).

In team or group situations, students should cooperate with their team members and obtain their input when working on group exercises and projects. Most group work involves a required peer assessment of each individual’s contribution to the group.

Absolutely no electronic devices are allowed during exams, and this includes cell phones, laptops, and mp3 players/devices. Laptops are allowed at other times during class, with the expectation that you are using them to participate in the class and not as a distraction.

COURSE SCHEDULE (OVERVIEW)

This schedule does not include all writing assignments; they will be assigned as the situation dictates. (Note: See appendix for graphic display of course organization.)

W Date Topic

1 Jan 10 First class day. Introduction to the course

Jan 12 Expanding the circle. Values, valuing, and how do we value?

Read : “Introduction,” “What is Ethics” and “An Overview of Environmental Ethics.”, pgs 1-35.

(Jan 13—Last day to drop a class without a “W” on transcript)

2 Jan 17 Our culture and other cultures….

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De Silva, “The Buddhist Attitude Towards Nature,” EE pgs 650

“Traditional American Indian and Western European Attitudes Toward Nature: An Overview” available on M

(Last day to add a course or select audit status)

Jan 19 Whose interests count? The basic idea of interests.

Read: Hill, “Ideals of Human Excellence and Preserving Natural Environments,” in EE, pgs 36-46

3 Jan 24 Whose interests count?

Read: Kant: “Rational Beings Alone have Moral Worth” and Wilson, “The Green Kant: Kant’s Treatment of Animals,” EE pgs 60

Jan 26 (Class meeting in conjunction with Helena High) Our relationship to

We will present our prepared “Autobiographies” in small groups.

4 Jan 31 Whose interests count? Sentientism

Read: Singer, “A Utilitarian Defense of Animal Liberation,” EE, pgs 71

Feb 2 Whose interests count?

Read: Regan, “The Radical Egalitarian Case of Animal Rights,” and Warren, “W A Critique of Regan’s Animal Rights Theory,” EE, pgs 81

5 Feb 7 Thinking about Sentientism

Read: Jamieson, “Against Zoos,” EE, pgs 96

Feb 9 Whose interests count? Biocentrism

Read: Schweitzer, “Reverence for Life,” and Taylor, “Biocentric Egalitarianism,” pgs 198-221

6 Feb 14 ₍ _{Valentines Day)}

Whose interests count? Biocentrism

Read: Schweitzer, “Reverence for Life,” and Taylor, “Biocentric Egalitarianism,” EE, pgs 198-221

Feb 16 Biocentrism/ Review for test 1.

7 Feb 21 Test #1

Feb 23 Whose interests count? Ecocentrism and the Land Ethic

Read: Leopold, “Ecocentric

8 Feb 28 Whose interests count? Ecocentrism and the Land Ethic

Read: “The Conceptual Foundations of the Land Ethic,” EE, pgs 232

Mar 1 Whose interests count? Ecocentrism and the Land Ethic

Read: Leopold, “The Conceptual Foundations of the Land Ethic,” EE, pgs 232

9 M 5-10 Spring Break. Midterm Grades posted on March 7

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Mar 13 Environmental Approaches: Conservationism

Read: Baxter, “People or Penguins: The Case for Optimal Pollution” EE, pgs Other reading TBA.

Mar 15 Environmental Approaches:

Read: Naess, “The Shallow and the Deep, Long

T: Deep Versus Shallow Ecology,” Devall and Sessions, “Deep Ecology,” EE, pgs 129 1

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Mar 20 Environmental Approaches:

Read: Warwick, “Deep Ecology: A New Philosophy of Our Time?” Critique of Anti-Anthropocentric Ethics,” EE, pgs 149

pgs 122-129

Mar 22 Environmental Approaches

Read: Warren, “The Power and the Promise of Ecological Feminism,” EE, pgs 589 De Silva, “The Buddhist Attitude Towards Nature,” EE pgs 650-655. Also Callicott: “Traditional American Indian and Western European Attitudes Toward Nature: An Overview” available on Moodle.

(Last day to add a course or select audit status)

Whose interests count? The basic idea of interests. Anthropocentrism

Read: Hill, “Ideals of Human Excellence and Preserving Natural Environments,” in EE, Whose interests count? Sentientism—Animal Moral Worth

Read: Kant: “Rational Beings Alone have Moral Worth” and Wilson, “The Green Kant: Kant’s Treatment of Animals,” EE pgs 60-70

(Class meeting in conjunction with Helena High) Our relationship to the environment. We will present our prepared “Autobiographies” in small groups.

Whose interests count? Sentientism—Animal Welfare

Read: Singer, “A Utilitarian Defense of Animal Liberation,” EE, pgs 71-80 Whose interests count? Sentientism—Animal Rights?

Read: Regan, “The Radical Egalitarian Case of Animal Rights,” and Warren, “W A Critique of Regan’s Animal Rights Theory,” EE, pgs 81-95

Thinking about Sentientism—what is permissible treatment of animals and Read: Jamieson, “Against Zoos,” EE, pgs 96-103.

Whose interests count? Biocentrism

Read: Schweitzer, “Reverence for Life,” and Taylor, “Biocentric Egalitarianism,” Valentines Day)

Whose interests count? Biocentrism.

Read: Schweitzer, “Reverence for Life,” and Taylor, “Biocentric Egalitarianism,” EE, Review for test 1.

Whose interests count? Ecocentrism and the Land Ethic

Read: Leopold, “Ecocentric Ethics: The Land Ethic,” EE, pgs 222-232. Whose interests count? Ecocentrism and the Land Ethic

Read: “The Conceptual Foundations of the Land Ethic,” EE, pgs 232-245. Whose interests count? Ecocentrism and the Land Ethic

“The Conceptual Foundations of the Land Ethic,” EE, pgs 232

. Midterm Grades posted on March 7

Environmental Approaches: Conservationism

Read: Baxter, “People or Penguins: The Case for Optimal Pollution” EE, pgs Other reading TBA.

Environmental Approaches: Deep Ecology

Read: Naess, “The Shallow and the Deep, Long-Range Ecological Movement,” “Ecosophy T: Deep Versus Shallow Ecology,” Devall and Sessions, “Deep Ecology,” EE, pgs 129 Environmental Approaches: Deep Ecology

Read: Warwick, “Deep Ecology: A New Philosophy of Our Time?” and Watson, “A Anthropocentric Ethics,” EE, pgs 149-164. Also, Mill, “Nature,” EE Environmental Approaches: Ecofeminism

Read: Warren, “The Power and the Promise of Ecological Feminism,” EE, pgs 589

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. Also Callicott:

“Traditional American Indian and Western European Attitudes Toward Nature: An

Anthropocentrism.

Read: Hill, “Ideals of Human Excellence and Preserving Natural Environments,” in EE,

Read: Kant: “Rational Beings Alone have Moral Worth” and Wilson, “The Green Kant: the environment.

80 Read: Regan, “The Radical Egalitarian Case of Animal Rights,” and Warren, “W A

treatment of animals and what isn’t?

Read: Schweitzer, “Reverence for Life,” and Taylor, “Biocentric Egalitarianism,” EE,

245.

“The Conceptual Foundations of the Land Ethic,” EE, pgs 232-245.

Read: Baxter, “People or Penguins: The Case for Optimal Pollution” EE, pgs 327-332.

Range Ecological Movement,” “Ecosophy T: Deep Versus Shallow Ecology,” Devall and Sessions, “Deep Ecology,” EE, pgs 129-148

Watson, “A . Also, Mill, “Nature,” EE

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Mar 27 Practical Responses: Reduce, Reuse, Recycle—Does it really matter?

Reading: TBA

Mar 29 Practical Responses: Mindful eating.

Read: TBA.

Review for Test #2 1

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Apr 3 Test #2

Apr 5 Practical Responses: Living Simply—Can we do it?

Reading: TBA 1

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Apr 10 Practical Responses: Ecoterrorism? A justifiable alternative?

Read: Foreman, “Strategic Monkeywrenching” and Martin “Ecosabatage and Civil Disobedience”, EE, pgs 747-765.

Apr 12 Group Presentations: practical concerns

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Apr 26 Group Presentations: practical concerns or / Last Day of Class

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May 2 Final Exam (3:00-4:45) (Wednesday)

POLICIES ATTENDANCE AND TARDINESS

“Eighty percent of success is showing up.” Attributed to Woody Allen

Regular attendance is a college policy (see College Catalogue, pg 40). I keep attendance regularly and expect to be informed if some legitimate excuse keeps you from attending class. Students missing more than nine class sessions may be asked to drop the class. Tardiness is disruptive to other members of the class, so please be on time!

Late exams/assignments: Assignments are considered late if they are turned in after 5:00 of the day they are assigned. Late assignments will be penalized one half a letter grade for every day they are late. Missed exams may be retaken at the ARC within one week of the exam date. (Students must make their own arrangements with the director of the ARC, and then inform me of their scheduled makeup date.)

Students having good reasons for missing a deadline or test should contact me in advance of the deadline. Good reasons include documented medical reasons, documented court obligations, and athletic team commitments, family emergencies. Deadlines will be reset to mutually agreed times in these situations.

INSTITUTIONAL AND COURSE POLICIES ON ACADEMIC HONESTY

Carroll College’s policy on Academic Integrity is stated in both the CC Catalogue and in the Student Handbook. The policy reads: “Students at Carroll College are expected to have high standards of integrity. Any student who cheats or plagiarizes on examinations or assignments, falsifies college records, or fails to give requested academic information on admission documents is subject to dismissal or other appropriate disciplinary action by the College.” Students violating the policy will be referred to the Vice President for Academic Affairs. Please see these publications for the correct

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procedures (other than a final grade).

Plagiarism is an act of fraud and will not be tolerated. Plagiarism is both stealing someone else’s work and lying about it. It includes the following

• Turning anyone else’s work (including other students’) as your own

• Copying without giving credit (including copying from the internet)

• Not putting quotations in quotation marks

• Incorrectly identifying the source of a quotation

Plagiarism also includes copying the sentence structure of a source, even if you changed words, and copying so many words or ideas from a source that it makes up the majority of your work, whether you give credit or not.

All suspected cases of plagiarism will be investigated, and where verified, will be penalized; the

penalty can be a severe as immediate failure in the course. If you are unsure about whether some actions constitute plagiarism, please ask me.

CAMPUS SUPPORT SERVICES

The Academic Resource Center, located in Simperman Hall, helps students become academically successful through services such as peer tutoring, advice on study skills, workshops, and academic counseling. Please stop by or contact the director (Joan Stottlemyer) to request help. Check website for ARC hours this semester.

In its recognition of the unique value of each human being, Carroll College is committed to making reasonable accommodations for qualified students with disabilities. Students with special needs should contact the Academic Resource Center (ext 4504) for further information.

CONCLUDING DISCLAIMER

The above schedule, policies, and assignments in this course are subject to change in the event of extenuating circumstances or by mutual agreement between the instructor and the students. ABOUT YOUR PROFESSOR

I am an associate professor in the Philosophy Department. I received a B.A. from Thomas Aquinas College (CA) in 1983; a Ph.D. in 1992, from the University of Notre Dame. I have taught at Notre Dame, Merrimack College (North Andover, MA), North Shore Community College (Danvers & Lynn, MA), Allentown College, (Center Valley, PA), the University of Indiana at South Bend, and Bethell College (Mishawaka, IN).

I teach various philosophy courses here at Carroll including Philosophy of Human Nature, Business Ethics, Bioethics, Environmental Ethics, and Medieval Philosophy. My research interests are in Medieval Philosophy, especially the philosophy of St. Thomas Aquinas, and applied ethics. I have given papers/presentations on: Catholic Identity, St. Thomas on God’s Omnipotence, End of Life Decision-Making, using technology in the classroom (including Moodle).

I’ve been married 25 years and have eight kids (including a Carroll grad, class of 2008!). I am involved in various community organizations in Helena and enjoy visiting historical sites, hiking, photography, building things from time to time (and even house remodeling).

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Graphic Syllabus

A visual of the basic course organization and sequencing

WEEK COURSE DIVISION TOPICS WE LOOK AT 1 INTRODUCTION

2

3-4

5-6

6-7

8

9 SPRING BREAK 10

11

12-13

14 15

16

17 FINAL EXAM

ENVIRONMENTAL ETHICS

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