GEOG 2156 - Environmental Ethics
North Terrace Campus - Semester 2 - 2019
General Course Information
Course Code GEOG 2156 Course Environmental Ethics Coordinating Unit Geography, Environment and Population Term Semester 2 Level Undergraduate Location/s North Terrace Campus Units 3 Contact Up to 4 hours per week Available for Study Abroad and Exchange Y Prerequisites At least 12 units of Level I undergraduate study Assumed Knowledge Understanding of environmental issues and management will be an advantage Course Description This course will familiarise students with the content and the processes within ethical decision-making concerning the natural and social environment. This course will introduce students to the main ethical theories pertaining to the environment and include introduction to anthropocentric, biocentric and ecocentric viewpoints. The course considers the impacts of ethical considerations on a range of real world environmental situations including ethics in stakeholder consultation, working with Indigenous peoples and ethics within environmental management. The course will provide case studies to assist build student understanding of how world views and ethical considerations influence and shape decision making and develop environmental management.
Course Coordinator: Professor Melissa Nursey-Bray
The full timetable of all activities for this course can be accessed from Course Planner.
Course Learning Outcomes
On completion of this unit students will be able to:
1. Read and reflect on efforts to formulate an environmental ethic
2. To demonstrate understanding of the social movements which correlate with and carry various perspectives on human responsibility toward the environment.
3.To apply environmental ethical theory to real-world environmental conflicts and issues.
4.To demonstrate understanding of a range of ethical theories and their applications in debates about the environment
5. Demonstrate understanding in key areas in debates about environmental matters
University Graduate Attributes
This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:
University Graduate Attribute Course Learning Outcome(s) Deep discipline knowledge
- informed and infused by cutting edge research, scaffolded throughout their program of studies
- acquired from personal interaction with research active educators, from year 1
- accredited or validated against national or international standards (for relevant programs)
1, 2, 3 Critical thinking and problem solving
- steeped in research methods and rigor
- based on empirical evidence and the scientific approach to knowledge development
- demonstrated through appropriate and relevant assessment
1, 2,3 ,4 Teamwork and communication skills
- developed from, with, and via the SGDE
- honed through assessment and practice throughout the program of studies
- encouraged and valued in all aspects of learning
1, 3, 5 Career and leadership readiness
- technology savvy
- professional and, where relevant, fully accredited
- forward thinking and well informed
- tested and validated by work based experiences
1, 2, 3,4 5 Intercultural and ethical competency
- adept at operating in other cultures
- comfortable with different nationalities and social contexts
- able to determine and contribute to desirable social outcomes
- demonstrated by study abroad or with an understanding of indigenous knowledges
1, 2,3 , 4, 5 Self-awareness and emotional intelligence
- a capacity for self-reflection and a willingness to engage in self-appraisal
- open to objective and constructive feedback from supervisors and peers
- able to negotiate difficult social situations, defuse conflict and engage positively in purposeful debate
1, 2, 3, 4, 5
Students are not required to read any particular core text. However, it is expected that readings provided will be read prior to class, and that students will undertake their own research and reading as relevant to course themes.
Some good texts to start with are: -
Eugene C. Hargrove, Foundations of Environmental Ethics (Prentice-Hall, 1989)
Mark Sagoff, The Economy of the Earth: Philosophy, Law, and the Environment (Cambridge University Press, 1988)
Joeseph Des Jardins, Environmental Ethics: An Introduction to Environmental Philosophy
Jan E. Dizzard, Going Wild (Massachusetts University Press, 1994)
Students will have many resources available to them on Canvas. These will be sufficient to pass the course and do the assessments. However, students are encouraged to do further research via journals and other documents/resources to value add to their information.
The Canvas website for the course will provide you with access to the following features to help manage your study:
Course outlines; and,
Any additional materials
You are advised to regularly visit the Canvas website for the course to receive course announcements and reminders.
Learning & Teaching Activities
Learning & Teaching Modes
The teaching and learning mode for this course will be delivered via one block activity, i.e. a weekly seminar, one field trip, a core online task and a number of tutorial exercises.
No information currently available.
Learning Activities Summary
Module 1: What is Ethics
Introduction: What is environmental ethics?
History of environmental ethics (Gaia to Bookchin)
Ecological footprint analysis
Module 2: Environmental Ethics and World Views
Indigensou world views
Socially Just Conservation
Module 3: Global Ethics in Practice
Global ethics in practice
Corporate social responsibility (CSR)
Module 4: Ethics in (Individual) Practice
Module 5: Environmental Ethics and Management – why does it matter?
A summary session.
Small Group Discovery ExperienceTute work is small group work that simulates real life ethical problems and asks students to solve them.
The University's policy on Assessment for Coursework Programs is based on the following four principles:
- Assessment must encourage and reinforce learning.
- Assessment must enable robust and fair judgements about student performance.
- Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
- Assessment must maintain academic standards.
Assessment SummaryTASK WEIGHTING Learning OUTCOMES
1. World Views Assessment (1500 words) 25% 1, 2, 3,
2. Participation and attendance in two hour seminars and tutes 20% 1, 2, 3, 4,5
(including article/ notes/activity summary
and ecological footprint analysis)
3. Online Ethical Conundrums (2000 words) 30% 3, 4, 5
4. Consumption Ethics Report (1000 words) 25% 1, 3
Assessment DetailThis information will be provided on the MYUNI web site for this course
No information currently available.
Grades for your performance in this course will be awarded in accordance with the following scheme:
M10 (Coursework Mark Scheme) Grade Mark Description FNS Fail No Submission F 1-49 Fail P 50-64 Pass C 65-74 Credit D 75-84 Distinction HD 85-100 High Distinction CN Continuing NFE No Formal Examination RP Result Pending
Further details of the grades/results can be obtained from Examinations.
Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.
Final results for this course will be made available through Access Adelaide.
The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.
SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.
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