Valuing nature, biophilia, last child in the woods

1. HUMOV1003 Community
and Bush Environments
Seminar 12
Valuing nature

2. Museum
&
Resource
store
Cathedral
Close Friend
Part of self
Nature as
an object
Nature as
a subject
Playground
&
Gymnasium
Perspectives of Nature
(Martin 1996)

3. Nature as Friend
• Implies:
– A relationship with a subjective other
(emotional)
– Based on lived personal experiences with
other.
– Closeness but separate (a relationship with)
– Co-operative and caring outcomes sought
– Developmental – grows or diminishes

4. Museum
&
Resource
store
Cathedral
Close Friend
Part of self
Nature as
an object
Nature as
a subject
Playground
&
Gymnasium
Perspectives of Nature
(Martin 1996)

5. Implications?

6. Nature as object or subject?
“subject” implies emotions, human-ness,
consciousness(????)! = intrinsic rights for its
own wellbeing.
“object” implies inert-ness, a thing without
rights, an ‘instrument’. (An object could be
an artifact?)

7. Anthropocentric
= human centred view
Biocentric
= non-human centred view
(ecocentric)

8. Relationship with individual
Initial attraction/aesthetic. Positive experience.
Builds over time with the same person.
Grows with increasing trust. Comfort, non-
threatening.
Emotional bond initially.
Information from stories of other lived experiences?
Recognition of the other person.
Receptive to what the other has to communicate.
Displacement of self-interest to the other.

9. Metaphorical images
Nature as a:?

10. A ‘special’ place in nature?
• Last week = a special place (your inner
circle?)
– Share that description (place) with person next to
you .
– Try to identify the VALUE (worth) of that place to
the person.
• Why do you think this place is seen as
special?

11. Value = to identify worth
• Values guide behaviour
• Many values are implicit in our society and
unexamined.
• For what/why are your special places
valued?
• (Culturally/politically when assessing the
value of environmental action or choice,
economic and social aspects dominate,
not triple bottom line?)

12. Valuing nature?
Biophilia asserts a biologically based
human need to affiliate with nature - that
human identity and fulfillment depend on
our relationship with nature (Wilson, 1984; Kellert 1993).

13. Valuing nature?
Humans value nature for what it can
provide for material, physical,
psychological and spiritual well being.

14. Valuing nature?
• A typology of nine differing values people
have towards nature (Stephen Kellert).
• Derived from extensive research
commencing with ways in which people
developed affinity for animals and the
natural world. Part of being human??

15. Utilitarian
• The physical or material benefits derived
from nature.
– E.g. food, clothing, tools, firewood.
• Also the ‘hidden’ values associated with
intact ecosystemic roles.
(all values are utilitarian?)

16. Naturalistic
• Satisfaction from direct contact with nature.
• Wonder, fascination.
– E.g. through bushwalking or nature study we gain a
sense of awe as we explore. We understand more as
we experience with curiosity.
• Mental benefits in stress release.
• Physical benefits in fitness and skill acquisition.

17. Aesthetic/humanistic
• Physical beauty is appreciated and
promotes human well being.
(Physiological responses evident.)
• Natural scenes preferred over built
environments. (landscape architecture,
gardens, water features etc.)
• Reflects deep attachment to nature eg.
Pets.

18. Ecological - Scientific
• Urge for precise study of nature.
• Nature can be understood through empirical
study.
• Recognises patterns and structure in nature.
• Satisfaction derived from understanding the
complexity of nature. (benefits derived such as
medicines)

19. Symbolic
• Nature as a means to facilitate thought
and communication. (Natural metaphors?)
• Eg?

20. Symbolic
• Nature as a means to facilitate thought
and communication. (Natural metaphors?)
• Much language and understanding is
founded on natural metaphors (brilliant,
pig, dead, fresh, fox)
• (or… “the sky was the colour of a
television tuned to a dead channel..”
“Can I scan this?”… “or hit delete.”)

21. Moralistic
• Affinity, ethical responsibility for and from the
natural world.
• Spiritual meaning, order and harmony in the
natural world. Nature as a guide for life.
• Romantic poetry.
• Indigenous ways of knowing/valuing nature
(living right by Country.)
• “A good act is one that enhances the
wellbeing of the planet”

22. Dominionistic
• Desire to master the natural world
• Explorers and adventurers appreciate
nature for the challenge.
• Able to be a hero in nature, overcome the
beast!

23. Negativistic
• Fear and aversion to nature
• Apathy towards the natural world.
– eg. Fear of snakes and spiders is evolutionary
based
• Desire to rid the world of the nuisance of
nature. Pests! Dirt!

24. Figure 1, taken from The Value of Life (Kellert, 1996, p. 41), values towards
living diversity in American Society. The data represent over 3000 interviews in
49 states of the U.S.

25. "people never used to go just hunting
especially, they used to go walking
around and see what might happen.
They walked for their energy, or to
make their body feel good, or to
brighten their spirit, just walking around
on country." pg 150
Iwenhe Tyrerrtye – on what it means to be an aboriginal person.
Margret Kemarre Turner IAD Press 2010

26. Assessment Task 2
40%

27. Research Essay
Understanding the connections between the
theory of Outdoor and Environmental
Education (OEE) and practical experiences

28. Research Essay
Week 9
12th
– 16th
May
(exact date to be entered into Moodle wiki)

29. Research Essay
Choose one theme/question and write a
1500-2000 word response.

30. Option 1: Community in OEE
We have explored a variety of models and theories related
to community in class. Each model takes a different
approach to the idea of community.
•Use your experiences with community (this could
include family, school/uni communities, local
sporting groups or others) and the literature
covered in class, to identify what community
means to you.
•What implications does this have for learning and
teaching in OEE? For the way you teach, the way
your students learn, the environment?

31. Option 2: Ways of knowing
nature
We have explored a variety of models and theories related
to human-nature relationships in class. They show how we
all connect with nature in different ways.
•Use your experiences in the natural environment
(this could include the first prac trip, family
camping experience, school trips and other life
experiences) and the literature covered in class, to
identify how you connect with nature.
•What implications does this have? For the way
you teach, the way your students learn, the
environment?

32. Option 3: Sustainability in OEE
We have explored a variety of issues and ways of looking
at sustainability in class. They show how sustainability
means different things to different people.
•Use your experiences (this could include the way
you live, choices you make when buying
food/clothes etc., transport choices and more) and
the literature covered in class, to identify the role
sustainability plays in your life.
•What implications does this have for learning and
teaching in OEE? For the way you teach, the way
your students learn, the environment?

33. Explain how you have reached
your conclusions by providing
evidence from the literature and
your own experience to
substantiate your position.

34. Understanding of content – 70%
• How well does the paper address the questions and
aspects outlined?
• How well does the paper relate theory to practice?
• Are effective examples and references used to develop
the argument and substantiate claims?
• Does the argument draw effectively on wider readings
and research?
• Overall is the paper synthesising the writer’s thoughts
and experiences into a coherent argument/position?
• Does the paper draw on practical experiences, readings,
understanding of the chosen theme and outdoor
education research/literature covered in class and
readings?

35. Effective communication – 30%
• Is it well structured, logical and flow
naturally to the conclusion?
– Does it have a concise introduction, specific
subheadings to address differing aspects, a
conclusion or closure and a list of references?
• Is it free of grammar and spelling errors?
• Is the referencing accurate to APA
guidelines? Both in-text and Reference list.
• Is it between 1500-2000 words in length?

36. Using literature
• Synthesising material (information,
understanding and knowledge)
• May find a good reference that says
everything you want to, but better to use a
range of different sources
• Blend references in with your discussion,
rather than using great chunks that
detract.

37. Finding literature
Library website
Ask a friendly librarian
Some listed on Moodle (better marks for broader
references, found on your own)