Module Summary- Week 6
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School
Northern Arizona University *
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Course
275
Subject
Philosophy
Date
Feb 20, 2024
Type
docx
Pages
8
Uploaded by 0ceanman
MODULE SUMMARY TEMPLATE
PART 1 CRFS
—pick 2 (more if you want!) readings from either module and fill in the table. Delete the blue text and fill in your own!
MODULE
SOURCE
CENTRAL THESIS
8+ KEY TERMS
4+ KEY CLAIMS
FAVORITE QUOTE
Alternate Views of Wilderness
Callicott, J.B. (1998). Should Wilderness Areas Become Biodiversity Reserves?. In J. B. Callicott & M. P. Nelson (Eds.), The Great New Wilderness Debate: An expansive collection of writings defining wilderness from John Muir to Gary Snyder
(pp. 585-594). Athens, GA: The University of Georgia Press.
Calicott challenges traditional wilderness preservationism, advocating for a shift from the preservation of pristine nature to the conservation of
biological diversity (biodiversity). It proposes a reconceptualization
of wilderness areas as biodiversity reserves to address
the crisis of accelerating species loss.
Conservation biology, anthropocentric,
pre-
evolutionary, Utilitarian Pinchot philosophy, wilderness preservation, Indigenous peoples, ecological integrity, Species
Survival Plans
1.
Wilderness preservation perpetuates the human-nature dichotomy and echoes utilitarian conservation concepts.
2.
Preservationism overlooks the historical impact of indigenous peoples on ecosystems.
3.
The wilderness idea
assumes stability in
preserved ecosystems, contrary to modern
ecological understanding.
4.
Wilderness areas should be rebranded as biodiversity reserves, allowing for sustainable human use alongside conservation "We have to be very careful, here,
however, not to throw the baby out with the bathwater. The idea
of wilderness
that we have inherited from Thoreau, Muir, and their successors may be ill-conceived, but there's nothing whatever wrong with the places
that we call
wilderness, except that they are too small, too few and far between, and, as I
shall directly explain, mostly mislocated."
efforts.
The International
Perspective
Edwin Sabuhoro, Brett Wright, Ian E. Munanura, Ingrid Nyonza Nyakabwa &
Carmen Nibigira (2017): The potential of ecotourism opportunities to generate support for mountain
gorilla conservation among local communities neighboring Volcanoes National Park in Rwanda,
Journal of Ecotourism, DOI: 10.1080/14724049.2017.1280043
The study explores the potential of ecotourism opportunities to garner support for mountain gorilla conservation among local communities residing near Volcanoes National
Park in Rwanda.
Ecotourism, mountain gorilla conservation, local communities, Volcanoes National Park, Rwanda, support
generation, conservation strategies, community engagement
1.
Ecotourism can serve as a valuable tool for generating support and fostering conservation efforts around mountain gorillas.
2.
The study investigates the challenges and opportunities associated with community involvement in ecotourism initiatives.
3.
Revenue sharing emerges as a crucial strategy to
benefit local communities and mitigate potential
threats to mountain gorillas.
4.
Community consultations play
a pivotal role in the selection and success of revenue sharing projects.
“Strategies for
implementation, roles and responsibilities of
key players, harmonized procedures
for selecting projects and their coverage, the mode and procedures of disbursing
funds, monitoring and evaluation of the scheme should be agreed upon by the
park management and
communities before any project is undertaken.”
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Part 2 Skeletal Outlines
—pick 2 (or more if you want) DIFFERENT readings (that you didn’t use in Part I) from either module and create skeletal outlines for them. Sample skeletal outline:
Adler, M.J. (1997).
Chapter 10: Living and Living Well
. In Aristotle for everybody: Difficult thought made easy
. Touchstone Press.
I.
When we are young, we act aimlessly and playfully.
II.
Serious activity always has some ulterior purpose.
III.
The younger we are, the less likely it is that we will have a well-worked-out plan for living.
IV.
As we get older, we become more purposeful.
V.
We should try to develop a plan for living in order to live as well as possible.
VI.
There are lots of wrong plans, but only one right plan, that aims at the ultimate end that we all should aim for.
VII.
We ought to pursue a good life
a.
We should do things in order to LIVE (caring for our bodies, earning money for things we need)
b.
We should do things in order to LIVE WELL (education, pleasure)
VIII.
“Happiness” often means pleasure, and people differ as to what pleases them, but “Living Well” can be the same for all of us.
1.
Gomez-Pompa, A. & Kaus, A. (1998). Taming the Wildeness Myth. In J. B. Callicott & M. P. Nelson (Eds.), The Great New Wilderness Debate: An expansive collection of writings defining wilderness from John Muir to Gary Snyder
(pp. 293-313). Athens, GA: The University of Georgia Press.
I.
Gomez calls for a reevaluation of current conservation and environmental management practices, emphasizing the significance of understanding local perspectives.
II.
It highlights the importance of addressing the neglect of rural perceptions and traditional systems in policy agendas and education curricula.
III.
Authors underscore the lack of focus on rural perceptions and traditional systems, emphasizing the need to acknowledge the current challenges faced by these systems.
IV.
They stress the importance of incorporating local needs, experiences, and aspirations into research and education programs.
V.
This part advocates for understanding the perspectives of local inhabitants in rural areas to align recommendations with reality rather than myths.
VI.
Research on the influence of human activities on past and present environments is emphasized to understand the impact of various forms of management.
VII.
Ending stresses the challenge of taming the myth and recognizing human inclusion in nature.
2.
Cronon, W. (1998). The Trouble with Wilderness, or, Getting Back to the Wrong Nature. In J. B. Callicott & M. P. Nelson (Eds.), The Great New Wilderness Debate: An expansive collection of writings defining wilderness from John Muir to Gary Snyder
(pp. 471-499). Athens, GA: The University of Georgia Press.
I.
Cronon begins by delving into the problematic idealization of wilderness, questioning its romanticized portrayal and its implications for environmental thinking.
II.
Wilderness is explored as a symbol of untouched, pristine nature that is often romanticized in American culture.
III.
The importance placed on preserving wildness and native diversity is highlighted, emphasizing the significant role wilderness plays in environmentalist ideologies.
IV.
The dualism at the core of the wilderness concept is discussed, particularly in how it influences the prioritization of certain environmental concerns over others.
V.
The potential risks of distancing ourselves from the values that wilderness teaches are explored, urging a reconsideration of our relationship with nature.
VI.
Cronon encourages the recognition of wonder and otherness in everyday environments, urging a more inclusive understanding of what constitutes nature.
VII.
Cronon emphasizes the role of remembrance and gratitude in fostering a deeper connection to the environment.
PART 3 DISCUSSION QUESTIONS
—take key terms, claims, and ideas from the entire week’s material—the readings, the videos, the lectures, anything you want! (Pulling from your table in Part 1 and/or your outlines in Part 2 is convenient.) USE THESE QUESTION STEMS to create 6 or more discussion questions for the week’s material.
You MUST use the question stems. Freelance questions will not get credit.
Use a variety of question stems—you may not use a given stem more than twice.
You don’t have to answer the questions.
Delete the blue text and fill in your own!
QUESTION STEMS
How would you use _______ to _______?
What is an example of _______?
Explain why _______.
What do you think would happen if _______?
What is the difference between _______ and _______?
How are _______ and _______ similar?
What is a possible solution to the problem of _______?
What conclusions can you draw about _______?
How does _______ affect _______?
In your opinion, which is best, _______ or _______? Why?
What are the strengths and weaknesses of _______?
Do you agree or disagree with the statement: _______.? Support your answer.
How is _______ related to _______ that we studied earlier?
1.
How would you use the understanding of local perspectives, as advocated by Gomez-Pompa
, to reshape current conservation and environmental management practices
?
2.
Explain why Gomez-Pompa and Kaus emphasize the neglect of rural perceptions and traditional systems in policy agendas and education
curricula.
3.
What is an example of incorporating local needs, experiences, and aspirations into research and education programs, as suggested by the authors?
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4.
What conclusions can you draw about the role of human activities in influencing past and present environments, based on the emphasis on researching the impact of various forms of management
?
5.
What is the difference between the preservation of wildness
and the conservation of biodiversity, as discussed by Cronon
?
6.
What are the strengths and weaknesses of the dualism inherent in the wilderness concept, especially in relation to environmentalist ideologies
?
7.
How are the potential risks of distancing ourselves from the values that wilderness teaches
and the prioritization of certain environmental concerns over others, according to Cronon
, similar?
PART 4 WRITTEN SUMMARY
--
In 200 (±20) words, what are the main ideas this week? How do the readings, lectures, and videos develop these ideas, and how are the ideas related? Provide direct connections and reference to our readings, lectures and videos to support your claims. Your answers should…
Be well-considered and provide an objective thorough synthesis of the overarching themes with connections to course materials.
Be written in complete sentences with appropriate grammar.
Provide citations if used outside references or quoting any work (including from the book or course material), please cite based on APA format. This includes appropriate in-text citations.
Have limited quotes, no more than 10%. Your summary should be in your own words.
Present only an objective review of the readings. Save your personal insights for your personal reflection. (I.e, there should be no "I's, "my's,' personal beliefs, views, or speculations)
Submitted in either a word or pdf file format.
The readings for this week address the complex relationship between human societies and the concept of wilderness as a whole. Gomez-Pompa and Kaus (1998) advocate for a rethinking of conservation practices, emphasizing the importance of understanding and incorporating local perspectives into environmental management. This is consistent with Callicott's (1998) challenge to traditional wilderness preservationism, in which he proposes renaming wilderness areas biodiversity reserves in order to address accelerating species loss. Sabuhoro et al. (2017) explore the potential of ecotourism in garnering local support for conservation, which complements these ideas by emphasizing community engagement
and revenue sharing. Cronon's (1998) critique of the "wilderness myth" calls the romanticized depiction of untouched nature into question, emphasizing the dangers of distancing ourselves from its values. All of the readings are concerned with rethinking human-nature relationships, whether by acknowledging local perspectives, reconsidering preservation strategies, or recognizing the limitations of idealized wilderness. The shared emphasis on inclusivity, community involvement, and sustainable practices highlights a call for a more holistic and responsible approach
to environmental stewardship. As Cronon states, "The idea of wilderness that we have inherited from Thoreau, Muir, and their successors may be ill-conceived, but there's nothing whatever wrong with the places that we call wilderness" (1998, page 499). This encapsulates the need to move beyond myth while appreciating and conserving the inherent value of the wilderness environments we designate.