Although a conventional environmentalism focuses on the health of ecological systems, Pope Francis’s 2015 environmental encyclical Laudato Sí invokes St. Francis of Assisi to emphasize God’s love for the individual organism, no matter how small. Decrying the tendency to regard other creatures as mere objects to be controlled and used, Pope Francis urges our enactment of a ‘universal communion’ governed by love. I suggest, however, that Laudato Sí’s animal ethic, as focused on ordering human and animal need, is inadequate to (...) its overarching vision of cross-species communion. This vision requires the sort of cross-species relational bridge implicit in Maurice Merleau-Ponty’s view of agency as an irreducibly ‘animate’ expression of choice and afforded further definition in Kenneth J. Shapiro’s conception of a ‘kinesthetic empathy.’ As the phenomenological epistemology underlying both discourses makes possible a rough correspondence, I put these in conversation to demonstrate that a Merleau-Pontyan and reciprocal agency is a constitutive aspect of the fullest sort of cross-species relation, such that recognition of this agency can both deepen our understanding of ‘universal communion’ and foster engagement in its practice. (shrink)

This paper aims to explore the relationship between humans and nature and the implied intimacy, so-call ‘ecophilia,’ in light of the French philosopher Maurice Merleau-Ponty. It is revealed from the Merleau-Pontian view of body and nature that there may be a more harmonious relationship between humankind and nature than the commonly assumed, and an alternative understanding of education may thus arise. Following an introduction, this paper falls into three parts: an exploration of the meaning of nature, the corporeality of the (...) body as central to our encounter with nature and the educational implications. The introduction argues that central to one’s understanding of nature is one’s understanding of oneself and the world. To some extent, our current environmental problems are related to a negative understanding of nature. The meaning of nature and our relationship with it will be elaborated by the exploration of the key significance of body to be found in Merleau-Ponty’s philosophy. It will be argued that overall, our understanding of the body may be central to reconnecting humankind and nature. Such a re-conceiving of the part played by the body in our relationship with nature may re-orient education towards a love of nature: ecophilia. (shrink)

A significant proportion of conservationists' work is directed towards efforts to save disappearing species. This relies upon the belief that species extinction is undesirable. When justifications are offered for this belief, they very often rest upon the assumption that extinction brought about by humans is different in kind from other forms of extinction. This paper examines this assumption and reveals that there is indeed good reason to suppose current anthropogenic extinctions to be different in kind from extinctions brought about at (...) other times or by other factors. Having considered – and rejected – quantity and rate of extinction as useful distinguishing factors, four alternative arguments are offered, each identifying a way in which anthropogenic extinction is significantly different from other forms of extinction, even mass extinction: (1) Humans are a different kind of natural cause from other causes of extinction; (2) Extinctions brought about by humans are uniquely persistent; (3) Anthropogenic extinctions are effectively random whereas past mass extinctions are rule-bound; (4) The impact of the current anthropogenic extinction event differs from the impact of other extinction events of the past, such that future recovery may not follow past patterns. Together, these four arguments suggest that the present-day extinction event brought about by humans may be unprecedented and that we cannot clearly extrapolate from past to present recovery from extinctions. Although insufficient as justification for the claim that present-day extinctions are undesirable, the arguments provide some ammunition for conservationists' conviction that species extinction – in which humans play an accelerating role – ought to be prevented. (shrink)

This article draws on different bodies of knowledge in order to review the potential role of outdoor education in providing nature-based experiences that might contribute to sustainable living. A pragmatic perspective is adopted to critique what outdoor education is, and then what it might be. Phenomenology is used to challenge the belief that there is a causal relationship between activities and learning outcomes but foremost to consider what it is to be in nature in the first place. Aspects of both (...) realism and social constructionism are presented as essential to environmental philosophy and the concomitant, but contested, relationship between people and planet. Through these multiple realities the moral significance of nature emerges not only as a theoretical consideration but as a practical one too. In this way I challenge dualisms that provide stumbling blocks to practice and celebrate instead pluralistic thinking where starting points are based on real-life work settings where theory and practice can emerge together through place-specific solutions. (shrink)

Robots equipped with artificial intelligence pose a huge challenge to traditional ontological differentiations between the spheres of the human and the non-human. Drawing mainly from neo-animistic and perspectivist approaches in anthropology and science and technology studies, the paper explores the potential of new forms of interconnectedness and rhizomatic entanglements between humans and a world transcending the boundaries between species and material spheres. We argue that intelligent robots meet virtually all criteria Western biology came up with to define ‘life’ and that (...) it ultimately makes sense to recognize them as a new species that is part of our social universe. Contrasting dualistic concepts of man and nature with a monistic approach, we show that traditional properties of life (agency, self-replication, etc.) may apply to artefacts and that, once we accept the idea that social relationships are ultimately open connections to matter of any kind, the seemingly strict boundaries between species and material spheres can no longer be sustained. Instead, we propose to include ‘matter’ and ideas into the sphere of the social as agents in their own right to form a _relational ontology of multi-species assemblages_ (ROMA). (shrink)

The emerging epistemic community of ecosemioticians and the multidisciplinary field of inquiry known as ecosemiotics offer a radical and relevant approach to so-called global environmental crisis. There are no environmental fixes within the dominant code, since that code overdetermines the future, thereby perpetuating ecologically untenable cultural forms. The possibility of a sustainability transition (the attempt to overcome destitution and avoid ecocatastrophe) becomes real when mediated by and through ecosemiotics. In short, reflexive awareness of humankind's linguisticality is a necessary condition for (...) transforming ecologically maladaptive cultural forms. As a multidisciplinary, interdisciplinary research program integrating the human and natural sciences, ecosemiotic inquiry closes the gap between biophysical ecology and human ecology. A provisional outline of a pragmatic theory of ecoserniotics attempts to describe the processes by which adaptive cultural changes might be facilitated and points toward substantive content areas that constitute sites for further research. Ecosemiotic inquiry frames cultural codes as these shape and reproduce the ongoing stream of individual and societal choices that shape distinctively human existence in a larger context of biophysical realities that drive natural selection. However, while ecosemiotics is a necessary condition for the sustainability transition, it is not a sufficient condition. (shrink)

Environmentalists consider invasions by exotic species of plants and animals to be one of the most serious environmental problems we face today, as well as one of the leading causes of biodiversity loss. We argue that in order to develop and enact sensible policies, it is crucial to consider two philosophical questions: What exactly makes a species native or exotic, and What values are at stake? We focus on the first of these two questions, and offer some preliminary suggestions with (...) regard to the second. Through a series of case studies, we show that it is not always clear whether a species is native or exotic. We identify five possible criteria that could be used for distinguishing natives from exotics. Rather than identifying one of these criteria as the 'correct' one, we suggest that the concepts of 'native' and ' exotic ' function more like what some philosophers have called cluster concepts. That is, there are several characteristics that are typical of native species, and a corresponding set of characteristics that are typical of exotic species. None of these characteristics is either necessary or sufficient for identifying a species as either native or exotic. We then identify several of the values that are at stake in dealing with exotic species, and we suggest that policies need to avoid being overly simplistic. (shrink)

This paper begins with an assumption that the natural world is literally able to speak. What follows is research around a new place-based, ecological and imaginative public school in Maple Ridge, BC. The school has no building to speak of as there is an attempt being made, as part of the day-to-day pedagogical practice, to listen to the more-than-human as an active voice and co-teacher thereby moving from human teachers/researchers speaking in, about and for the more-than-human towards speaking with and (...) listening to it. Drawing on our lived experience as researchers, theorists, and ecological educators, this paper proposes to draw on the student voices at the Environmental School to posit a series of five distinct orientations. Each of these orientations is potentially available to us and each offers a different way to understand, attend to and communicate with the natural world. These orientations have implications, if taken seriously, for educational practice and content. In this paper, we focus on clarifying these orientations and anchor them with examples from interviews done over the course of several school years with three different students. We end the paper by pointing out some of the educational implications that might arise if we are to take these students and, as a result, the proposed orientations seriously. (shrink)

Existing public relations ethics literature often proves inadequate when applied to social movement campaigns, considering the special communication challenges activists face as marginalized moral visionaries in a commercial public sphere. The communications of counter-hegemonic movements is distinct enough from corporate, nonprofit, and governmental organizations to warrant its own ethical guidelines. The unique communication guidelines most relevant to social movement organizations include promoting asymmetrical advocacy to a greater extent than is required for more powerful organizations and building flexibility into the TARES (...) principles to privilege social responsibility over respect for audience values in activist campaigns serving as ideological critique. (shrink)

In this paper I address the question of what it is to be alienated from nature. The focus is alienation in the sense of estrangement, a ‘being cut off from’ a wider world. That we are so estranged is a claim associated with ecological critique of contemporary society. But what is it to be estranged from nature given that everything we are, do and produce, always remains within a wider nature? I explore the possibility that this might be understood with (...) reference to Merleau-Ponty’s notion of ‘flesh’. I set the scene for this with some discussion of Honneth’s recent account of reification as a ‘distorted praxis’ and then, drawing upon Merleau-Ponty’s phenomenology of perception and especially his later ontology of flesh, develop the idea of estrangement from the natural world as an inadequate participation in a ‘primordial’ perceptual relation. This idea of estrangement brings together various elements of ecological critique. However, I argue that although this idea of estrangement might inform and help to articulate such a critique, it cannot be the sole concern of an environmental political philosophy: other kinds of alienation within the humanised environmental context need to be considered too. (shrink)

In this qualitative study, the elements and quality of musher-sled dog relationships were investigated. In-depth interviews with a narrative design were conducted with eight mushers from northern Minnesota and northwestern Ontario. The mushers were asked to contribute ideas by sharing stories and experiences of working with dogs, as well as art or photographs. While all the participants had their own ideas about musher-sled dog relationships, six themes emerged. The mushers stated the importance of getting to know the dogs, their respect (...) for their sled dogs’ abilities, the idea of a two-way communication that takes place, the importance of trust, the notion of partnership, and what can be learned through working with sled dogs. This study supports other research suggesting that humans and animals engage in interspecies relationships and that these can be quality relationships with multiple elements. The importance of researching and teaching about dogs as subjects is discussed, as well as the significance of humans having direct experience with other animals. (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)

The purpose of this paper is twofold: to underscore the possible dangers of abstraction, objectification and reification as roots of human domination over other human and non-human beings; and to suggest that, as one possibility, place-based education, can counter these dominating patterns by pulling up their roots through fostering relational ontologies based on care and emotional/sensuous experience. The author will foreground the work of Henri Lefebvre, Neil Evernden, and R. D. Laing in the abstraction discussion, while the discussion of place-based (...) education will draw largely on the writings of David Gruenewald. (shrink)

This paper responds to David Burns and Stephen Norris whose article, “Open-minded Environmental Education in the Science Classroom”, appeared in Volume 18(1) of Paideusis. Burns and Norris (2009) suggest an incompatibility between environmental advocacy and science education because they feel that environmental advocacy necessarily promotes particular political agendas that are extra-scientific, and that such agendas subvert the development of open-mindedness (Hare, 1979; 2000; 2003). In this paper, I offer an alternative reading of Hare’s concept of open-mindedness that is more accepting (...) of careful and thoughtful integrations of science education and social advocacy. I offer an epistemological justification that suggests that advocacy in education (in science and elsewhere) is not only compatible with the concept of open-mindedness, but may also serve as a vehicle for its flourishing. (shrink)

As Raymond Williams famously declared, nature is one of the most complex words in the English language – and, we may confidently predict, its Germanic relatives including Dutch. The workshop that took place in June 2007 in the Netherlands, from which this volume is derived, was based on an earlier program exploring connections between our concepts of nature and related concepts of science and religion. Though one may not immediately expect these three realms to be interrelated, countless examples suggest otherwise.