Atkinson College, York University - Department of Science
and Technology Studies
1997-98 COURSE SYLLABUS
Instructor:
Adrian Ivakhiv
Office: Room 226-B, Lumbers Building.
Office hours: Wednesdays 12.00-1.00 p.m. and 5.00-6.00 p.m.
Email address: ai@yorku.ca
Prerequisites
Completion of
Humanities, Social Science and either Mathematics of Modes of Reasoning at the
1000 6.0 level.
Over
the last three decades, the perception has grown that human society is
undergoing an "environmental crisis." The popular environmental
movement has alerted people to the many risks and dangers associated with
living in a highly industrialized and technological society. Within science,
the loose and interdisciplinary field of "environmental science" has
emerged to address the details of this apparent crisis, and a data-bank of
knowledge has grown apace. For most people, however, environmental
controversies remain a source of confusion: many and conflicting facts are
cited, wildly divergent opinions thrown about, and "experts"
seemingly disagree more often than not.
This course aims to
provide students with a broad background for understanding controversies within
environmental science -- not by presenting "the facts as they are"
(for instance, by answering such questions as "is global warming really
occuring?"), but by exploring a variety of perspectives (scientific,
cultural, historical, political, economic, etc.) from which the complexity of
scientific and environmental debates can be made sense of. Environmental
science will be seen as an activity which takes place within a broader cultural
and historical milieu, one in which controversies emerge out of the interaction
of various factors and actors, and which is fraught with social, political, and
ethical questions.
Students can expect
to gain the following by taking this course:
- an introduction to and general awareness of some
of the most important and controversial issues within environmental science,
both historically and (especially) in the present day;
- an awareness of some of the ways in which science, politics,
economics, and culture interact in the generation of environmental
controversies, and of the various ethical, political and ecological
implications of, as well as competing perspectives on, controversial issues;
- an understanding of some basic concepts in the sociology of
environmental science and technology, such as the "risk society," the
"technological world system," debates on "expertise",
scientific uncertainty, and "citizen science";
- and research skills appropriate to learning about an environmental
issue or controversy, "critically reading" various kinds of
arguments, and adjudicating between different points of view on environmental
issues.
The
course will be divided into three broad sections of roughly seven or eight
weeks each.
(1) Following a
three-week introduction to environmental science and the central themes of the
course, we will embark on a historical overview of ecological thinking. We will
examine the changing relationship between science, society, and concern for
"nature" or "the environment," tracing this thread from the
beginnings of modern Western science, through the rise of Darwinism and of
ecology in the nineteenth century, and to the emergence and growth of the
environmental movement of the last thirty-five years.
(2) The next seven
weeks will focus on scientific and environmental controversies within a
"risk society." We will look at the social construction of
environmental controversies; the respective roles of science, environmental
movements, and the media in the framing and development of such controversies;
and ideas of risk, scientific uncertainty, and contested notions of
"expertise" in environmental and scientific debates.
(3) The remainder
of the course will examine the longer-term political and ecological implications
of contemporary environmental controversies, viewed in the context of the
emerging "technological world system," and will explore competing and
critical perspectives on science, technology, and the future of human society.
Throughout the
course, but especially in the second half, we will make extensive use of case
studies of contemporary environmental controversies, such as global warming,
biodiversity loss, ozone depletion, the Gaia hypothesis, nuclear and toxic
waste disposal, genetic engineering and biotechnology, ecological restoration,
and so on. Each of these cases will involve asking questions not only about the
scientific validity of competing arguments, but also about ethical concerns,
the role of science and technology within society, the rise of the global
economy and the political contours of the "risk society," North-South
relations, race, class and gender issues, methods to improve popular
participation in scientific decision-making, and competing visions of the
future.
Required
texts
1. Donald Worster, Nature's
Economy: A History of Ecological Ideas (2nd ed., Cambridge University
Press, 1994).
2. Alan Irwin, Citizen
Science: A Study of People, Expertise, and Sustainable Development (New
York: Routledge, 1995).
3. Wolfgang Sachs,
ed., Global Ecology: A New Arena of Political Conflict (London: Zed,
1993).
4. Norman Myers and
Julian L. Simon, Scarcity or Abundance? A Debate on the Environment (New
York: W. W. Norton and Company, 1994).
5. Reading Kits for
Fall and Winter terms.
Optional,
recommended texts
1. Bill McKibben, The
End of Nature (New York: Anchor Press/Doubleday, 1989).
2. Daniel B.
Botkin, Discordant Harmonies: A New Ecology for the Twenty-First Century
(Oxford University Press, 1990).
Please note:
(1) Nature's
Economy and Citizen Science will be the central texts of
(respectively) Parts One and Two of the course, and will be used almost in
their entirety.
(2) Although we
will not devote much time to discussing Bill McKibben's The End of Nature,
students are urged to read this book (or at least Part One, pp. 3-91), if
possible, PRIOR TO THE FIRST CLASS, as it is a very readable introduction to
many themes of the course.
(3) Students are
also encouraged to purchase or gain access to a good, up-to-date environmental
science textbook for reference purposes, such as G. Tyler Miller, Jr., Living
in the Environment, Daniel B. Botkin and Edward A. Keller, Environmental
Science: Earth as a Living Planet, or William P. Cunningham and Barbara
Saigo, Environmental Science: A Global Concern.
(4) The Myers-Simon
reading, Scarcity or Abundance?, which is currently out of print, will
be made available on reserve, and students are encouraged to read it ahead of
time in order to avoid time conflicts. Additional supplementary readings will
also be made available on reserve where appropriate.
(1)
ONGOING CLASS PARTICIPATION 20%
This component
includes preparation for classes, regular attendance, and participation in
class discussions and exercises (which may include small-group writing
exercises, in-class debates, short reflection papers and brief quizzes, and so
on).
Readings: Students are expected to
read all the required readings for a given week, and to come prepared with
critical comments or questions with respect to the readings. It is recommended
that students make notes while reading, especially in response to the
"study questions" that will be suggested at the end of each class. These
questions will be the basis for writing assignments (see below) and the
mid-term examination. Readings in the second term will be expected to be
integrated into group presentations and class discussions.
Grading criteria: The grade for this
component will be based on the quality of your contributions to class
discussions, your demonstrated thought about the issues raised in the readings,
and your ability to draw connections between theoretical ideas and specific
issues or "cases," which may also include events you hear about in
the news, in the community where you live, etc. Contributions are expected to
add to the quality and "flow" of class discussion.
(2) THREE SHORT
REFLECTION PAPERS (3-4 pp. each X 5% each) 15%
These will be based
on readings and lecture materials; their style and content will be specified in
class. They may include writing assignments developed in the context of
peer-response groups; a critical analysis of an author's arguments; or
assignments in the form of newspaper articles or "letters to the
editor."
(3) MID-TERM EXAM
20%
The intent of this
exam is to allow students to demonstrate an adequate understanding of the
concepts introduced in the lectures and readings of the first term. Questions
will generally require "short essay" type answers, and there will be
some choice as to which questions students would prefer to answer. Factual
details (such as dates, etc.) will be considered less important than an overall
grasp of the concepts.
(4) GROUP PROJECT
AND IN-CLASS PRESENTATION 25%
Each group will
consist of three or four students who will be responsible for planning and
leading a class session approximately 50-60 minutes in length, compiling an
annotated bibliography (as a group), and writing short individual reflection
papers. Presentations will take place sometime during the second term of the
course, and will normally be in the form of "case studies" relevant
or related to the topic or theme of the given week; thus, students are
encouraged to examine the course syllabus well ahead to find a suitable date
and topic. By the end of the first term, all groups should be formed and topics
should be in place.
Preparation: To ensure that
presentations will be informative and enjoyable for the class, it is essential
that each group discuss plans with the instructor well ahead of the
presentation date. At least four weeks ahead of the presentation date
each group should submit a written proposal, including a brief
description of the topic, format ideas, proposed division of responsibilities
among group members, 3-5 "starting" bibliographic references, and a
list of times (half-hour blocks) during the week when all of the group members
would be available to meet with the instructor (preferred times are Tuesday or
Wednesday afternoon) or to conduct a conference call. (Email communication is
also a possibility, should the above be unworkable.) This meeting should take
place at least a week prior to the presentation date.
Presentation: The aim of the
presentation should be to introduce the given topic from various perspectives
(scientific, environmental, social, ethical, etc.) and to make it meaningful,
comprehensible, and "real" for other students. Projects must
include consideration of both the scientific/technical and societal/values
aspect of the topic under consideration. Verbal introduction of the topic (i.e.
presenters "talking") should not take up more than 15-20 minutes maximum.
You are encouraged to be creative with formats: "talk shows," games,
role-playing, theatre, class debates, etc., may all be appropriate, as may the
use of media (videos, slides, overheads, etc.), though these should normally
not take up more than a third to a half of the given presentation's length. You
may invite guest speakers into class, should this be a possibility, but make
sure that person understands their role and any time limitations.
Annotated
bibliography:
In addition to the actual in-class presentation, the final output should
include an annotated bibliography of sources read and consulted on the topic.
This bibliography should include annotated references (i.e., with critical
commentary, at least a paragraph per reference) to at least 12-15 books or
journal articles, though this number can vary depending on the style of
bibliography. It should be organized in a way that serves to introduce both the
subject itself and the different kinds of literature on it, and to generally
make the topic accessible to someone unfamiliar with it.
Individual
reflection papers: Following the presentation, each group member will be expected to
hand in a brief, 2-3 page paper reflecting on the entire presentation process,
detailing your individual role in the project, what you learned, difficulties
encountered along the way, etc.
Grading: Though the entire project
will be considered a group effort, grading may vary on an individual basis.
Groups are expected to divide the workload among all participants equally
(though there may be flexibility in the "division of labour" - for
instance, some students may wish to put more effort into certain components,
e.g. the bibliography or the presentation, as opposed to others). In general,
the presentation will be worth 15%, and the annotated bibliography 10%. The
individual reflection paper is intended as a way to ensure that all students
are graded according to the work they have done, and that the entire process be
considered a learning opportunity; it will be factored into the overall grade
for the project. Actual grades will be based upon three sources: a peer
evaluation of the in-class presentation by the rest of the class; an evaluation
by each group member of the contribution to the project of all the members of
the group; and an evaluation of the project by the instructor. Class
discussions of each other's work is intended to be collegial, fair and honest,
and should be aimed at encouraging critical reflection and standards of quality
for all of our work.
(5) MAJOR RESEARCH
PAPER 20%
This will be due
one week following the final class in April. Topics and detailed instructions
will be given out in the second term. Students should normally choose an
entirely different topic from that of their group presentation.
Though
classes will remain flexible depending on course material, students' needs,
group presentations, and so on, the general structure of classes will tend to
be as follows.
1) Roughly the
first third of each class will be devoted to discussing readings and issues
raised within them, as well as related case studies. As participation in these
discussions will be crucial, students are expected to read all of the
required readings for a given week and to prepare some relevant questions
and/or commentary in relation to each reading, prior to the class of the
week in which they are listed below. Thus, the readings listed under September
17 (see below) are expected to be done in the week between Sept. 10 and Sept.
17.
2) A lecture-style
presentation will elaborate on ideas related to the theme of the given class.
This section will vary in length. The middle portion of the class may also
include in-class presentations, film or video screenings, and the like.
3) Finally, a brief
final section of the class will introduce the themes of the following week's
readings, and suggestions or "study questions" will be given as a
guide for "what to look for" in the readings.
The
following schedule of topics and readings is subject to revision as the course
progresses. The second term, in particular, should be considered a
"tentative" schedule. Depending on students interests in particular
topics, it will be revised and a new schedule for the second term will be
issued late in the first term.
INTRODUCTION
AND CONTEXTS
September 10
Introduction
and course overview
Recommended reading
(optional):
1. Bill McKibben, The
End of Nature (N.Y.: Anchor/Doubleday, 1989).
September 17
Crisis? What
crisis?: "Environmental science," the issues and debates
CASE STUDY: Debate
between "cornucopians" and "apocalyptics"
Required readings:
1. Lester R. Brown,
Christopher Flavin, Sandra Postel, "Uncover the Lifeboats!" Saving
the Planet: How to Shape an Environmentally Sustainable Global Economy (New
York: W. W. Norton, 1991), pp. 17-31.
2. G. Tyler Miller,
Jr., ch. 1, "Environmental Problems and Their Causes," in Living
in the Environment (9th Edition, Wadsworth Publishing Co., 1996), pp. 4-28
(including Guest Essays on pp. 24-27).
September 24
Science as a
curse or a panacea: Environmentalists' ambivalent relationship with science
Required readings:
1. Daniel B. Botkin
and Edward A. Keller, "Thinking critically about the environment," in
Environmental Science: Earth as a Living Planet (New York: John Wiley
& Sons, 1995), pp. 15-21.
2. G. Tyler Miller,
Jr., "The nature of science, technology, and environmental science,"
in Living in the Environment (1996), pp. 51-55.
3. Carolyn
Merchant, "Science and Worldviews," ch. 2 in Radical Ecology: The
Search for a Livable World (New York: Routledge, 1992), pp. 41-59.
4. Steven Yearley,
"The Science of Saving the Planet", in The Green Case: A Sociology
of Environmental Issues, Arguments, and Politics (London: Harper Collins
Academic, 1991), pp. 113-147.
October 1
Rosh Hashanah. No
class will be held.
ONE - SCIENCE AND THE
HISTORY OF ECOLOGICAL THOUGHT
October 8
Natural
history, romanticism, and the industrial revolution
Required readings:
1. Donald Worster,
preface and chapters 1-4, Nature's Economy, pp 1-97.
October 15
Darwinism and
its contested inheritance
CASE STUDY: The
"nature/nurture debate"
Required readings:
1. Worster,
chapters 8 and 9, Nature's Economy, pp. 114, 145-187.
2. R. C. Lewontin,
Steven Rose, and Leon J. Kamin, excerpts from Not in Our Genes: Biology,
Ideology, and Human Nature (New York: Pantheon, 1984), pp. 37-46, 3-14.
October 22
Twentieth
century ecology: towards a managed environment
CASE STUDY: The
Dust Bowl of the 1930s
Required reading:
1. Worster, Nature's
Economy, pp. 190-194, 205-253.
October 29
The rise of
the modern ecology movement
Required readings:
1. Worster,
chapters 13 and 14, Nature's Economy, pp. 256-315.
2. Botkin and
Keller, from "Ecosystems and Ecological Communities" in Environmental
Science: Earth as a Living Planet (1995), pp. 99-109.
November 5
Apocalypse
now? Environmentalism's millenial rhetoric
Required readings:
1. Worster, chapter
16, pp. 342-378.
2. M. Jimmie
Killingsworth and Jacqueline S. Palmer, "Millennial Ecology: The
Apocalyptic Narrative from Silent Spring to Global Warming,"
in C. G. Herndl and S. C. Brown, Green Culture: Environmental Rhetoric in
Contemporary America (Madison: University of Wisconsin Press, 1996), pp.
21-45.
November 12
Gaia: Mother
Earth and her global managers
1. Worster, chapter
16, pp. 378-387.
2. Botkin and
Keller, pp. 50-51.
3. Bill McKibben,
pp. 158-170 from The End of Nature.
November 19
From climax
to chaos: managing disorderly nature
Required readings:
1. Worster, chapter
17 (pp. 388-433).
2. D. Botkin,
"Oaks in New Jersey: Machine-Age Forests," in Discordant Harmonies,
pp. 51-71.
TWO - CONTROVERSIES IN AN
AGE OF RISK
November 26
The
construction of environmental controversies
CASE STUDY:
Biodiversity
Required readings:
1. John Hannigan,
"Social construction of environmental problems" (pp. 32-57) and
"Biodiversity Loss" (pp. 146-161), in Environmental Sociology: A
Social Constructionist Perspective (N.Y.: Routledge, 1995).
2. Christine von
Weizsäcker, "Competing notions of biodiversity", in W. Sachs, ed., Global
Ecology, pp. 117-130.
December 3
Overpopulation
and overconsumption: contours of an ongoing debate
Required reading:
1. Norman Myers and
Julian L. Simon, Scarcity or Abundance? A Debate on the Environment: Debate
and Post-Debate Statements (N. Y.: W. W. Norton and Company, 1994), pp.
113-210.
2. Maria Mies and
Vandana Shiva, "People or Population: Towards a New Ecology of
Reproduction," in Ecofeminism (Halifax: Fernwood, 1993), pp.
277-295.
Date T.B.A.
Mid-term Exam.
INTRODUCTION
TO THE WINTER TERM
The first term
of the course consisted of (1) an introduction to the course themes and to the
perspective of environmental studies/science (first three weeks), (2) an
historical overview of ecological thinking (weeks 4 through 10), and (3) an
introduction to sociological and analytic perspectives on environmental
controversies (beginning in week 8). In the second term we will continue
with the sociological-analytic approach to issues, focusing on the social
construction of controversies and of concepts of 'risk', uncertainty, and
'expertise'; but we will broaden this out to include the numerous ethical,
cultural, and sociopolitical questions surrounding contemporary environmental
controversies. We will also be focusing much more closely on a series of
specific case studies, ranging from pollution in the Great Lakes, the
collapse of East Coast fisheries, Toronto's garbage crisis, nuclear waste
disposal, and endocrine-disruptor chemicals, to such global problems as climate
change and the 'ozone hole.' (Note that the original division of the course
into three sections will become more 'blurred' than was originally suggested.
The reason for this is that our schedule of case studies, presentations, and
guest speakers, will require referring to different aspects of issues as they
arise.)
UPDATE ON COURSE
REQUIREMENTS
Fall term: Writing exercises / short
papers 10%
Mid-term exam 20%
Winter term: Two reflection papers (due
Feb. 4, Mar. 18) 10%
Group project and
in-class presentation 25%
Major research
paper 20%
Class participation
(fall & winter total) 15%
Please note that
the relative "% value" of presentations and research papers is
negotiable (e.g., individual presenters - as opposed to groups - may choose to
have the presentation valued at 20% and the essay at 25%, but please approach
me well beforehand if this is your wish). Details regarding the reflection
papers and writing exercises will be given out at the beginning of January.
GROUP (or
individual) PRESENTATIONS
(Please note that
major changes are in italics.)
Presentation groups
will be responsible for planning and leading a short class session, compiling
an annotated bibliography (as a group), and writing short individual reflection
papers. (Groups of four people should plan a 50-55 minute session; groups of
three - 40 minutes; two - 25-30 minutes; individuals - 15-20 minutes.)
Presentations will normally be in the form of 'case studies' related to the
class topics of the given week; thus, students are encouraged to examine the
course syllabus well ahead and to make connections with course topics and
themes as appropriate.
Preparation:
To ensure that
presentations will be informative and enjoyable for the class, it is essential
that each group discuss plans with the instructor well ahead of the
presentation date. At least three to four weeks ahead of the
presentation date each group should submit a written proposal, including
a brief description of the topic, format ideas, proposed division of
responsibilities among group members, at least five 'starting' bibliographic
references, and a list of times (half-hour blocks) during the week when all of
the group members would be available to meet with the instructor or to conduct
a conference call. (Email communication is also a possibility, should the above
prove unworkable.) This meeting should take place at least a week prior
to the presentation date. Finally, you should think about how your
presentation may be evaluated, and possible means of incorporating some
peer/group evaluation process into the presentation itself (or following it).
(We will discuss this further in January.)
Presentation:
The aim of the
presentation should be to introduce the given topic from various perspectives
(scientific, environmental, sociopolitical, ethical, etc.) and to make it
meaningful, comprehensible, and 'real' for other students. Projects must
include consideration of both the scientific/technical and societal/values
aspect of the topic under consideration. (See 'Presentation Guidelines' handout
for details.) Verbal introduction of the topic (i.e. presenters 'talking')
should take up no more than one-third of the total time. You are
encouraged to be creative with formats: 'talk shows,' games, role-playing,
theatre, class debates, etc., may all be appropriate, as may the use of media
(videos, slides, overheads, etc.); videos or films should normally not take up
more than a third of the given presentation's length. You may invite guest
speakers into class, should this be a possibility, but make sure that person
understands their role and any time limitations.
Annotated
bibliography:
In addition to the
actual in-class presentation, the final output should include an annotated
bibliography of sources read and consulted on the topic. This bibliography
should include annotated references (i.e., with critical commentary) to some
12-15 books or journal articles, though this number can vary depending on the
style of bibliography you chosen. It should be organized in a way that serves
to introduce both the subject itself and the different kinds of literature on
it, and to generally make the topic accessible to someone unfamiliar
with it. Bibliography should include references to the science as well as
the ethics and politics of the given issue, with some mention made of the
different types of literature (refereed scientific research, social scientific
analysis, popular books and media, etc.).
Individual
reflection papers:
Following the
presentation, each group member will be expected to hand in a brief (1-3 page,
as appropriate) paper reflecting on the presentation process, detailing your
individual role in the project, difficulties encountered along the way, etc.,
and including an individual evaluation of the group work. (If you are doing an individual
presentation, see below.)
Grading - for
group work:
Though the entire
project will be considered a group effort, grading may vary on an individual
basis. Groups are expected to divide the workload among all participants
equally (though there may be flexibility in the 'division of labour' - for
instance, some students may wish to put more effort into certain components,
e.g. the bibliography or the presentation, as opposed to others). In general,
the presentation will be worth 15%, and the annotated bibliography 10%. The
individual reflection paper is intended as a way to ensure that all students
are graded according to the work they have done, and that the entire process be
considered a learning opportunity; it will be factored into the overall grade
for the project. Actual grades will be based upon three sources: a peer
evaluation of the in-class presentation by the rest of the class; an
evaluation by each group member of the contribution to the project of
all the members of the group; and an evaluation of the project by the instructor.
Class discussions of each other's work is intended to be collegial, fair and
honest, and should be aimed at encouraging critical reflection and standards of
quality for all of our work.
Grading - for
individual presenters:
You are not
required to write a 'reflection paper' as such; rather, your written output
will be considered as a single unit, consisting of an introduction to
the issue/controversy, an annotated bibliography, and a brief self-evaluation
of the presentation. The total grade will be divided equally into presentation
(1/2) and write-up / annotated bibliography (1/2).
MAJOR RESEARCH
PAPER
This will be
intended as a synthesis of the course material (especially that from the second
two 'thirds' of the course), applied to a specific environmental issue or
controversy. You will be expected to address issues of risk and the role of
science, 'expertise', 'citizen knowledge', and ethical and political questions,
in relation to your chosen issue/controversy. A list of topics and detailed
instructions will be given out early in the term, though other topics will be
possible, subject to approval of instructor. Some suggestions are included
in an appendix at the end of this syllabus. (Students should normally
choose a different topic from that of their group presentation.) Topics which
are presently 'in the news' are especially encouraged. The paper will be due
one week following the final class in April.
SCHEDULE OF
TOPICS, READINGS, AND PRESENTATIONS
Note: Readings in
the second term have been selected with the intention of providing a wide range
of sources, ranging from environmental science textbooks (Miller), scholarly
journals and social-scientific analyses, to popular science magazines and daily
news reportage (e.g. Mar. 18), and structured debate formats (e.g. Jan. 21).
You are expected to do all required readings prior to the date they are listed,
and to be prepared to discuss them in class. Most of the readings below will
either be available in the winter term reading kit (noted as "KIT"),
or are among the required texts for the course -- i.e. Alan Irwin, Citizen
Science: A Study of People, Expertise, and Sustainable Development (New
York: Routledge, 1995), and Wolfgang Sachs, ed., Global Ecology: A New Arena
of Political Conflict (London: Zed, 1993). The readings for March 25 are
taken from the Fall Term Kit and the Supplementary Reading Kit (made available
in November). A list of additional, supplementary reading materials on specific
topics will be made available at the beginning of January; a few of these are
listed below as "further reading."
January 7
SCIENCE AND
CITIZENSHIP IN A "RISK SOCIETY":
PUBLIC TRUST
AND ENVIRONMENTAL THREAT
Required reading:
1. Alan Irwin,
chapters 1 and 2, CITIZEN SCIENCE, pp. 1-61.
January 14
SCIENCE AND
THE POLICY PROCESS:
RISK ASSESSMENT,
UNCERTAINTY, & EXPERT DISAGREEMENTS
Case study: Toxic wastes;
environmental estrogens
Required
readings:
1. G. Tyler Miller,
from "Risk, Toxicology, and Human Health" (ch. 10), Living in the
Environment (10th Ed.), pp. 258-68, 275-81). (KIT)
2. Beth Savan,
"Sleazy Science," Alternatives 13:2 (April 1986), pp. 11-16.
(KIT)
3. Irwin, chapter
3, Citizen Science, pp. 62-80.
Further reading:
Christina
Chociolko, "The Experts Disagree: A Simple Matter of Facts Versus
Values?", Alternatives 21:3, 1995, pp. 18-25.
T. Goldfarb,
"Do Environmental Estrogens Pose a Potentially Serious Health
Threat?": YES - Jon Luoma, "Havoc in the Hormones"; NO - Stephen
H. Safe, "Environmental and Dietary Estrogens and Human Health"; and
Goldfarb's Postscript. In T. D. Goldfarb, ed., Taking Sides: Clashing Views
on Controversial Environmental Issues (7th ed., Guilford, CT:
Dushkin/McGraw-Hill), pp. 258-277.
January 21
THE ETHICS
& POLITICS OF TECHNOLOGY & TECHNOLOGICAL RISK
Case study: Nuclear power &
nuclear waste disposal
Presentations: The nuclear industry
(Alfred Lai); nuclear waste disposal (David Gabriel)
Required
readings:
1. Ian Barbour,
"Views of Technology" and "Nuclear Power," from Ethics
in an Age of Technology (Gifford Lectures 1989-91, Vol. 2, HarperSan
Francisco), pp. 3-25, 122-131. (KIT)
2. (a) T. Goldfarb,
"Nuclear Waste: Should Plans for Underground Storage Be Put on
Hold?":
(b) YES - Nicholas
Lenssen, "Facing up to Nuclear Waste";
(c) NO - Luther J.
Carter, "Ending the Gridlock on Nuclear Waste Storage";
(d) Goldfarb's
Postscript.
In T. D. Goldfarb,
ed., Taking Sides: Clashing Views on Controversial Environmental Issues
(7th ed., Guilford, CT: Dushkin/McGraw-Hill), pp. 258-277. (KIT)
January 28
RISK,
DISASTER, AND RESPONSIBILITY:
DISTRIBUTING
RISKS, ASSIGNING BLAME
Presentations: The collapse of East Coast
fisheries (David Hopkins);
Great Lakes water
pollution (Sharon Mcnutt, Kimberley Furtado-Elliott)
Required
readings:
1. Lee Clarke,
"The Wreck of the Exxon Valdez," in D. Nelkin, ed., Controversy:
Politics of Technical Decisions (3rd ed., London: Sage, 1992), pp. 80-95.
(KIT)
2. Robert Kunzig,
"Twilight of the Cod," Discover, April 1995, reprinted in John
L. Allen, ed., Environment 97/98 (Annual Editions Series, 16th Ed.,
Dushkin/McGraw-Hill), pp. 187-95. (KIT)
3. Debora
Mackenzie, "Seals to the Slaughter," New Scientist, 16 March 1996,
pp. 36-39. (KIT)
3. Ruth Rosen,
"Who Gets Polluted? The Movement for Environmental Justice," Dissent,
Spring 1994, pp. 223-30. (KIT)
February 4
"LOCAL
EXPERTISE" AND "CITIZEN SCIENCE"
*REFLECTION PAPER
#1 DUE.
Presentation: Metro Toronto's garbage
crisis (Teri Burgess, Rosmarie Bradley, Maryam Mozaheb, Andrew Harris)
Required reading:
1. Alan Irwin,
Chapters 5-7 ('focus' sections to be announced in class), Citizen Science.
February 11
WILDLIFE
CONSERVATION, ZOOS, & INTERSPECIES ETHICS
Presentation: Zoos (Anne Coles, Kathleen
Quinn, John Jonas, Alan Mccord)
Required
readings:
1. William Conway,
"Zoo Conservation and Ethical Paradoxes," in B. G. Norton, M.
Hutchins, E. F. Stevens, and T. L. Maple, eds., Ethics of the Ark: Zoos, Animal
Welfare, and Wildlife Conservation (Washington: Smithsonian Institution
Press, 1995). (KIT)
2. Robert Loftin,
"Captive Breeding of Endangered Species," in Norton, et al., eds., Ethics
of the Ark, pp. 164-80. (KIT)
3. G. T. Miller,
"Protecting Wild Species from Depletion and Extinction" and
"Wildlife Management," Living in the Environment (10th Ed.),
pp. 684-91. (KIT)
Further reading:
Dale Jamieson,
"Against Zoos," in Peter Singer, ed., In Defense of Animals
(New York: Harper & Row, 1985), pp. 108-17.
B. G. Norton, M.
Hutchins, E. F. Stevens, and T. L. Maple, eds., Ethics of the Ark: Zoos,
Animal Welfare, and Wildlife Conservation (Washington: Smithsonian
Institution Press, 1995).
February 18
READING WEEK. No
class will be held.
February 25
THE
GLOBALIZATION OF ENVIRONMENTAL ISSUES
Case study: The Rio 'Earth Summit' and
its aftermath
Presentations: Tropical deforestation
(Perry Jagdeo, Marie Barber, Magda Michon);
Geographical
Information Systems (Peter Liima)
Required
readings:
1. Steven Yearley,
excerpt from "How do the World's Environmental Problems come to be
'Global'?" in Sociology, Environmentalism, Globalization: Reinventing
the Globe (London: SAGE, 1996), pp. 62-77. (KIT)
2. Wolfgang Sachs,
"Global Ecology and the Shadow of 'Development'," in Global
Ecology, pp. 3-20.
3. Nicholas
Hildyard, "Foxes in Charge of the Chickens," in Global Ecology,
pp. 22-35.
Recommended
reading:
4. Larry Lohmann,
"Resisting Green Globalism," in Global Ecology, pp. 157-167.
March 4
HOLES IN THE
OZONE
Presentation: Ozone and the world's
oceans (Roland Fote, Maryam Mozaheb, Elan Zevulunov)
Reuired readings:
1. G. Tyler Miller,
sections 14-5 to 14-6 from "Global Warming and Ozone Loss" (ch. 14),
pp. 380-92. (KIT)
2. Michael S. Brown
and Katherine A. Lyon, "Holes in the Ozone Layer: A Global Environmental
Controversy," in D. Nelkin, ed., Controversy: Politics of Technical
Decisions (3rd ed., London: Sage, 1992), pp. 59-75. (KIT)
3. G. Taubes,
"The Ozone Backlash," in Science, vol. 260 (11 June 1993), pp.
1580-1583. (KIT)
March 11
RE-CREATING
NATURE:
AGRICULTURE,
GENETIC ENGINEERING, & BIOTECHNOLOGY
Guest speaker: Elisabeth Abergel
Presentation: Agriculture, pesticide
use, & alternatives (Chris Ouellette, George Viteri, Kent Horne)
Required
readings:
1. Stephen Morse,
"Biotechnology: A Servant of Development?" in S. Morse and M.
Stocking, eds., People and Environment (Vancouver: UBC Press, 1995), pp.
131-52. (KIT)
2. Ian Barbour,
"Genetic Engineering" (sections 1 and 3), from Ethics in an Age of
Technology (Vol. 2), pp. 190-4, 198-200. (KIT)
3. Vandana Shiva,
from "Biotechnology and the Environment," in Monocultures of the
Mind: Perspectives on Biodiversity and Biotechnology (London: Zed, 1993),
pp. 119-27. (KIT)
Further reading:
Cary Fowler,
"Biotechnology, Patents and the Third World," in V. Shiva and I.
Moser, eds., Biopolitics: A Feminist and Ecological Reader on Biotechnology
(London: Zed, 1995), pp. 214-225.
G. Tyler Miller,
chapter 23 (Pesticides).
March 18
'GLOBAL WARMING':
ITS SCIENCE, POLITICS, & ETHICS
*REFLECTION PAPER
#3 DUE.
Guest speaker: Mark Lutes (to be
confirmed)
Required
readings:
1. G. Tyler Miller,
sections 14-1 to 14-4 from "Global Warming and Ozone Loss" (ch. 14),
pp. 365-80. (KIT)
2. Fred Pearce,
"Greenhouse Wars," in New Scientist, 19 July 1997, pp. 38-43.
(KIT)
3. Dale Jamieson,
"Ethics, Public Policy, and Global Warming," in Science,
Technology, and Human Values 17:2 (Spring 1992), pp. 139-151. (KIT)
4. Klaus
Meyer-Abich, "Winners and Losers in Climate Change," in Sachs, Global
Ecology, pp 68-87. (TEXT)
5. Guy Crittenden,
"The day the Earth warmed up," The Globe and Mail, Nov. 22,
1997, pp. D1, D9. Letters to the Editor, Nov. 29. (KIT)
6. Jay Ingram,
"On climate, politics, and propaganda." Toronto Star. Nov. 30,
1997. (KIT)
March 25
ECOLOGY,
ECONOMY, POPULATION GROWTH, & 'SUSTAINABLE DEVELOPMENT'
Presentation: Desertification (Markus
Takkunen, Gregory Zdzienicki, Chantelle Manwell)
Required
Readings:
1. Frank Miele,
"Souled Out or... Souled Short? An Introduction to the Debate Between
Ecologists and Economists...". "World Scientists' Warning to
Humanity". "Living Without Limits: An Interview with Julian
Simon". And Elie Schneour, "No One is Immune." From Skeptic
5:1 (1997), pp. 19-36.
(In yellow
SUPPLEMENTARY COURSE KIT)
5. Maria Mies and
Vandana Shiva, "People or Population: Towards a New Ecology of
Reproduction," in Ecofeminism (Halifax: Fernwood, 1993), pp.
277-295. (In FALL TERM KIT)
Recommended
reading:
6. Donald Worster,
"The Shaky Ground of Sustainability," in Global Ecology, pp.
132-44.
April 1
'GREEN
BACKLASH', CYBER-ECOLOGIES, & THE ECO-POLITICS OF THE FUTURE
Presentation: Alternative energy (Miguel
Calvin, Dan Rabinovici, Michael Grant)
Preparatory
exercise:
Take 15 minutes or so to browse through an issue of Wired magazine
(available at most magazine stands). What kind of future is being offered to
the readers? What images of 'nature' do you see?
Required
readings:
1. G. T. Miller,
"The Anti-Environmental Movement," Living in the Environment,
pp. 734-40. (KIT)
2. Jedediah S.
Purdy, "Superhighway to Serfdom," from Perspective (4 pp.).
(KIT)
3. Timothy W. Luke,
"Environmental Emulations: Terraforming Technologies and the Tourist Trade
at Biosphere 2," Ecocritique: Contesting the Politics of Nature,
Economy, and Culture (Minneapolis: Univ. of Minnesota Press, 1997), pp.
95-114. (KIT)
April 8
COURSE REVIEW
AND REFLECTIONS:
IS THERE A
SCIENCE FOR THE ENVIRONMENT?
Guest speaker: Donna Havinga: Ecological
restoration (its science, ethics, and politics)
Required reading:
1. John Cairns Jr.,
"Ecosocietal Restoration: Reestablishing Humanity's Relationship with
Ecosystems," Environment, June 1995, pp. 4-9, 30-33. (KIT)
2. John Corsiglia
and Gloria Snively, "Knowing Home: NisGa'a traditional knowledge and
wisdom improve environmental decision making," Alternatives 23:3
(Summer 1997), pp. 22-27. (KIT)
3. Steven Jay
Gould, "The Golden Rule--a Proper Scale for Our Environmental
Crisis," in Natural History 9/90, pp. 24-30. (KIT)
FINAL PAPER due April 15.