The source of the value of naturalness is of considerable relevance for the conservation movement, to philosophers, and to society generally. However, naturalness is a complex quality and resists straightforward definition. Here, two interpretations of what is “natural” are explored. One of these assesses the naturalness of species and ecosystems with reference to a benchmark date, such as the advent of industrialization. The value of naturalness in this case largely reflects prioritization of the value of biodiversity. However, the foundation of (...) our understanding of naturalness is that it describes processes that are free of human intervention. Conflict between the two interpretations of naturalness is apparent in the claim that naturalness can be enhanced by human intervention, in the form of ecological restoration. Although naturalness in its purest form precludes human intervention, some human activities are also apparently more natural than others. This continuum of naturalness relates to the autonomy of the individual from abstract instrumentalism, which describes a particular form of influence ubiquitous in contemporary society. The value of naturalness reflects both dissatisfaction with these threats to personal autonomy, and respect for wild nature as the embodiment of a larger-than-human realm. (shrink)

I argue for the centrality of the concepts of biophysical and human nature in science-and-religion studies, consider five different metaphors, or “visions,” of nature, and explore possibilities and challenges in reconciling them. These visions include (a) evolutionary nature, built on the powerful explanatory framework of evolutionary theory; (b) emergent nature, arising from recent research in complex systems and self-organization; (c) malleable nature, indicating both the recombinant potential of biotechnology and the postmodern challenge to a fixed ontology; (d) nature as sacred, (...) a diffuse popular concept fundamental to cultural analysis; and (e) nature as culture, an admission of epistemological constructivism. These multiple visions suggest the famous story of the blind men and the elephant, in which each man made the classic mistake of part-whole substitution in believing that what he grasped (the tail, for example) represented the elephant as a whole. Indeed, given the inescapability of metaphor, we may have to admit that the ultimate truth about the “elephant” (nature, or the reality toward which science and religion point) is a mystery, and the best we can hope for is to confess the limitations of any particular vision. (shrink)

This paper is concerned with changing social representations of the ``wild,'' in particular wild animals. We argue that within a contemporary Western context the old agricultural perception of wild animals as adversarial and as a threat to domestication, is being replaced by an essentially urban fascination with certain emblematic wild animals, who are seen to embody symbols of naturalness and freedom. On closer examination that carefully mediatized ``naturalness'' may be but another form of domestication. After an historical overview of the (...) human-animal, domestic-wild construction, an anthropological approach is used to interpret the social representation of wild animals held by different social actors – farmers, hunters, and tourists – within the context of an inhabited National Park, that of the Cévennes in south east France. Within the Park, the domestic and the wild, along with agriculture, hunting, conservation, re-introduced wild animals, and tourists co-habit. It is argued that changes in the representation of ``wildness'' may well be an important indicator ofchanges in the social representation of nature. (shrink)

This paper is concerned with changing social representations of the “wild,” in particular wild animals. We argue that within a contemporary Western context the old agricultural perception of wild animals as adversarial and as a threat to domestication, is being replaced by an essentially urban fascination with certain emblematic wild animals, who are seen to embody symbols of naturalness and freedom. On closer examination that carefully mediatized “naturalness” may be but another form of domestication. After an historical overview of the (...) human-animal, domestic-wild construction, an anthropological approach is used to interpret the social representation of wild animals held by different social actors — farmers, hunters, and tourists — within the context of an inhabited National Park, that of the Cévennes in south east France. Within the Park, the domestic and the wild, along with agriculture, hunting, conservation, re-introduced wild animals, and tourists cohabit. It is argued that changes in the representation of “wildness” may well be an important indicator of changes in the social representation of nature. (shrink)

In this essay I first provide an analysis of various community concepts. Second, I evaluate two of the most serious challenges to the existence of communities—gradient and paleoecological analysis respectively—arguing that, properly understood, neither threatens the existence of communities construed interactively. Finally, I apply the same interactive approach to ecosystem ecology, arguing that ecosystems may exist robustly as well. ‡I would like to thank to the participants at the Ecology and Environmental Ethics Conference at the University of Utah, the Philosophy (...) of Ecology Conference hosted by the University of Brisbane, and those participants in a session at the Philosophy of Science Association Meeting in Vancouver, British Columbia for helpful discussions of this essay. Specific thanks go to Mark Colyvan, Greg Cooper, Steve Downes, Chris Elliott, Marc Ereshefsky, Paul Griffiths, Jesse Hendrikse, Greg Mikkelson, Anya Plutynski, Kate Ritchie, Sahotra Sarkar, Kim Sterelny, and Rob Wilson. †To contact the author, please write to: Department of Philosophy, Lewis and Clark College, 0615 SW Palatine Hill Road, Portland, OR 97219; e-mail: [email protected]. (shrink)

Greg Cooper’s The Science of the Struggle for Existence is a must read for those interested in the history and philosophy of ecology and in topics like laws of nature, scientific explanation, and mathematical modeling. If you want to explore some of the metaphysical and methodological challenges that face ecology, there is no better place to go. Thus, this book marks an important moment in the philosophy of ecology. Folks like myself will be responding to it for quite a while. (...) What I find most appealing about the book is just how much there is to argue with. On every page there are interesting ideas presented but which are excitingly controversial. Some will argue with Cooper’s interpretation of the history of ecology. There are parts of the book that empiricists will balk at. You will not be left unstirred. Having said this, Cooper can be longwinded and while you read you should remember patience is a virtue. (shrink)

This essay reflects on three strategic visions of how society might develop in the direction of a more environmentally responsible culture. These strategies - green technology, ecocentrism, and civic environmentalism - offer promising elements of what we need. However, each fails in different ways to successfully explain how citizens, caught up in consumerist practices and their supporting belief systems, can be led to take the transformative steps needed to build a culture that engages responsibly and respectfully with the natural environment. (...) This essay aims to acknowledge the contributions of these three approaches, while also critically reflecting on their limitations. The core limitation is the unresolved clash between ecocentrism's focus on the vulnerability of nature's intrinsic value to any anthropogenic intervention and civic environmentalism's focus on the revival of strong civic democracy as a gateway to environmental health. (shrink)

This paper considers the relationship between scientific rationality and emotional value in determining ideas about canine biology in North America. While science has been assumed to be objective, unassailable and devoid of value judgments, esoteric theories concerning wild predators have changed radically over time. Biologists acted as important agents in the campaign to eradicate Canis lupus from the USA during the late 1800s and early 1900s. From the 1920s onwards, scientists promulgated ecological ideas in order to redeem native carnivores. This (...) paper suggests that, in extermination and rehabilitation phases, biologists formed their opinions of resident lupines using scientific dogma and moral precepts. By delineating the process of wolf rehabilitation in the USA, this paper situates science as a shifting body of knowledge, a way of comprehending the environment that cannot be viewed apart from cultural conceptions of biology, ethics and aesthetics. (shrink)

A number of areas of biology raise questions about what is of value in the natural environment and how we ought to behave towards it: conservation biology, environmental science, and ecology, to name a few. Based on my experience teaching students from these and similar majors, I argue that the field of environmental ethics has much to teach these students. They come to me with pent-up questions and a feeling that more is needed to fully engage in their subjects, and (...) I believe some exposure to environmental ethics can help focus their interests and goals. I identify three primary areas in which environmental ethics can con- tribute to their education. The first is an examination of who (or what) should be considered to be part of our moral community (i.e., the community to whom we owe direct duties). Is it humans only? Or does it include all sentient life? Or all life? Or ecosystems considered holistically? Often, readings implicitly assume one or more of these answers; the goal is to make the student more sensitive to these implicit claims and to get them to think about the different reasons that support them. The second area, related to the first, is the application of the different answers concerning the extent of the ethical community to real environmental issues and problems. Students need to be aware of how the different answers concerning the moral community can imply conflicting answers for how we should act in certain cases and to think about ways to move toward conflict resolution. The third area in which environmental ethics can contribute is a more conceptual one, focusing on central concepts such as biodiversity, sustainability, species, and ecosystems. Exploring and evaluating various meanings of these terms will make students more reflective and thoughtful citizens and biologists, sensitive to the implications that different conceptual choices make. (shrink)