1) The article discusses the need for humans to shift towards a state of being that is in right relationship with nature through developing an understanding of why we should care for life and practicing how to do so.
2) It argues that technology alone cannot save the environment and that the greatest leverage comes from inner human development and practices that foster a caring relationship with nature.
3) Research like the Human Microbiome Project shows that humans are intricately interconnected with other life forms through our microbiomes, and should view ourselves as part of larger living systems rather than as a singular species. This highlights our dependence on nature and other organisms.
Human ecology home work_society.18.3.2011Mauri Ahlberg
Prof. Mauri Ahlberg's keynote presentation on the International Conference on Excellence in the Home
Sustainable Living Professional Approaches to Housework, March 17-18, 2011
The Grocers Hall, London EC2R 8AD
Human ecology home work_society.18.3.2011Mauri Ahlberg
Prof. Mauri Ahlberg's keynote presentation on the International Conference on Excellence in the Home
Sustainable Living Professional Approaches to Housework, March 17-18, 2011
The Grocers Hall, London EC2R 8AD
In this paper we revisit the conceptualization of poverty and rigidity traps (Carpenter and Brock 2008) by considering how representations of stability landscapes can affect spatial and temporal micro- and macro-dynamics which shape the very landscapes that contain these traps. Transformations are radical changes of micro- and/or macro-dynamics that reshape the possibilities to escape these traps by reshaping the basins of attraction and the landscape as a whole. Conceptualizing and then representing via heuristic models broader scale dynamics in the form of dynamic landscapes and smaller scale dynamics in the form of stability landscapes and basins of attraction raises new questions and new understanding of how the lenses with which we approach time and space dynamics impact the way SES develop and/or can be managed over time. In this thinking, institutions and how they operate in relation to micro- and macro-dynamics resemble some archetypical behavioral patterns conceptualized as institutional traps.
According to Victor Polterovich (2008), institutional traps are basically inefficient yet stable norms of behavior. Institutional traps are supported by mechanisms of coordination, learning, linkage and cultural inertia. The acceleration of economic growth, systemic crisis, the evolution of some cultural characteristics and the development of civil society may result in breaking out of institutional traps (Ibid). Hence, within the field of social-ecological systems resilience and transition studies, motivated by the possibility of breaking out of traps, understanding these traps from the stand-point of systems modeling, especially through visualizations such as the now almost ubiquitous ball and cup diagrams and stability landscapes, has become de rigueur.
Unquestionably, these visualizations have contributed in important ways to our collective understanding of social-ecological systems, and to better illustrating not only traps, but also possibilities for escaping or avoiding them. We do not intend here to diminish the value of these important initial contributions (add cites here), rather, our hope is to creatively and somewhat critically approach them for the purposes of expanding their explanatory utility, to acknowledge both limits to as well new frontiers in that explanatory utility. In so doing, we must state clearly that we understand the nuances between metaphors and models, and the complexity of their use in scientific discourse (for an excellent review of this subject, see Kretzenbacher 2003), and that in the process of proposing novel perspectives on traps in social-ecological systems, we may fall into traps of our own making. We take this risk happily, confident that the contribution outweighs the consternation, especially if such risks lead to a wider discussion of traps and how we conceive of their existence, their emergence, and their ability to be mitigated, avoided, or deconstructed entirely.
Slide show prepared for a series of lectures on environmentalism for PS 240 Introduction to Political Theory at the University of Kentucky, Fall 2007. Dr. Christopher S. Rice, Lecturer.
Community-Building for Organizations Managing Change Using New Media
Guest lecture presented by Prof. Dean Kruckeberg, University of North Carolina at London College of Communication, University of the Arts London, 15th May 2014
Complexity on rise from atoms to human beings to human civilization, a compl...Healthcare consultant
There are two natural conclusions to be drawn from recognizing that human beings are part of a global organism. First, one can recognize that human civilization has a remarkable capacity for responding to external and internal challenges. The existence of such a capacity for response does not mean that human civilization will survive external challenges any more than the complexity of any organism guarantees its survival. However, one can hope that the recent reduction in the incidence of military conflicts will continue and the ability to prevent or address local disasters will increase. The difficulties in overcoming other systematic ills of society, such as poverty, may also be challenged successfully as the origins of these problems become better understood.
Feminist Pedagogy and Strategies of Denial v.2EcoLabs
Feminist Pedagogy and Strategies of Denial:
Enabling Difficult Confrontations for Intergeneration Solidarity and Survival
By Dr. Joanna Boehnert
Presentation at the "Critical Pedagogies in the Neoliberal University: Expanding the Feminist Theme in the 21st century art [and design] school session #AAH2019, Brighton, April 2019
I will use this paper to reflect on tensions between generations of feminists with a focus on strategies of denial and their toll on the goals of feminist movements. Feminists movements have historically worked (with varying degrees of success) to end the normalisation of denial of social injustices and symbolic, structural and/or actual violence. Feminist pedagogy must intensify challenges to various manifestations of denial responsible for reproducing patriarchy, oppressive social relations and ecocide.
This paper will address denial in the face of divisive issues such as the ‘me too’ movement; the precarity faced by younger generations; and the intersections of patriarchy and ecological crises. It is based on my personal experience as a daughter of a feminist academic in Canada, as a student at art school and my current role as lecturer in design education oriented towards social and environmental justice. Solidarity and even survival depends on our ability to make confrontations with disturbing information a catalyst for change. The lessons learned from feminist struggles inform the work of confronting oppressions, including those on issues of environment justice. My experiences have led me to the conclusion that many, if not most, oppressive behaviours and attitudes are rooted in various types of denial and unconscious bias. Both are deep seated forces that prevent many of us (and especially those with more privilege) from seeing things that disturb our self-image. Feminist strategies such as transformative learning help us negotiate these difficult confrontations. These are needed now more than ever in higher education and beyond. Unfortunately, neoliberal modes of governance all but destroy opportunities for transformative learning.
The Perspective and Association of Geography with Environment and Societypaperpublications3
Abstract: The study examines the relationship of the discipline of Geography with conceptual terms of Environment and society. Geography is seen as a spatial science, majorly concerned with spatial analysis, of how and why things differ from place to place and how observable spatial pattern evolved through time on the surface of the earth. The study adopts a survey of literature as its methodology. It is observable that every society has its individual physical and cultural attributes that distinguishing it from other societies; thus giving it unique character, potential and location. And it is found that in society cultural traits are more pronounced in changing the natural phenomena of the environment. The Environment is better understood when broken to its component: atmosphere, hydrosphere lithosphere and biosphere. Environment has all that is needed to sustain the society and all that is required for life sustenance. It provides the setting with which human action occurs, its shapes but not dictate, how people live in the society as well as their resource base. However, how resources are perceived and utilized is culturally conditioned in society. And virtually every human activity leaves its imprint on the environment. Environment and society form the laboratory for geographic operation. And its spheres form the space which is the major concern in geography and the concept of society introduces the important factor of culture which greatly has direct impact on the environment. The socio-cultural content of the society is influenced by the environment where it locates and the society modifies the content of the environment. There are interconnection between the environment and society which purposely produces spatial patterns with their hidden mechanism of spatial process, accessibility and connectively in addition to idea of location and distance. Advance level of interaction has produced globalization which has accelerated greater spatial diffusion of idea and material resources in the world. The major role of geography is to ensure harmonious spatial organization and inter relationship between and among societies on one hand and between society and its environment on the other. Thus, this is being pursued in geography through its traditions: Earth science, cultural-environment, the location (space), the areal analysis and various paradigms and spatial techniques. It is therefore recommended that for speedy development in developing nations particularly at combating the myriad of environmental challenges and appropriate exploitation and utilization of environmental resources, the spatial tool should be adopted as contained in the discipline of Geography.
How do we approach messy. practical problems? A reflection on how to respond ...Martin de Wit
The question how to approach practical, messy problems where problems are not well-defined remains actual. The recent financial and economic crisis, as well as an emerging ecological crisis, is an opportunity to reflect on deeper questions on how to approach and inform decisions in the real world.
Ecological Literacy in Design Education: A Foundation for Sustainable DesignEcoLabs
'Ecological Literacy in Design Education: A Foundation for Sustainable Design' paper presentation at the DRS//CUMULUS Oslo 2013 - 2nd Int. Conference for Design Education Researchers. More information and paper available here: http://ecolabsblog.wordpress.com/2013/01/24/ecolabs-at-drs-cumulus-2013-2nd-int-conference-for-design-education-researchers/
Ecological literacy and creative cultures | EcoLabs EcoLabs
EcoLabs at Subtle Technologies Festival
June 3-6 2010, Toronto | www.eco-labs.org
www.subtletechnologies.com
Artists, designers and other visual communicators have an important role to play in building an understanding of complex environmental problems and creating a momentum for change. Due to the fact that many of the necessary responses to global environmental imperatives are social and political rather than merely technological, cultural producers are key to catalyzing a transition. Yet before we swing into action to save the world from cataclysmic climate change and other converging environmental crises, a new type of learning must be embedded in our practice. This presentation will explore the emergent concept of ecological literacy (eco-literacy) as a starting point for an engaged cultural producer.
American physicist Frijof Capra and educator David Orr defined the concept of ecological literacy in the early 1990s as an understanding of the organizing principles of nature. Ecological literacy has since been developed into a new educational paradigm creating a conceptual basis for integrated thinking about sustainability. Ecological literacy requires that an understanding of natural process become an educational staple. It creates a foundation to enable industrialized societies to re-invent sustainable ways of living.
Ecological literacy is epistemic learning, it depends on critical analysis of our cultural assumptions. The associated concept of transformative learning implies that ecological literacy can only be developed with a process of engagement and through putting new ideas into practice. This presentation will demonstrate how visual communicators can use the concept of ecological literacy to contribute to the development of new cognitive skills, map new intellectual territory and help disseminate new information at a time of rapid societal change. I will present various projects from my practice based PhD research and my work with EcoLabs, a non-profit ecological literacy initiative.
Environmental psychology is an interdisciplinary field that focuses on the interplay between individuals and their surroundings. The field defines the term environment broadly, encompassing natural environments, social settings, built environments, learning environments, and informational environments.
Sustainable development in agriculture: a socio-ecological approachIJERA Editor
In this paper is presented a perspective on sustainability in agriculture - which derives from a notion of
development tied to the idea of growth - supported by technological advances aimed at ensuring sustainable
management of natural resources. In this sense, we consider here a socio-ecological approach in order to bring
together the individual and their environment, showing that this relationship is fundamental for a process of coevolution,
where nature and human being together can define the organization society.
The Bronfenbrenner Theory Essay
Environmental Science Essay
Ecology And Architecture Case Study
Population Ecology
The Importance Of Environmental Consciousness
Ecology And Evolution Reflection Paper
Essay about Deep Ecology
Ecological Restoration Essay
Essay on Ecology
The Importance Of Human Ecology
Essay On Ecological Imperialism
Ecology And The Climate Change
Themes Of Ecocriticism In Literature
How Ecology Is Being Affected by Climate Change
Ecology Personal Statement
Ecological Systems Theory Essay
Essay on Environmental Ethics
In this paper we revisit the conceptualization of poverty and rigidity traps (Carpenter and Brock 2008) by considering how representations of stability landscapes can affect spatial and temporal micro- and macro-dynamics which shape the very landscapes that contain these traps. Transformations are radical changes of micro- and/or macro-dynamics that reshape the possibilities to escape these traps by reshaping the basins of attraction and the landscape as a whole. Conceptualizing and then representing via heuristic models broader scale dynamics in the form of dynamic landscapes and smaller scale dynamics in the form of stability landscapes and basins of attraction raises new questions and new understanding of how the lenses with which we approach time and space dynamics impact the way SES develop and/or can be managed over time. In this thinking, institutions and how they operate in relation to micro- and macro-dynamics resemble some archetypical behavioral patterns conceptualized as institutional traps.
According to Victor Polterovich (2008), institutional traps are basically inefficient yet stable norms of behavior. Institutional traps are supported by mechanisms of coordination, learning, linkage and cultural inertia. The acceleration of economic growth, systemic crisis, the evolution of some cultural characteristics and the development of civil society may result in breaking out of institutional traps (Ibid). Hence, within the field of social-ecological systems resilience and transition studies, motivated by the possibility of breaking out of traps, understanding these traps from the stand-point of systems modeling, especially through visualizations such as the now almost ubiquitous ball and cup diagrams and stability landscapes, has become de rigueur.
Unquestionably, these visualizations have contributed in important ways to our collective understanding of social-ecological systems, and to better illustrating not only traps, but also possibilities for escaping or avoiding them. We do not intend here to diminish the value of these important initial contributions (add cites here), rather, our hope is to creatively and somewhat critically approach them for the purposes of expanding their explanatory utility, to acknowledge both limits to as well new frontiers in that explanatory utility. In so doing, we must state clearly that we understand the nuances between metaphors and models, and the complexity of their use in scientific discourse (for an excellent review of this subject, see Kretzenbacher 2003), and that in the process of proposing novel perspectives on traps in social-ecological systems, we may fall into traps of our own making. We take this risk happily, confident that the contribution outweighs the consternation, especially if such risks lead to a wider discussion of traps and how we conceive of their existence, their emergence, and their ability to be mitigated, avoided, or deconstructed entirely.
Slide show prepared for a series of lectures on environmentalism for PS 240 Introduction to Political Theory at the University of Kentucky, Fall 2007. Dr. Christopher S. Rice, Lecturer.
Community-Building for Organizations Managing Change Using New Media
Guest lecture presented by Prof. Dean Kruckeberg, University of North Carolina at London College of Communication, University of the Arts London, 15th May 2014
Complexity on rise from atoms to human beings to human civilization, a compl...Healthcare consultant
There are two natural conclusions to be drawn from recognizing that human beings are part of a global organism. First, one can recognize that human civilization has a remarkable capacity for responding to external and internal challenges. The existence of such a capacity for response does not mean that human civilization will survive external challenges any more than the complexity of any organism guarantees its survival. However, one can hope that the recent reduction in the incidence of military conflicts will continue and the ability to prevent or address local disasters will increase. The difficulties in overcoming other systematic ills of society, such as poverty, may also be challenged successfully as the origins of these problems become better understood.
Feminist Pedagogy and Strategies of Denial v.2EcoLabs
Feminist Pedagogy and Strategies of Denial:
Enabling Difficult Confrontations for Intergeneration Solidarity and Survival
By Dr. Joanna Boehnert
Presentation at the "Critical Pedagogies in the Neoliberal University: Expanding the Feminist Theme in the 21st century art [and design] school session #AAH2019, Brighton, April 2019
I will use this paper to reflect on tensions between generations of feminists with a focus on strategies of denial and their toll on the goals of feminist movements. Feminists movements have historically worked (with varying degrees of success) to end the normalisation of denial of social injustices and symbolic, structural and/or actual violence. Feminist pedagogy must intensify challenges to various manifestations of denial responsible for reproducing patriarchy, oppressive social relations and ecocide.
This paper will address denial in the face of divisive issues such as the ‘me too’ movement; the precarity faced by younger generations; and the intersections of patriarchy and ecological crises. It is based on my personal experience as a daughter of a feminist academic in Canada, as a student at art school and my current role as lecturer in design education oriented towards social and environmental justice. Solidarity and even survival depends on our ability to make confrontations with disturbing information a catalyst for change. The lessons learned from feminist struggles inform the work of confronting oppressions, including those on issues of environment justice. My experiences have led me to the conclusion that many, if not most, oppressive behaviours and attitudes are rooted in various types of denial and unconscious bias. Both are deep seated forces that prevent many of us (and especially those with more privilege) from seeing things that disturb our self-image. Feminist strategies such as transformative learning help us negotiate these difficult confrontations. These are needed now more than ever in higher education and beyond. Unfortunately, neoliberal modes of governance all but destroy opportunities for transformative learning.
The Perspective and Association of Geography with Environment and Societypaperpublications3
Abstract: The study examines the relationship of the discipline of Geography with conceptual terms of Environment and society. Geography is seen as a spatial science, majorly concerned with spatial analysis, of how and why things differ from place to place and how observable spatial pattern evolved through time on the surface of the earth. The study adopts a survey of literature as its methodology. It is observable that every society has its individual physical and cultural attributes that distinguishing it from other societies; thus giving it unique character, potential and location. And it is found that in society cultural traits are more pronounced in changing the natural phenomena of the environment. The Environment is better understood when broken to its component: atmosphere, hydrosphere lithosphere and biosphere. Environment has all that is needed to sustain the society and all that is required for life sustenance. It provides the setting with which human action occurs, its shapes but not dictate, how people live in the society as well as their resource base. However, how resources are perceived and utilized is culturally conditioned in society. And virtually every human activity leaves its imprint on the environment. Environment and society form the laboratory for geographic operation. And its spheres form the space which is the major concern in geography and the concept of society introduces the important factor of culture which greatly has direct impact on the environment. The socio-cultural content of the society is influenced by the environment where it locates and the society modifies the content of the environment. There are interconnection between the environment and society which purposely produces spatial patterns with their hidden mechanism of spatial process, accessibility and connectively in addition to idea of location and distance. Advance level of interaction has produced globalization which has accelerated greater spatial diffusion of idea and material resources in the world. The major role of geography is to ensure harmonious spatial organization and inter relationship between and among societies on one hand and between society and its environment on the other. Thus, this is being pursued in geography through its traditions: Earth science, cultural-environment, the location (space), the areal analysis and various paradigms and spatial techniques. It is therefore recommended that for speedy development in developing nations particularly at combating the myriad of environmental challenges and appropriate exploitation and utilization of environmental resources, the spatial tool should be adopted as contained in the discipline of Geography.
How do we approach messy. practical problems? A reflection on how to respond ...Martin de Wit
The question how to approach practical, messy problems where problems are not well-defined remains actual. The recent financial and economic crisis, as well as an emerging ecological crisis, is an opportunity to reflect on deeper questions on how to approach and inform decisions in the real world.
Ecological Literacy in Design Education: A Foundation for Sustainable DesignEcoLabs
'Ecological Literacy in Design Education: A Foundation for Sustainable Design' paper presentation at the DRS//CUMULUS Oslo 2013 - 2nd Int. Conference for Design Education Researchers. More information and paper available here: http://ecolabsblog.wordpress.com/2013/01/24/ecolabs-at-drs-cumulus-2013-2nd-int-conference-for-design-education-researchers/
Ecological literacy and creative cultures | EcoLabs EcoLabs
EcoLabs at Subtle Technologies Festival
June 3-6 2010, Toronto | www.eco-labs.org
www.subtletechnologies.com
Artists, designers and other visual communicators have an important role to play in building an understanding of complex environmental problems and creating a momentum for change. Due to the fact that many of the necessary responses to global environmental imperatives are social and political rather than merely technological, cultural producers are key to catalyzing a transition. Yet before we swing into action to save the world from cataclysmic climate change and other converging environmental crises, a new type of learning must be embedded in our practice. This presentation will explore the emergent concept of ecological literacy (eco-literacy) as a starting point for an engaged cultural producer.
American physicist Frijof Capra and educator David Orr defined the concept of ecological literacy in the early 1990s as an understanding of the organizing principles of nature. Ecological literacy has since been developed into a new educational paradigm creating a conceptual basis for integrated thinking about sustainability. Ecological literacy requires that an understanding of natural process become an educational staple. It creates a foundation to enable industrialized societies to re-invent sustainable ways of living.
Ecological literacy is epistemic learning, it depends on critical analysis of our cultural assumptions. The associated concept of transformative learning implies that ecological literacy can only be developed with a process of engagement and through putting new ideas into practice. This presentation will demonstrate how visual communicators can use the concept of ecological literacy to contribute to the development of new cognitive skills, map new intellectual territory and help disseminate new information at a time of rapid societal change. I will present various projects from my practice based PhD research and my work with EcoLabs, a non-profit ecological literacy initiative.
Environmental psychology is an interdisciplinary field that focuses on the interplay between individuals and their surroundings. The field defines the term environment broadly, encompassing natural environments, social settings, built environments, learning environments, and informational environments.
Sustainable development in agriculture: a socio-ecological approachIJERA Editor
In this paper is presented a perspective on sustainability in agriculture - which derives from a notion of
development tied to the idea of growth - supported by technological advances aimed at ensuring sustainable
management of natural resources. In this sense, we consider here a socio-ecological approach in order to bring
together the individual and their environment, showing that this relationship is fundamental for a process of coevolution,
where nature and human being together can define the organization society.
The Bronfenbrenner Theory Essay
Environmental Science Essay
Ecology And Architecture Case Study
Population Ecology
The Importance Of Environmental Consciousness
Ecology And Evolution Reflection Paper
Essay about Deep Ecology
Ecological Restoration Essay
Essay on Ecology
The Importance Of Human Ecology
Essay On Ecological Imperialism
Ecology And The Climate Change
Themes Of Ecocriticism In Literature
How Ecology Is Being Affected by Climate Change
Ecology Personal Statement
Ecological Systems Theory Essay
Essay on Environmental Ethics
Werner Sattmann-Frese - Psychological Perspectives of Ecological CrisesWerner Sattmann-Frese
This PowerPoint presentation explores the causes of ecological crises from a range of social and psychological perspectives. It compares these ways of understanding our ecological problems with the ones currently used in environmental education. Solutions for an integrated approach to positive ecological change are suggested.
Dr Werner Sattmann-Frese is a psychotherapist, social ecologist, and senior lecturer at the Jansen Newman Institute (Think Education Group) in Sydney.
11Nature versus Nurture Student NameUniversityCourseProfessors NameDat.docxestefana2345678
1
1
Nature versus Nurture
Student Name
University
Course
Professors Name
Date
Nature and Nurture
The debate of nature and nurture is a longstanding discussion in psychology and other related fields that centers on the relative importance of genetic factors versus environmental factors in determining human behavior and development. Those who argue for the "nature" side of the debate suggest that genetic factors such as inherited genes and biology play a significant role in determining things like personality, intelligence, and behavior. (Honeycutt, 2019). On the other hand, those who argue for the "nurture" side of the debate suggest that environmental factors such as upbringing, culture, and personal experiences have a more significant influence on human behavior and development. (Honeycutt, 2019). It is now widely embraced that both nature and nurture have an essential impact on human development. Studies have shown that genetics influence certain traits, such as intelligence and personality, but environmental factors also play a significant role. For example, children born with a genetic predisposition to intelligence may not fully realize their potential if they do not have access to good educational opportunities. Similarly, children raised in adverse environments may struggle to overcome the negative effects of their upbringing, even if they have a genetic predisposition to resilience.
I think I can embrace that both nature and nurture impact human development simply because they interact in developing certain behaviors and disorders. For example, while a genetic predisposition may make a person more susceptible to developing a mental illness, environmental factors such as stress and trauma can also significantly trigger symptoms' onset. Furthermore, genetics may play a role in determining an individual's potential for athletic ability, but the person will not develop that potential without proper training and conditioning. Similarly, genetics may provide a foundation for cognitive skills such as memory and problem-solving, but education and other environmental factors can significantly enhance these abilities.
After reading the text, my thought did not change as it states that genetics and environment both play a role in human development, and how they interact is not always straightforward. Epigenetics, the study of how environmental factors can influence the expression of genes, has shown that the relationship between nature and nurture is more complex than previously thought. This, to some extent, embraces my initial thought of nature and nurture.
Recent research has continued to explore the complex relationship between nature and nurture in developing specific behavioral traits. A study published in 2017 in the journal "Nature Human Behavior" found that genetic factors account for about 40-50% of the variation in aggressive behavior. (Robins (2021). However, the study also found that environmental factors such as childhood maltreatm.
Life and Nature is understood from a realm beyond genes and matter. Life is understood to be some thing more than genes and information but a process of enfolding and unfolding of light and living knowledge. Nature is understood as Conscious and Intelligent Living System, capable of self –organization.