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  1. Virtue, Environmental Ethics, Nonhuman Values, and Anthropocentrism.Marcello Di Paola - 2024 - Philosophies 9 (1):15.
    This article discusses the encounter between virtue ethics and environmental ethics and the ways in which environmental virtue ethics confronts nonhuman axiology and the controversial theme of moral anthropocentrism. It provides a reasoned review of the relevant literature and a historical–conceptual rendition of how environmental and virtue ethics came to converge as well as the ways in which they diverge. It explains that contrary to important worries voiced by some non-anthropocentric environmental ethicists, environmental virtue ethics enables and requires a rich (...)
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  • The Importance of Participatory Virtues in the Future of Environmental Education.Matt Ferkany & Kyle Powys Whyte - 2012 - Journal of Agricultural and Environmental Ethics 25 (3):419-434.
    Participatory approaches to environmental decision making and assessment continue to grow in academic and policy circles. Improving how we understand the structure of deliberative activities is especially important for addressing problems in natural resources, climate change, and food systems that have wicked dimensions, such as deep value disagreements, high degrees of uncertainty, catastrophic risks, and high costs associated with errors. Yet getting the structure right is not the only important task at hand. Indeed, participatory activities can break down and fail (...)
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  • The Moderating Role of Intellectual Humility in the Adoption of ICT: A Study Across Life-Span.Gloria Bernabé-Valero, Isabel Iborra-Marmolejo, Maria J. Beneyto-Arrojo & Nuria Senent-Capuz - 2018 - Frontiers in Psychology 9.
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  • Aesthetic Experience and Experiential Unity in Leopold’s Conservation Philosophy.Paul Ott - 2013 - Environmental Philosophy 10 (2):23-52.
    In this paper, I address the motivation gap that prevents many people from acquiring and activating environmental values. In the face of this gap, I analyze Aldo Leopold’s conservation philosophy as a potential solution. This is done by reading Leopold through John Dewey’s theory of aesthetic experience, in which motivated action develops out of unified aesthetic experience made up of three phases: action, emotion, and intelligence. Showing that Leopold’s approach to conservation exhibits this aesthetic structure not only gives it a (...)
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