paul m. pulé abridged teaching portfoli… · teaching portfolio 2009‐08‐11 paul m. pulé...

TeachingPortfolio 2009‐08‐11

PaulM.PuléPh.D.‐Pending(GenderStudies&EnvironmentalPhilosophy)

M.Sc.(HolisticScience)B.Sc.(AppliedScience‐Ecology)

1/116SolomonStreetFremantle,WA6160

AUSTRALIAHome:+6189335‐5932Office:+6289360–2600

Mobile:+61409054069

Email:[email protected]:www.paulpule.com.au

alsowww.istp.murdoch.edu.au/ISTP/students/

phdcurrent/pule_paul.html

ProfessionalVision:

Beingadynamicstudent‐centreduniversityinstructorin‐servicetohigherlearningforthebettermentoftheplanet

2

OverviewTheplanetisfacingamultifacetedcrisis.Bioticsystems,ourcommunities,ourfamiliesandevenourinnerhealth,arecollectivelycallingourattentiontotheneedforethicalandpracticalshiftstowardssustainability.Tostickwithconvention‐toeducateourselvesmerelyforthesakeofourowncomforts–isinmyviewnolongeraviableoption.Withclimatechangenoticeableandinsomeinstancesseveresocialandenvironmentalconsequences,wearebeingforcedtofacethedreadofourownblindoptimism.Theearthisindeedfiniteandthewaysweeducateourselveswillhaveconsiderablebearingonwhatwedowiththecircumstancesthatarenowconfrontingus.Mypedagogicalapproachtouniversitylevelinstruction,thecurriculaIwrite,thetopicsIdebatewithstudentsandcolleagues,howIpresent,assess,andrefineunitinformation,aremycontributiontoresolvingthedilemmaswearenowfacing.Andweneedallthehelpwecangetinfacilitatingawholeheartedtransformationfromthecurrentconsumermodeltoonethatmightbestbecharacterisedasagradualdescentintoalow‐energyfuture.Formethereisnootherpathforwardthanthis,shortofcollapse,andnomoreeffectivewayofbroachingthesubjectandenrollingasmanyindividualsinsupportforcreativechangethanthroughuniversityeducation.Ienvisionaworldwherealllifeisembracedwithcompassionandcare.AndIlooktomystudentsaswellasmyleadersinpositionsofpolicytohelpme

TableofContentsOverview……………………………………………………………………………………………………………….2TeachingResponsibilitiesSubjectstaughtandsupervised…………………………………………………..............................3StatementofDuties……………………………………………………………………………………………….3StatementofSchool/Departmentalexpectationsandresources……………...................3Teachingthatpromoteseffectivelearning

Teachingphilosophy,aimsandmethods…………………………………………………………4Descriptionofteachingstrategies…………………………………………...........................5Examplesofteachinginnovations…………………………………………...........................7Descriptionsofuseoftechnology…………………………………………………………………….9Representativeunit/coursesyllabi…………………………………………..........................9Unit/courseandinstructionalmaterials……………………………………………………….. 9Informalstudentfeedback………………………………………………………………………………9Teachingawards…………………………………………………………………………………………….9

Useoffeedback,reflectionandprofessionaldevelopmenttoimproveteachingandlearning

Descriptionofstepstakentoevaluateandimproveyourteaching……….…………9Formalstudentfeedback…………………………………………………………………………………11

ResearchorleadershipinteachingandlearningPublications/ConferenceProceedingsRecord………………………………………………….11 Invitationstoteachpresentorpublish……………………………………........................12

Appendices…………………………………………………………………………………………………….13‐53

3

contributetoaGreatTurning.Myuniversitylevelteachingisthenanintentionalinvitationforustocollectivelycraftaworldwhereweshowourunabatedcareforalllivingbeings.

TeachingresponsibilitiesSubjectstaughtandsupervisedSTP206/606SustainabilityEthics[MurdochUniversity]

CourseCoordinator,AssistantCourseCoordinator,SessionalLecturer&Internal/ExternalTutor(2005–Present)

STP108IntroductiontoSustainability[MurdochUniversity]ExternalTutor(2009–Present)

FDN150ReinventingAustralia[MurdochUniversity]SessionalLecturer&Internal/ExternalTutor(2004–Present)

ET‐100IntroductiontoEthics[UniversityofNotreDame]InternalTutor(2007)

StatementofDutiesPrepareandpresentlectures/seminars/workshopsongenderidentityandnature,environmentalandsocialjustice,theethicsandphilosophiesthatguidecontemporaryenvironmentalism,aswellasthetheoreticalandpracticalaspectsofsustainability.• Conduct relevant research, and create and deliver public presentations in the theoretical and practical

applicationsoftheethicsandphilosophiesthatguidesustainabledevelopment• Facilitatepersonalandprofessionalconsciousness‐raisingtowardssocialandenvironmental

sustainability• Constructorassistinthecoordinationofdeliveredunits• Facilitatetutorialsonphilosophicalandethicalimplicationsofthehuman/naturerelationship• Remaincurrentwithandconstructivelycriticalofrelevantacademicliterature• Facilitategroupdynamicstoinspire,enlivenandempowerotherstothinkcriticallyandcreatively• Encouragestudentstoseekswaystoactivelyengagewiththeircommunityandenvironment• Providepastoralcareforstudentsastheynegotiatetheirwaythroughtheirstudies

StatementofSchool/Departmentalexpectationsandresources

MurdochUniversity’sGraduateAttributes

Asaproficientuniversityinstructor,IaimtoalignmyteachingpedagogywithMurdochUniversity’sGraduateAttributes,suchthatmystudentscompletetheirstudieshavingaccumulatedtheacomprehensivearrayofintellectual,personalandprofessionalskills.Thoseattributesare(Adaptedfrom:

http://www.murdoch.edu.au/teach/studyat/attributes.html):

4

ATTRIBUTE SUBATTRIBUTECommunication

Theabilitytocommunicateeffectivelyandappropriatelyinarangeofcontextsusingcommunication,literacy,numeracyandinformationtechnologyskills.

Speakingskills Listeningskills Readingskills Writingskills Numeracyskills Informationandcommunicationtechnologyskills

Criticalandcreativethinking

Theabilitytocollect,analyzeandevaluateinformationandideasandsolveproblemsbythinkingclearly,criticallyandcreatively.

Criticalthinking Creativethinking Problemsolving Researchskills

Socialinteraction

Acapacitytorelatetoandcollaboratewithotherstoexchangeviewsandideasandtoachievedesiredoutcomesthroughteamwork,negotiationandconflictresolution.

Collaboration Negotiation Conflictresolution

Independentandlifelonglearning

Acapacitytobeaselfdirectedlearnerandthinkerandtostudyandworkindependently.

Organizationalandtimemanagementskills Independentstudy

Ethics

Anawarenessofandsensitivitytoethicsandethicalstandardsoninterpersonalandsociallevels,andwithinafieldofstudyand/orprofession.

Personalethics Socialethics Ethicsinafieldofstudy Professionalethics

Socialjustice

Anacknowledgmentofandrespectforequalityofopportunity,individualandcivicresponsibility,otherculturesandtimes,andanappreciationofculturaldiversity.

Socialandcivicresponsibility Knowledgeofothercultures Knowledgeofotherhistoricaltimes Appreciationofculturaldiversity

Globalperspective

Anawarenessofandrespectforthesocial,biological,culturalandeconomicinterdependenceofgloballife.

Emphasisonsocialandenvironmentaljustice

Interdisciplinarity

Acapacitytoacquireknowledgeandunderstandingoffieldsofstudybeyondasinglediscipline.

Sensitivitytomulticulturalism Respectfordiversity

In‐depthknowledgeofafieldofstudy

Acomprehensiveandin‐depthknowledgeofafieldofstudyanddefinedprofessionalskillswhereappropriate.

Knowledgeofafieldofstudy Professionalskills

5

TeachingthatpromoteseffectivelearningTeachingphilosophy,aimsandmethodsIhaveastrongbeliefinplacingthestudent’slearningatthecentreofmyuniversityinstruction.MyteachingphilosophydrawsfromCarlileandJordan’s(2005)constructivistteacher.Itakethe‘constructivistteacher’tobeateacherwhowillflexiblyandcreativelycombinetheclassroomexperienceintoanegotiationor‘construction’ofthelessonsinsitu.Thisstyleofinstructionbestsuitssmallgroupsorindividualinstruction,andcreatesademocraticlearningenvironmentwherethelearningprocessiscenteredonthestudent,whoisempoweredasaconsultantandco‐facilitatoroftheirownlearning.1O’NeillandMcMahon’s(2005)student‐centredinstructionhasalsoplayedaninfluentialroleonmypedagogicalapproachtouniversitylevelteaching.2Asastudent‐centeredteacher,Iaimtoempowerthestudenttohaveconsiderableinfluenceovercoursecurricula,learningtechniques,andtheireducationalprogress.Thisoccursthroughflexiblelessondesignsthatincorporategroupconsultationasanintegralaspectofthelearningexperienceandendofsemesterevaluationsthatareusedtohonetheeffectivenessofthecourseforfutureyears.Inmyclassroom,thestudentsareheldprimarilyresponsiblefortheirownlearning.Iaspiretoclearlyarticulatetheirlearninggoals,flexiblelearningstrategies,andmaintainsensitivitytowhenthesevarioustechniquesoughtbeemployed.Includedisanenthusiasmfordevelopingstudentcompetenceintheuseofteachingaidsandotherresources.AnimportantwaythatIachievethisgoalisbyemployinghumilityto‘getoutofthelimelight’toletthestudentdemonstrateanin‐depthfamiliaritywiththesubjectmatterat‐hand.Imaintainaperspectivethatstudentshavedifferentwaysoflearning,aswellasuniquestylesofsharing–variationsthatareworthyofmyrespectandpatience.Ihavecometotertiaryteachingasanadvancedformofactivism;theprincipalmotivatorformetoliftmyheadfrommypilloweachmorninganddontheteachingpersonahasbeenmyenthusiasmforcriticalthinking–advancingmyownandinspiringthatinothers–forthebettermentoftheplanet.Thishaslongseemedtometobetheheartyfodderforourcreatingasustainableworldimbuedwithflexibleintelligenceandjusticeforall.

1Carlile,O.andJordan,A.,2005.‘Itworksinpracticebutwillitworkintheory?:Thetheoreticalunderpinningsofpedagogy’.InG.O’Neill,S.Moore,andB.McMullin(eds.),EmergingIssuesinthePracticeofUniversityLearningandTeaching.Dublin:AISHE.2O’Neill,GandMcMahon,T.,2005.Student‐CentredLearning:Whatdoesitmeanforstudentsandlecturers?InG.O’Neill,S.MooreandB.McMullin(eds.),EmergingIssuesinthePracticeofUniversityLearningandTeaching.Dublin:AISHE.

6

DescriptionofteachingstrategiesSusanToohey’s(1999)Beliefs,ValuesandIdeologiesinCourseDesignnotesthatcurriculadesigneasilyslipsintotherealmofaroteconventiondevoidofcriticalanalysis.3TertiarycurriculathatdosoaretypicaloftheWesterntradition.ModernWesterneducationhasafter‐allarisenoutofthecompetitive,individualisticandegocentricnormsofcapitalism.Theseeducationalnormshaveclaimedacentralplaceintheperpetuationofaprofitmotifbysteeringthestudenttowardsrationalandtheoreticaloutcomesthatwillassurethemajob,oftenattheexpenseofcriticalanalysis.Suchapedagogyprioritisesthetransformationofthehumanindividualintoaworkerwhoseprincipalroleisbeatemporarypartofamechanismofproductionthatisfundamentallyclass‐based.Inthesetimesofglobaleconomiesandvirtualrealties,universitylevelinstructionaldesignhasbecomealltooeagertomouldthelearnerintoconformity,servingasthetraininggroundforpeopletoviewithoneanotherforaccesstolimitedresourcesthroughtechnologicalcompetenceandanabilitytopresentprescribedmaterialasjustcauseforpersonalandprofessionaladvancement.4Thisishardlyanempoweringcontextforthedevelopingwisdomoftheindividualorfortheircommunities.Iamkeentocutagainstthisgraininmyuniversityinstruction.

Thereisaneedforuniversityinstructiontorekindlethegrowthofwisdom.Revealingmyteachingethics,alluniversitycoursesoughtprioritisethedevelopmentofskillsincriticalanalysis.Thetraditionofgivingprecedenttoeconomic‐rationalistoutcomespreventsstudentsfrombecomingactiveandviablemembersoftheirlearningenvironment,andtherebytheworldtheymovethrough.Toohey’spaperraisesthreekeypointsthatcollectivelypurportwhatshereferstoasa‘cognitivistapproach’tocurriculaconstruction;firstly,thatastudent‐centredapproachtouniversitylearningencouragesthedevelopmentofthemind;secondlythatinformationisintegratedthroughanactiveprocessofstudent/teacherfeedback;andthirdly,thatcognitivedevelopmentofthestudentreachesbeyondthescopeofmerelyraisingone’scomfortlevelthatischaracteristicofanoutcomes‐orienteduniversityleveleducationbyprioritisingthestudent’sraised‐consciousness.5ForJohnBiggs(1996),cognitivelearningtheoryreachesintotherealmofobjectivismandconstructivism,whicharerespectivelytakenheretosuggestthatpoliciesandproceduresthataredualisedandbasedonquantitativelearneroutcomescomparedwiththeviewthatthelearnerratherthantheinstructoroughtbelocatedatthecentreoftheinstructionalexperience.6Thesealternativeapproachestouniversityeducationsuggestthatthestudentratherthantheteacheroughtbeplacedatthecentreoftheuniversitylearningexperience.Iholdsuchapproachestouniversityinstructiondear.So…howdoIbringthesepedagogicalapproachesintobeing?Myuniversityinstructionfacilitatesaqualitativegrowthinthelearningexperienceintheformoftheaccrualofdesignatedtasksthatareassignedbyme,andthenrestructuredbythelearnersuchthatthe

3S.Toohey,1999.‘Beliefs,ValuesandIdeologiesinCourseDesign’inDesigningCoursesforHigherEducation.OpenUniversityPress:Buckingham(p.44).4Ibid.,pp.47–48.5Tooheydefines‘cognitivistlearning’aspersonallyconstructedhabitsofrigorousthinkingcultivatedthroughthedevelopmentofthemind;habitssubjecttobiological,cultural,sensoryandtactileexperiencesthatrequireflexibleopportunitiestoexpandbeyondtherealmoftradition(pp.55–56).6Biggs,J.(1996)‘Enhancingteachingthroughconstructivealignment’inHigherEducation,Vol.32,p.348.

7

learningobjectivescanbeinternalisedonthestudent’sterms.AkeywaythiscanbeachievedistofacilitateclearcommunicationofahierarchyofcurriculumobjectivesthroughaStructureofObservedLearningOutcome(SOLO);whichissupportedbyacommonlyused5categoryregisterforthequalityofperformance:GradesA(≥85%)throughF(≤49%).Whilethegrademaybeanimportantaspectofassessment,mycommentarytakescentrestage;typically,astudent’sassignmentiscomplimentedandconstructivelycritiquedthroughout.Myteachingpedagogyviewsthelettered/numberedgradetobelessconsequentialthanthelearningthatisfacilitatedthroughaconversationbetweenthestudentssubmittedworkandmycomments.Myprimarytaskistodesignandimplementappropriateteaching/learningactivities(TLA’s)suchthatthelearner’s‘desiredperformanceofunderstanding’canbeachieved.7Idonotehowever,thatgradesareheldoutasanincentivetoencouragethelearnertoadopttheseactivitiesinpursuitofthehighestscorespossiblethroughoutthesemester.Inessence,thestudentofacurriculumconstructedoncognitivelearningtheoryisempoweredtobuildaportfoliooflearningthroughoutthesemesterthatisreflectiveofthecourseobjectivesthatIhaveset.Rotelearningisnotencouraged.Myprimarychargeisthentoassessthelearner’scapacitiessuchthattheyasindividualsareconsulted.Theprocessofclearlydefiningtheobjectivesofthecourseup‐front,gradingassessmentsrigorouslyanduniformlywithdetailedcommentary,andencouragingthelearnertobridgetheorywithpraxisbyrelatinglearnedlessonstotherealworldopportunities,givesanoverviewofmyteachingapproach.8

7Ibid.,p.354.8Ibid.,p.360.

Forexample:STP206/606SustainabilityEthicsharboursastrongtraditionofcognitiveconstructivism.TheunitwasintentionallydesignedtoencourageapersonalshifttowardsasustainabilitypraxisthatisdrivenbyadeepgreenethicalawakeningtowardswhatIconsiderourinnatetendencytowardscaringforsocietyandenvironment.Theassessmentsinthecoursereflectthisgoalbyencouragingthestudenttospeakfromtheheartandthemindconcurrentlythrough:

• Personalandprofessionaljournalwriting• Facilitationoftutorialsthatofferedsynopsesofkey

readings• Fieldtripsfollowedbyinterpretivereports• Personalandprofessionalreflectionssharedwiththe

group…wereplacedasequalattributestotherigorsofdenseacademicspeaksubmittedthroughessayrequirements

8

ExamplesofteachinginnovationsForPeterSeldin(1997),havingarecordofinstructionalpracticesisanimportantaspectofdemonstratingone’scontinuouseffortstoimproveone’sprofessionasauniversityteacher.9ThefollowinglistfeaturesbothmyinnovationsandthewaysIhavemadeadjustmentsthroughoutmyteachingcareertomaximisemyeffectivenessasaninstructor:

IceBreakers‐Iconsidereachcohortofstudentsalearningcommunity.Consequently,uponfirstmeeting,Iamkeentobreaktheicebetweenmyself,andthestudentsaswellasprovideopportunitiesforthemtogettoknoweachother.Indoingso,thestudent‐learningenvironmentissaferandmoreeffective.IceBreakersaretypicallytrustbuildingexercises(co‐operativegames)thatinvolveameasureddegreeofrevealingaspectsofone’sselfinasafeenvironmentwherepeopleareabletogettoknowthestudentandfindpointsofconvergencefromtheverybeginningofsemester.TheseicebreakersarealsosupplementedwithaWelcomeLetteratthebeginningofsemesterthatisdistributedtoallstudents(seeAppendix1.).

ConstructiveFeedBack–Iamwidelyrenownforbeingaprolificcommenteronmystudent’spapers.Ratherthancorrectthetextduringthegradingprocess,whichcanleavethestudentfeelingdisempowered,Igivecopiouscommentary,askingquestionsorreferringthestudentonforfurtherrelevantresearchasneededtosourcesthatcometomindwhenreadingtheirwork.Thegradingtechniqueusedissupplementedwithaself‐designedcodingsystemtospeedupthegradingprocessandthereforemakeitpossibleformetoaddfurthercommentary.StudentshavefoundthedepthofdetailIascribetotheirpapersprofoundlyhelpfuland,unfortunately,rare(seeAppendix2‐Ihaveonlyincludedthecoverpagewithmycommentstopreservestudentconfidentialityandcanprovidesamplepapersasrequested).

PastoralCare–Furthertoconstructivefeedbackistheneedtokeepmyownhumannessalive,andtoseethehumannessinmystudents.Therigorsofuniversitylevellearningcanbedemanding.Forsomestudents,thevagariesoflifewhencoupledwiththepressureofduedatescanbeoverwhelming.Thiscallsforththeneedforcompassion,patience,andwillingnesstooproactivelyproblemsolvewiththestudent.Offeringmyselfasalistenertothestudent’sneedsisanimportantaspectofPastoralCare;onethatrequiresawillingnesstotrustthestudent’sthinkingandenablethemtomakeconstructivedecisionstofindthemostsuitablesolutionstotheproblemstheyareencountering.Itakeituponmyselftofacilitateratherthanprovidethesesolutionsoutright,andIdosobyplacingthestudentinthedriver’sseatoftheirowneducation(seeAppendix3.).

9P.Seldin,1997.TheTeachingPortfolio:APracticalguidetoimprovedPerformanceandPromotion/TenureDecisions.Bolton:AnkerPublishingCompany,Inc.(p.23).

9

Closure–Atsemester’send,myinstructionalcohortshavetypicallybonded,makingtheendofsemesterpotentiallyheart‐wrenchingasmuchasitcanbearelief.Ihavesoftenedtheimpactofstudentdiasporasthroughtwostrategies.Finaltutorialisofferedasapotlucksharingoffood,beveragesandideas,includingwhathasgonewellandnotsowellthroughoutthesemesterIalsodraftaclosingletterthatisforwardedtoallstudents,whereIthankthemfortheprivilegeofhavingbeentheirinstructorthroughoutthesemester,andsharemygeneralobservationsoftheirgrowthasagroup(seeAppendix4.).

Descriptionsofuseoftechnology

Theuseoftechnologytoamplifyinstructionaleffectivenesshasbecomeamainstayofuniversitylevelteaching.OfparticularimportanceisacommandofPowerPointsoftware,alongwithdevelopingcompetencyindigitalphotography,projectionandaudiosynchronising.Thelaptopasprincipleteachingdevicerequiresmetoadvancemycommandofsuchtechnologytoassureeffectiveuseofmultimediawhendeliveringinstruction.

Representativeunit/coursesyllabiSeeAppendix5.Unit/courseandinstructionalmaterialsSeeAppendix6.InformalstudentfeedbackSeeAppendix7.TeachingawardsMurdochUniversityTertiaryTeachingExcellenceAwardNominee,2005MurdochUniversityTertiaryTeachingExcellenceAwardNominee,2009SeeAppendix8.

10

Useoffeedback,reflectionandprofessionaldevelopmenttoimproveteachingandlearningDescriptionofstepstakentoevaluateandimproveyourteachingInNovember2008,IreviewedthesyllabusforSTP206/606SustainabilityEthics.Throughthatprocess,Imadenumerouscorrectionstothecurriculumandchronologyofteachingassignedtothecourse.OfparticularrelevancetoSTP206/606SustainabilityEthicsistheimportanceofgaininginsightsintohowtobesthelpstudentslearn,gaugestudentlearningprogress,andtothenmakeadjustmentsinthecurriculumasameansforkeepingtheunitonanupwardtrend.IhavehadtheluxuryofsmallnumbersintheunitinSemester1of2008.Thiswillchange,asSTP206/606hasbecomeacore‐requisitefortheSustainableDevelopmentdegreeatMurdochUniversity,meaningnumbersmayincreasetothreedigitsin2009.Withthischangeincircumstance,McInnisandDevlin’s(2002)AssessingLearninginAustralianUniversitieshasparticularrelevance.Posingfourkeyresponsestotherigorsofuniversityassessmentinlargecourses,McInnisandDevlinpointtoclearcriteria,markingguides,providingacross‐sectionofexamples,andthearticulationassessmentpoliciesasvitalstrategiesineasingtheinstructor’smarkingload.Thetwoprincipalmethodsthroughwhichthesestrategieswillbeimplementedare:in‐groupwork(collectivepresentationsandsubmissions)andonlinetechnologies(electronicevaluations,realtimeinternetcommunications,discussionboards,chatrooms,blogs,homepages,andelectronicallypostedmultiplechoiceassessmentsthatincludecomprehensivestudentfeedback).NoneoftheseassessmentstrategieshavebeenemployedinSTP206/606thusfar.Somespecificaddendatotheunitassessmentprofilemighttaketheformofthefollowingsuggestions.Groupworkcouldfocusonacollectivecommunitycasestudywhereateamof2–5studentschooseacommunityexampleofsustainableorunsustainableethicalpracticestocritique.Theworkgroup’sfindingscouldbesharedwiththebroadertutorialgroupintheformofacollectivecreativeprojectpresentationoraseriesofsharedjournalentries.Furthertothis,groupworkduringlecturesandtutorialsinreflectionofrelevantreadingsandtheirrelatedtopicsofdiscussioncanengageandenrichthelearningexperience.Fromthetechnologicalend,Internetservicesofferconsiderablestreamliningopportunitiesforconveyinginformationandassessingitsembodimentinunitparticipants.Keepingstudentsconnectedwitheachotherisperhapsoneofthekeychallengesinacyberneticworld.Tertiarystudyisalreadyanisolatingjourney.Asmoreandmoreinformationisconsolidatedon‐line,feweropportunitiesforrealtimeinteractionwithrealhumanbeingsareavailable.Someunittutoringisnowbeingconductedentirelyonline.Aspeople’slivesgetbusierandthereachofassignedtasksglobalise,externalstudentnumbers,andthedisparitybetweentheirgeophysicallocationsbetweenstudentsinaunitarewidening,makingresourcessuchasSkype,blogs,chatrooms,real‐timemessengerservicesetc…allthemoreimportanttoengage.Apresumptionaboutsustainingstudenthealthandwelfareisthatintheabsenceofisolationthestudentismorelikelytoflourish.Wheretactileconnectivelyisnotpossible,virtualconnectivitycanserveanimportantalternative

11

role.10Thesecyberopportunitiesdemandoftheinstructoradegreeoftechnologicalsavvythatfewacquirewithoutpointedtraining,makingitnecessarytofactorintoone’sprofessionaldevelopmenttheabilitytonegotiatesuchtimesavingstrategiesastheycomeonline.IhavebeenaremotetutorforFDN150ReinventingAustraliaoverthelastsemester.WhilebasedintheUnitedStatesasavisitingscholar,Ihavemanageda60+externalstudentteachingload,ofwhichallcommunicationshavebeenthroughtheInternet.Whilethishasbeenreasonablysmoothanexperimentincyberneticteachingandlearning,therewereseveraloccasionswhentechnologicallinksfailed,specificallythroughthelossofsomestudentassignments,andtherefusalofsomestudentstosubmitassessmentselectronically.Emailsarestillaversetolargeattachments(≥1‐2MBinsize),andIhaveexperiencedanumberofoccasionswhereemailswerenotreceived.Furthertothisistheneedtoredresstraditionalassessmentmethodstomakethemarkingloadmoremanageable.OnlineassessmentsuchastheTLC’sLITEexercisehaveaddressedthiswell,andcallstomyattentiontheneedtomakesomefurtherassessmentsinthecourseelectronicallygradable,evenself‐assessableaswebdesignspermit.Suchinnovationspointtotheneedforveryclearandrefreshedparametersforelectronicteachingandlearning.Assessmentisakeycomponentoftertiaryeducation.Thereisnosetstandardforweinstructorsattheuniversityleveltoemulate.Weareverymuchartisansofteachingandlearning,findingourownuniquebrandofconveyinginformationsuchthatastudentisabletotransform(beyondsimplylearningthings).Anythingshortofthisistopaylipservicetothenotionofeducationwhilereinforcingarotestyleofinformationprocessingthatcaneffectively‘kill‐off’criticalanalysis.Integratedassessmentisthenaprinciplemeansforthetertiarylevelinstructortocreatetheoptimumconditionsforthestudenttobecomeanactivelyengagedmemberoftheirchosendiscipline,andmightthereforealsobeconsideredaprinciplewaytobettersupportstudentsbecomingglobalcitizens.

10Imakethispointbeingfullyawarethatcyberneticconnectivityisfarlesspreferabletorealtimecommunitybuilding.

12

FormalstudentfeedbackTheFormalCourseAssessmentofSTP206/606SustainabilityEthicsforSemester1,2008hadan88%returnrate.InotethatthesurveyreceivedthehighestreturnrateofallcoursesofferedbyMurdochUniversityinSemester1of2008.Theresultsindicatemoststudentsagreedorstronglyagreedwiththequestionsaskedoftheminregardstocoursequality,whichratesmyteachingstandardtoalevelofexcellence.Areasneedingfurtherrefinementincludetutorialstructurewheresomestudentsfelttheirattentionwasbeingwastedwhilethepresenterpracticedpublicspeaking.Grouppresentationsamongstsmallcohortswhereindividualsgettopeer‐revieweachother’ssummaryofrequiredreadingswillbetrialledtoaddressthisfeedbackinfutureyears.Toreviewthesurveyresults,seeAppendix9.

GlitchesintheTechnologicalSystem:AnExample

Somestudentshaveshownthemselvestobenotsufficientlytechnicallyversedtocompletethetaskofsendinganemailwithanattachmentandhavedeferredtotriedandproventechniquesofsnailmail,faxingorscanningofpapercopiesofassessmentstosubmittheirwork.Whileunderstandable,andwereIon‐campusthiswouldbeacceptable,theirhavingdonesocreateddifficultiesformeinstayingabreastofallstudentassessmentneeds;someassessmentshavesimplybeenlostduetothesizeoftheattachmentstheiremailscontained.ThesolutionemployedwastorefusetoacceptpapersinanyotherformthanasWorddocumentsattachedtoemails.Havingsetthisparameter,theproblemeasedandvalidatedtheneedtoupdatetheexternalstudiesassessmentprocesstomandateelectronicsubmissions–papersubmissionremainingpermissibleinextenuatingcircumstances.

13

ResearchorleadershipinteachingandlearningPublications/ConferenceProceedingsRecord2009‘ADeclarationofCaring:Towardsanecologicalmasculinism’(DoctoralDissertation).Perth:MurdochUniversity[Publicationforthcoming].‘ADeclarationofCaring:Towardsanecologicalmasculinism’.ProceedingsfortheInternationalSustainabilityConference(22–25April,2009).Philadelphia:VillanovaUniversity[Publicationforthcoming].‘EcoEthicsMatter:DeepGreenEcoEthicsandStrongSustainableDevelopmentforthe21stCentury’.InS.Paulin(ed.)SustainingaFuture.London:EarthscanBooks[Publicationforthcoming].2008‘ADeclarationofCaring:Towardsanecologicalmasculinism’.UnpublishedpaperpresentedattheLivingThroughNatureConference(19–22June,2008).Eugene:UniversityofOregon.2007‘EcologyandEnvironmentalStudies’.InMichaelFlood,JudithKeganGardiner,BobPease,andKeithPringle(eds.)InternationalEncyclopaediaofMenandMasculinities.London:Routledge,pp.158162.2006‘Towardsanecologicalmasculinism’.NationalConferenceProceedings‐Men’sAdvisoryNetwork,Inc.(29October–1November,2006).Fremantle:PROMACOConventions,PTY,LTD.,pp.311–316.2003‘UsandThem:PrimateScienceandtheUnionoftherationalSelfwiththeIntuitiveSelf’(Master’sDissertation).Totnes:SchumacherCollege/PlymouthUniversity[unpublishedmanuscript].

Invitationstoteachpresentorpublish‐October2008:InvitedtoteachasavisitingacademicatanintroductoryethicscourseatVillanovaUniversityinPennsylvania,USA.

‐July2008toFebruary2009:VisitingScholarwithaformalappointmentasCourtesyFacultythroughtheUniversityofOregon’sPhilosophyDepartment,USA.

14

Appendix1.

WelcomeLetter

APacketofInformationforstudentsof…

FDN150ReinventingAustraliaExternalStudents(Semester2,2008)

DearFDN150ReinventingAustraliaExternalStudents,Firstly,welcometotheunit.LetmeIbeginbytakingthisopportunitytoextendmythanksinadvancefortheprivilegeofbeingyourtutor.I’msuretostretchandgrowasmuchasyouinthetimeahead.Youwillfindseveralotherattachmentsaccompanyingthisone.Specifically.Youshouldfindthefollowingdocumentsincluded:

AMarkingRegime.

AHarvardReferencingGuide.

AnAssignmentTemplate.

AStandardAssignmentCoverSheetforExternalStudents.

LetmeknowifyouhaveanyproblemsopeningtheseattachmentsandIcangetthisinformationtoyouanotherway.Now…ontomorecourse‐specificmatters...Myhopeisthatthesemesterisastimulatingamble(orforsomeofyouperiodsofgreateasefollowedbyperiodsofintenseanguish)asyounegotiateyourwaythroughtheweeksahead.PleasenotethatitisokaytostruggleinthepursuitofyourLearning.Iam(incaseyouhaven’talreadynoticed)goingtobegivingyouenormousamountsofautonomyoveryourownlearning.ThatsaidIamavailableforone‐on‐oneconsultationsuponrequesteitherbyemailorbyappointmentviaSkype(see:http://www.skype.com/welcomeback/)youcanalsotrytoreachmeimpromptuduringthefollowingofficehours:

Paul’sFDN150OfficeHours:Tuesdays9:00–10:00am(PerthTime)whichisMondays4:00–5:00pm(USAEST)

Ihopetosteeryouinhelpfuldirectionsthroughoutthesemesterbysendingoutperiodicgroupmessageslikethis.Pleasenotethatasanexternalstudentitisgenerallyyourresponsibilitytoinitiatecontact.Iencourageyoutoresistthetemptationtoisolateyourselvesasthisinoneofthe

15

greatestchallengesofbeinganexternalstudent,asmuchasitisanopportunityforyourtohavegreatlatitudeinleadingyourownlearning.

I’llthereforebeleavingitwithyoutoinitiateone‐on‐onecontactwithmeunlessIhaveapressingconcern(inwhichcaseI’llgetintouchwithyou).Ifyouchoosetoemailme,pleasebebriefandclearabouttheissuesyouarequeryingandincludeanytimeconstraintsthatapplytoyourrequestsothatIcanbestaccommodateyourneedsaroundmyownschedule.Bullet‐pointrequestsareveryhelpful.Acoupleofremindersatthisearlystage:

RecallthatyourLibrary(LITE)ExerciseisdueattheendofWeek4

StartthinkingaboutyouressayproposalthatisalsodueattheendofWeek4

AfewpointsthatIwanttostress…Plagiarism,copying,collusion,ghostwriting,andpurloiningareveryseriousoffencesattheuniversitylevel.Pleasebecomefamiliarwiththesimilaritiesanddifferencesbetweentheseterms.Also,seepages11and12oftheFDN150StudyGuidefortheuniversitywideprotocolsrelatingtotheseoffences.Tobeblunt…don’tdoit!Iwillmakethepointherethatitisnotthatunusualforsomestudentstobedisciplinedfortheseoffencesafterhavingcommittedtheminadvertently,withthebestofintentionsatwritingastellarpaper.TheyaresimplyNOThabitstogetintoortomistakenlycommit.Thebestpreventionistolearntoresearch,write,andreferencewell‐beginningnow!TohelpyouwiththisIhaveattachedacopyofarecentHarvard(alsoknownasChicago)referencingguidetosetoneacceptablestandardforyoutousethroughoutthecourse.However,Idon’tEXPECTyoutouseHarvardreferencingastheonlyappropriatereferencingmethodforyourpapers.Iofferthisoptionasoneofmanyacceptablestandards.Forexample,AmericanPsychologicalAssociation(APA)referencingstyleisalsopopular,andwidelyusedthroughoutthesocialsciences.PleasenotethatyoushouldchooseONEreferencingstyleatatimeinyourpapers–thinkaboutwhichstylebestsuitstheparticulardisciplineyouarelikelytomajorin.IsuggestyouGETVERYFAMILIARWITHTHATSTYLEANDTHENSTICKWITHITthroughouttheentiresemester.Youcanlearnhowtouseotherstyleslater.UsetheAustralianGovernment’s‘StyleManual’orthewebtogetexcellentandadditionalreferencingguidance(See:MurdochUniversityMainLibraryReserve:808.025STY1994orgotoONLINE!CitationStylesIndex:http://www.bedfordstmartins.com/online/citex.html).Ontheissueofduedates,allassignmentsmustbereceivedbytheexternalstudiesofficebytheendofofficehours(5pm)ontheFridayoftheweektheyaredue.Youcanemailthemtoassignments@murdoch.edu.au.PleasebesurethataCOVERSHEETISATTACHEDandthatyousubmityourworkinelectronicform–assignmentswritteninMicrosoftWordaretheeasiestformetoassesselectronicallyasIcangetcommentsbacktoyouusingTrackChanges–aneditingandcommentingtoolinWordthatenablesmetomakecommentswithoutalteringyourpaper.Ifyouneedanextension,Igenerallygiveoneperstudentpersemester.Beyondthat,youwillneedtohaveextenuatingcircumstancesforanotherextensiontobegranted.Regardless,youwillneedtocontactmeBEFOREtheassignmentduedateifyouwouldliketoavoidlosingpenaltypoints.Wecandiscussthepossibilityofyourbeinggrantedanextensiondependingonyourcircumstancesatthetime.Thatsaid,Iwillusemydiscretionandsaynoifyouhavesimplynotgotyouracttogether.Youwilllose2%perworkingdaylateshouldanextensionnotbegranted.

16

Ihaveattachedacopyofanessay‐writingtemplatetohelpwiththesettingsyouchooseforyour‘pageset‐up’optionsinyourwordprocessingprogramme.PleasenotethatIDON’Texpectyoutoconformtothistemplateverbatimbutratheronlyofferitasaguide.Thechoiceofdocumentsettingsisultimatelyyours,butitwillmakemarkingmucheasierformeandsetsomehelpfulstandardsforyoutouseinfutureessaystructuring.Forthoseofyouthatstruggleaswriters(whichismostofus),thereisalsoawealthofresourceondevelopingsoundwritingskillsontheweb,intheMurdochUniversityLibrary,andattheMurdochUniversityTeachingandLearningCentre.TolearnmoreaboutwhatisavailabletoyouoncampusstartbyviewingthefollowingdocumentintheMurdochLibraryReserve:http://prospero.murdoch.edu.au/search~S1?/Xoff+campus+services&Go=+go+&searchscope=1&SORT=A/Xoff+campus+services&Go=+go+&searchscope=1&SORT=A&SUBKEY=off%20campus%20services/1%2C5%2C5%2CB/frameset&FF=Xoff+campus+services&Go=+go+&searchscope=1&SORT=A&1%2C1%2C.Ihighlyrecommendyoutaketheinitiativeandusetheon‐campusresourcesavailabletoyouinsupportofyourresearchandwritingdevelopment.Afterall,youhavealreadypaidfortheseservicesandresourcesthroughyourfees.Thiskindofpersonalisedanddetailedhelp,thatisavailablebeyondmytutoringguidance,maymakeallthedifferencebetweenscrapingbyandexcelling.TheTeachingandLearningCentreislocatedontheThirdFlooroftheLibrary.Youcanmakeappointmentswiththemdirectlyorgetintouchwiththemelectronically.I’vetakenthetimetosharethesedetailswithyouupfrontbecausemyexperiencehasbeenthatstudentsdobestwhentheyknowwhatisexpectedofthem.Putsimply,Iwantyoutoflourish,andhopethatprovidingyouwiththisinformationwillhelpthathappen.Ofcourse,contactmeifyouhaveanyquestionsorconcerns.Ilookforwardtoasemesterfullofgrowthforusboth.Onward!PaulM.PuléLecturerinSustainabilityEthicsandTutorforFDN150ReinventingAustraliaInstituteforSustainabilityandTechnologyPolicyMurdochUniversityMo:0409299196Email:[email protected]

17

Appendix2.

ASSIGNMENTATTACHMENTExternalStudies

Telephone:(08)93602708Facsimile:(08)93606017

OfficeUseOnlyDatein

OfficeUseOnlyDateOut

STUDENTS‐PleasefillinsectionsA,B,andCSECTIONA‐IdentificationDetailsOptions(pleaseunderline)emailaddress:OnlineS1X,YX,S2X,HXUnitCode:

RDN150

UnitTitle:

ReinventingAustralia

AssignmentNumber:

3

AssignmentTitle:

Researchessay

Date:20.11.08

StudentNumber:

Student’sName:

FDN150ReinventingAustraliaExternalStudent

Tutor’sName:Anyqueriespleasecontactyourtutor

SECTIONB‐ReturnAddress SECTIONC‐Declaration

FDN150ReinventingAustraliaExternalStudentName:Address:PleasefillinaddressinBLOCKCapitals(Thisisforthereturnofyourassignment.)

ExceptwhereIhaveindicated,theworkIamsubmittinginthisassignmentismyownworkandhasnotbeensubmittedforassessmentinanothercourse.....................................

................Name

Anonymous FDN150 Reinventing Australia External Student

18

SECTIOND‐Tutor’sCommentsAnonymous,Youaretobeproud.Thisisafantasticpaper.Youhavewrittenontheimportanttopicofreconciliationfromtheperspectiveofacompassionateandsupportivewriter,onewhosedepthofperceptionandcareforthehumanspiritbeyondraceisobvious–welldone!IwouldhaveenjoyedreadingyourthoughtsonhowtheRuddGovernmentcancontinuetoextendtheFebruaryapologybeyondgesture.Thisextrastepofofferingsolutionstotheproblemsthatyoufacewouldbethefinishingpolishonanalreadyexcellentpieceofwork.Ialsonotedthatyourin‐textquotingwasextensiveandthereforeencourageyoutolearnhowtoblock‐quote(seemynotesbelow).Theactofreferencingistrickyasthewriter’staskistoprovideevidencetosupporttheirownthinkingwithoutthengettingdistractedbywhatotherpeoplehavesaidonachosentopic–inotherwordstokeeptheirownvoiceattheforefront…Youwentperhapsalittleoverboardinthisregard,giventhescopeofthispaper,andgivenyouranmorethan500wordspastthelimit.Itisintheseplacesthatyoucouldhavetrimmeddownthebulkofthepaperbyparaphrasinginsteadofusingasmanydirectquotesasyoudid.Forlargerassessments,suchatechniqueishoweverfine.Ingeneral,Ithinkyoumanagedthesensitivityofthetopicwithgrace,andusedappropriatereferencestosupportyourcase.Onafinalpoint…therewasaneedtoplacetheinstitutionalizedracismissueattheheartofthepaper,andearlyon.Thiswouldhavebroughttheentirefocusofthepaperin‐linewithyourmessageofliberationforindigenouspeople.Itisaneasyaspectofsuchconversationsforwhitiestoavoid…beinguncomfortableasitis…andcanleaveasourtasteinone’smouthonbothendsoftheoppression(perpetratoraswellasvictim).It’sbeenapleasureandprivilegetosharethepassedmonthswithyou.Iwishyouallthebest,Warmly,PaulAssessment:85%(HD) Tutor’s

name:PaulM.PuléDate:26thNovember,2008

19

Appendix3.

Emailtoastudentrequestinganextensionduetoamid‐semesterbreakdown:

From:"PaulM.Pulé"<[email protected]>Date:Thu,18Sep200810:31:56‐0700To:FDN150ReinventingAustraliaExternalStudentOfcourse…WhatIdoinsituationslikethisisIencouragethestudenttotakethelead...Sositquietlyforamomentandtakearealisticlookatwhatyouhavegoingon.Trytoprioritisethings.Puttheassignmentwhereyouthinkitoughtgointhelist...(andIstronglyencourageyoutoputitAFTERyourhealthandwell‐being)...Thenthinkaboutwhatdateandtimewouldbearealisticalternativeduedate...Isuggestnotmuchmorethanaweekortwoifyoucanswingitcosotherwiseyoumayfallquitefarbehind...Thenonceyou’vegotthatdate/timepegged...SimplyemailmewithitsoIcanmakeanoteofitandholdyoutoyourwordtoyourself.How’sthatsound?Lookingforwardtohearingfromyou.Warmly,PaulP.s.Iofferthistoallmystudentsonceasemester...Andafterthat..ShortofanemergencyItakelatepenaltiesoffifithappenedagain.Shallwecountthisoneasyours?

From:FDN150ExternalStudentDate:Mon,1Jun200920:08:24+1030To:"PaulM.Pulé"<[email protected]>Subject:RE:WithThanksPaul,Youhavebeenabsolutelybrilliantandyouaredefinitelydeservingofanaccoladeforyourassistanceandguidance.ThankyoufortakingthetimetoprovideclarityandexplainissuesIhavestruggledtounderstand.Iappreciatethatyouareextremelybusy,butyourpatienceisagodsent.ThanksagainandIwillprobablyphoneyoutomorrow.FDN150ExternalStudent

20

Appendix4.

ExampleofaClosureNoteEmailedtoallStudentsinFDN150ReinventingAustralia(Semester1,2009):To:InternalandExternalStudentsinFDN150ReinventingAustralia(Semester1–2009)Date:Mon,1Jun200916:24:46+0800Subject:WithThanksFrom:[email protected],Manyofyouhavewrittentomewithkindwordsofsupportformytutoring...Itsbeenapleasureandprivilegetosharethesepastmonthswithyou.Iamhonoured,andsendyoumythanksinreturnfortheopportunitytobeapartofyoureducationalunfolding...ItsbeenbroughttomyattentionthattheTeachingExcellenceNominationsareopenuntilthisFriday5thJune.See:http://www.tlc.murdoch.edu.au/eddev/grants/awards/I’dwelcometheopportunitytothrowmyhatintheringfortheawardifyoufeelmovedtonominateme.Allthebestwiththisfinaldashtothefinish...I’mcheeringyouonalltheway:).PaulPaulM.PuléResearchAssociateInstituteforSustainabilityandTechnologyPolicySchoolofSustainabilityMurdochUniversity,MURDOCH6150email:[email protected]<http://murdoch.edu.au/>off:+61893602600mo:+61(0)409054069Skype:paulpulewww.sustainability.murdoch.edu.au<http://www.sustainability.murdoch.edu.au<http://www.sustainability.murdoch.edu.au/>>

Outbeyondideasofwrongdoingandrightdoing,thereisafield.I'llmeetyouthere.Whenthesoulliesdowninthatgrass,theworldistoofulltotalkabout.Ideas,language,eventhephrase"eachother"doesn'tmakeanysense.MevlanaJelaluddinRumi‐13thCentury

21

Appendix5.

STP206/606SustainabilityEthics

UnitInformationandLearningGuideSemester1,2008

UnitCoordinatorforSemester1,2008:PaulPuléRoom:3.10inSocialSciencesBuildingOffice:9360‐2775Mobile:0409299196Fax:9360‐6421Email:[email protected]/606–UnitInformationandLearningGuide20082

PublicationInformation©PublishedbyMurdochUniversity,Perth,WesternAustralia,January2008.WrittenbyPaulM.PuléThispublicationiscopyright.ExceptaspermittedbytheCopyrightActnopartofitmayinanyformorbyanyelectronic,mechanical,photocopying,recordingoranyothermeansbereproduced,storedinaretrievalsystemorbebroadcastortransmittedwithoutthepriorwrittenpermissionofthepublisher.

22

STP206/606SustainabilityEthics

UnitOverview[Semester1,2008]

Prerequisites:

None

AimsandObjectives:

WhatisSustainabilityEthics?SustainabilityEthics(STP206/606)aimstoaltertheimpactthathumanityishavingontheplanet.Thediscipline’srootsoriginateinthe1970’sfromwithinEnvironmentalEthics,drawingitscoretenetsfromdeepecology,animalliberation,landethics,gender/naturedebates,aswellassustainabledomesticandinternationaldevelopmentalpoliciesandpractices.SustainabilityEthicsencouragesustoredefineoursetofmoralprinciplesandpracticessowecandevelopanintimateunderstandingofourselves,andourrelationshipwithmore‐than‐humannature.SustainabilityEthicsbringsaboutashiftinourculturalbeliefsandthewaysweinteractwiththeworldbyencouragingtheflourishingoflifesystems–humanandmore‐than‐humanalike.AidanDavison’s(2002)submissiontotheWesternAustralianStateSustainabilityStrategynotesapluralityofethicalfoundationscomprisingamoresustainableworld.Thisarrayofethicscollectivelyrepresents:

Theimpulsetobegoodanddoright[that]liesdeeplyembeddedinthedetailsofourembodiedexperience[andthe]…capacitytoimagineaworldverydifferentfromthepresent:aworldinwhichwhatistodayconsidereda‘resource’maybeexperiencedassacred;aworldinwhichlamentsbytheoverfedaboutthenumbersofpeoplewhostarvefrombirthtodeathistransformedintoa‘sustained‐ability’tosharetheirwealth.11

MichaelBooth(2002)putsforwardcooperation,collaboration,andconsiderationasfoundationalprinciplesofSustainabilityEthics,whichconstructanethosofrelatednessandwisdomthatgeneratesa“…climateofwarmthandwidthofresponse”totheneedsofsocietyandenvironment.12PatsyHallen(2002)suggeststhat:

…weneedanethicswhichrecognizesourradicalcontinuitywithanddependencyonnature.Ourrelationswithearthothersarenotjustinstrumentalandexternal,theyconstitutewhoweare:EcologicalBeings…weneedalivingearthethicswhichthrobswiththepungentbreathofthewhale.13

11Davison,A.(2002)Sustainability:Theabilitytosustain“thegood”.ASubmissiontotheWesternAustralianStateSustainabilityStrategy,MurdochUniversity,InstituteorSustainabilityandTechnologyPolicy,p.1.12Booth,M.(2002)Whatistheethicalfoundationforplanningamoresustainablefuture?MurdochUniversity,InstituteorSustainabilityandTechnologyPolicy(unpubl.),pp.1‐3.13Hallen,P.(2002)EthicsforSustainability.MurdochUniversity,InstituteorSustainabilityandTechnologyPolicy(unpubl.),pp.1–3.

23

SustainabilityEthicscallssuchperceptionsintobeingwithintheindividualandthroughthem,gainsincreasingpurchasethroughouthumansociety.ForBradPettitt,anethicalpracticethatbothwidensourcareforthenon‐humanworldanddeepensourcareforfellowhumansisanimportantpursuit.Howoughtweliveinworldthatismarkedbyinjusticeandunsustainablepracticesthatleavemostoftheworldpoorandglobalbiodiversitydeeplyunderthreat?SustainabilityEthicsattemptstosynthesisesuchthoughtsinsupportofahealthyplanetforpresentandfuturegenerations.Thedisciplinefallsundertwokeycategories:ReformEthics–whichencourageadaptationstowardsgreatersocialandenvironmentalsensitivitywithintheexistingconstraintsofModernity;andTransformativeEthics–whichreachbeyondtheexistingconstraintsofWesternontologyandepistemologyinseekingholisticphilosophicalprinciplesandpracticesthatformthebasisforbroad‐scalebehaviouralchangetowardspersonal,social,political,culturalandenvironmentalsustainability.Thisunitexplorestheethicalbasisofsustainabilityacrossawidenedspectrumofconsideration.

CourseSyllabus:

Week Topic1 MakingtheConnection:TheEthicsofSustainability,Social

JusticeandEnvironmentalism2 SustainabilityEthicsYesterdayandToday:TheLegacyof

WesternModernity3 TheSuccessesandChallengesofContemporary

SustainabilityEthics4 Stewardship:ToCareorToControl?5 SocialandEnvironmentalJustice6 StudyBreak7 AwakeningtheEcologicalSelf8 GenderandEcology(I):EcologicalFeminism9 GenderandEcology(II):EcologicalMasculinism10 StudyBreak11 AnimalsandUs/AnimalsareUs12 SustainabilityEthicsasPraxis:WhatdoesSustainability

Ethicsmeanforhowwelive?[FieldTrip]13 TheInternationalRelevanceofSustainabilityEthics14 SustainabilityEthicsTomorrow:HopefortheFuture15 TeachingFreeWeek16 ExamWeek117 ExamWeek2

24

Appendix6.

STP206/606SustainabilityEthicsUnit/CourseandInstructionalMaterials

[Semester1,2008]

LearningObjectivesReasonstostudySustainabilityEthicsSustainabilityEthicsprovideanopportunityto:

• Explorethehistorical,socialandculturalvaluesthatshapethewaysweinteractwiththehumanandmore‐than‐humanworld;

• Recognisethatsustainabilityethicsoffersanimportantentrypointintoour

understandingofglobalsocialandecologicaldis‐ease;

• Developatheoreticalandpracticalappreciationforthewaysthatsocialandecologicaloppressionsarelinkedwitheconomic,social,environmental,andculturalsustainability;

• Revealthepersonalmoralhorizonsofpolitical,social,economic,cultural,and

technicalsustainability;

• Fosterattitudesthataccentuateourinnerabilitytocaredeeplyfortheworld;

• Givepoliticalsignificancetothatcare;

• Cultivatethenecessaryethicalframeworks,whichenableustoviewhumanandmore‐than‐humannatureinwaysthatpreserveandimprovetheflourishingofalllifeonearth

GraduateAttributesSTP206/606aimstoincorporateMurdochUniversity’sgraduateattributesintopersonalandprofessionaldevelopment,through:

Communication:Theabilitytocommunicateeffectivelyandappropriatelyinarangeofcontextsusingcommunication,literacy,numeracyandinformationtechnologyskills.CriticalandCreativeThinking:Theabilitytocollect,analyzeandevaluateinformationandideasandsolveproblemsbythinkingclearly,criticallyandcreatively.SocialInteraction:Acapacitytorelatetoandcollaboratewithotherstoexchangeviewsandideasandtoachievedesiredoutcomesthroughteamwork,negotiation,andconflictresolution.

25

Independentandlifelonglearning:Acapacitytobeaselfdirectedlearnerandthinkerandtostudyandworkindependently.Ethics:Anawarenessofandsensitivitytoethicsandethicalstandardsoninterpersonalandsociallevels,andwithinafieldofstudyand/orprofession.Socialjustice:Anacknowledgmentofandrespectforequalityofopportunity,individualandcivicresponsibility,otherculturesandtimes,andanappreciationofculturaldiversity.Globalperspective:Anawarenessofandrespectforthesocial,biological,culturalandeconomicinterdependenceofgloballife.Interdisciplinarity:Acapacitytoacquireknowledgeandunderstandingoffieldsofstudybeyondasinglediscipline.In‐depthknowledgeofafieldofstudy:Acomprehensiveandin‐depthknowledgeofafieldofstudyanddefinedprofessionalskillswhereappropriate.

UnitCoordinatorYourcoordinatorforSemester1:2008STP206/606SustainabilityEthicsisPaulM.Pulé.Paul’soffice(Room3.10)islocatedintheInstituteforSustainabilityandTechnologyPolicy(ISTP),onthethirdflooroftheSocialSciencesBuilding.Hewillbeavailableforconsultationsbyappointmentandcanbecontactedbymobile:0409299196,office:08‐9360‐2775,oremail:[email protected],kindlycontacttheCourseTutor.

TutorYouwillbenotifiedofyourtutoratthefirstlecture.

TechnicalHelpFortechnicaldifficultiescontacttheITServiceDesk:ITservicedesk@murdoch.edu.auorphone93602000FordifficultieswithotheronlinematerialscontactyourUnitCoordinator.

LearningActivitiesTosuccessfullycompleteSTP206/606,youareencouragedtoattendorreviewthelecturesandparticipateinoneofthetwotutorialseachweek(50minuteseach).

AttendanceLecturesmaybeattendedin‐personorreviewedon‐lineusingLectopia(http://www.murdoch.edu.au/teach/lrctopia/).Tutorialattendanceisrequiredforinternal

26

students.Youmaybeabsencefornomorethantwotutorialsthroughoutthesemesterwithoutpriorarrangementwithyourtutor.Additionalunexcusedabsencesmayaffectyourfinalgrade.

ResourcesfortheUnitUnitInformationandLearningGuideandReader(bothitemsareavailablefromtheMurdochUniversityBookStoreorwillbeissuedtoyouthroughExternalStudiesifyouareanexternalstudent).

AssignmentCoverSheetsandSubmissionsCoverPageAllinternalstudentsmustsubmitassignmentswithacoversheetbyplacingtheminthesecurebrownboxoutsidetheProgrammeChair’sOffice(Room3.017)attheISTP.InternalStudentscancollectassignmentcoversheetsfromtheISTP.ExternalStudentswillreceivecopiesoftheappropriateassignmentcoversheetfromExternalStudiesandmustsubmittheirassignmentselectronicallyorbypostthroughtheExternalStudiesofficetobesuretheyareformallylogged.AssignmentSubmissionAssignmentsmustbesubmittedby5pmontheduedate.Pleasenotethatitistheresponsibilityofstudentstokeepacopyofallassignmentshandedinforassessment.Re‐submissions,extensionsandlatesubmission,willonlybegrantedunderextenuatingcircumstancesandmustbenegotiatedwiththeUnitCoordinatororyourtutorpriortotheirduedate.DeferredassessmentsmaybeobtainedunderjustifiablecircumstancesandmustbenegotiatedwiththeUnitCoordinator.ElectronicAssignmentSubmissionWhensubmittingassignmentselectronically,youmayalsousetheMurdochUniversityGenericElectronicCoverSheet:http://www.murdoch.edu.au/admin/policies/electronic.html

DeterminationoftheFinalGradeYourfinalgradefortheunitwillbereportedbyalettergradethatreflectstheextenttowhichyouhaveachievedunitobjectivesoutlinedintheassignments.HighDistinction(HD)80–100%Exceptionalperformanceindicatingcompleteandcomprehensiveunderstandingofthesubjectmatter;genuinemasteryofrelevantskills;demonstrationofanextremelyhighlevelofinterpretiveandanalyticalabilityandintellectualinitiative;andachievementofallmajorandminorobjectivesofthesubject.Distinction(D)70–79%Excellentperformanceindicatingaveryhighlevelofunderstandingofthesubjectmatter;developmentofrelevantskillstoaveryhighlevel;demonstrationofaveryhighlevelofinterpretiveandanalyticalabilityandintellectualinitiative;andachievementofallmajorandminorobjectivesofthesubject.

27

Credit(C)60–69%Goodperformanceindicatingahighlevelofunderstandingofsubjectmatter;developmentofrelevantskillstoahighlevel;demonstrationofahighlevelofinterpretiveandanalyticalabilityandachievementofallmajorobjectivesofthesubject;someminorobjectivesnotfullyachieved.Pass(P)50–59%Satisfactoryperformanceindicatinganadequateunderstandingofmostofthebasicsubjectmatterpartialdevelopmentofrelevantskills;adequateinterpretiveandanalyticalabilityandachievementofallmajorobjectivesofthesubject;failuretoachievesomeminorobjectives.Fail(N)Below50%Limitedperformanceindicatingpartialunderstandingofbasicsubjectmatter;partialdevelopmentofrelevantskills;someevidenceofinterpretiveandanalyticalability;achievementofmostmajorobjectivesofthesubjectbutfailuretoachievesome,failuretoachievesomeminorobjectives.Fail(DNS)Below50%Limitedperformanceindicatingpartialunderstandingofbasicsubjectmatter;partialdevelopmentofrelevantskills;someevidenceofinterpretiveandanalyticalability;achievementofmostmajorobjectivesofthesubjectbutfailuretoachievesome,failuretoachievesomeminorobjectives.FailedtoparticipateinanyassessmentpasttheHECScensusdate.SupplementaryAssessment(S)45–49%Unsatisfactoryperformanceindicatinganadequateunderstandingofthebasicsubjectmatter;failuretodeveloprelevantskills;insufficientevidenceofinterpretiveandanalyticalability;andfailuretoachievemajorandminorobjectivesofthesubject.TheawardofthegradeofSshallbeatthediscretionoftheUnitCoordinatorThegradedescriptorsareprovidedintheMurdochUniversityHandbookandCalendarandathttp://www.murdoch.edu.au/admin/policies/assessment.html#11

UniversityPolicyonAssessmentAssessmentforthisunitisinaccordancewiththeprovisionsofDegreeRegulations40–48.ChecktheseinthecurrentMurdochUniversityHandbookandCalendarorhttp://www.murdoch.edu.au/admin/legsln/regs/bachelor.html#assessment

AssessmentRolesandResponsibilitiesPleaserefertotheUniversityPolicyonRightsandResponsibilitiesofStudentsandStaffhttp://www.murdoch.edu.au/admin/policies/assessment.html#8

28

AcademicIntegrityMurdochUniversityencouragesitsstudentsandstafftopursuethehigheststandardsofintegrityinallacademicactivity.Academicintegrityinvolvesbehavingethicallyandhonestlyinscholarshipandreliesonrespectforothers’ideasthroughproperacknowledgementandreferencingofpublications.Lackofacademicintegrity,includingtheexampleslistedbelow,canleadtoseriouspenalties.Findoutmoreabouthowtoreferenceproperlyandavoidplagiarismat:http://www.murdoch.edu.au/teach/plagiarismPlagiarismandCollusionPlagiarismconstitutesusingtheworkofanotherwithoutindicatingbyreferencing(andbyquotationsmarkswhenexactphrasesorpassagesareborrowed)thattheideasexpressedarenotone’sown(seeAppendix1forhelpfulandacceptablereferencingstyles).Studentscanusetheideasandinformationfromotherauthors,butthisusemustbeacknowledged.Itisalsonotacceptabletosubmitanassignmentwhichissimplyaparaphrasingofextractsfrompreviouswork–yourownorsomeoneelse’s.Theworksubmittedmustincludesomeintellectualcontributionofthestudent’sown.Unauthorisedcollaboration(‘collusion’)constitutesjointeffortbetweenstudents,orstudentsandothers,inpreparingmaterialsubmittedforassessment,exceptwherethishasbeenapprovedbytheUnitcoordinator.Studentsareencouragedtodiscussmatterscoveredinunits,butwhenwritinganassignmenttherecordingandtreatmentofdataandtheexpressionofideasandargumentsmustbethestudent’sown.MurdochUniversityregardsmostseriouslyanyactsofdishonestyinassessmentsuchasplagiarism,collusion,re‐submissionofpreviouslymarkedworkfromdifferentunits,examinationmisconductandtheftofotherstudents’work.TheseactscouldresultinpenaltiesincludingfailureintheunitandpossibleexclusionfromtheUniversity.Forfurtherdetailspleaserefertothesectionon‘DishonestyinAssessment’inthecurrentMurdochhandbookSection1,AssessmentandAcademicProgressorhttp://www.murdoch.edu.au/vco/secretariat/admin/codes/assessapp2.html#dishonesty.GhostWritingGhostWritingresultsinanassignmentwrittenbyathirdpartyandrepresentedbyastudentasherorhisownwork.PurloiningMaterialcopiedfromanotherstudent’sassignmentwithherorhisknowledge.Non‐discriminatoryLanguageMurdochUniversityiscommittedtotheuseofnon‐discriminatorylanguage.StudentsandstaffshouldavoidtheuseofdiscriminatorylanguageinallactivitieswithintheUniversity.Thisappliestobothoralandwrittencommunication.Discriminatorylanguageisthatwhichrefersinabusivetermstogender,race,age,sexualorientation,citizenshipornationality,ethnicorlanguagebackground,physicalormentalability,orpoliticalorreligiousviews,orwhichstereotypesgroupsinanadversemanner.Thisisnotmeanttoprecludeorinhibitlegitimateacademicdebateonanyissue,howeverthelanguageusedinsuchdebateshouldbenon‐discriminatoryandsensitivetothesematters.Themostcommonformof

29

discriminatorylanguageinacademicworktendstobeintheareaofgenderinclusiveness.Youarethereforerequestedtocheckyourworkandensureitisnon‐discriminatoryinallrespects.Non‐discriminatorylanguagePleasereferto:http://www.murdoch.edu.au/teach/studyat/non_disc.htmlStudentappealsandgrievanceshandlingprocessesPleasereferto:http://www.oss.murdoch.edu.au/grievances/ConscientiousObjectionAnystudentwithaconscientiousbeliefthatisinconflictwithteachingand/orassessmentpracticesinthisunitisadvisedtocontacttheUnitcoordinatorpriortothestartoftheunitorinthefirstthreeweeksofsemester.Earlynoticeincreasesthechancesthatalternativearrangementscanbemade.FurtherdetailsaboutwhatconstitutesaconscientiousbeliefandhowtheseclaimsareassessedcanbefoundintheUniversity’sGuidelinesonConscientiousObjectioninTeachingandAssessment,at:http://www.murdoch.edu.au/vco/secretariat/admin/gdelines/consciobj.htmlDeferredAssessmentandSpecialConsiderationDeferredassessmentmaybegrantedincasesofextenuatingpersonalcircumstancessuchasseriouspersonalillnessorbereavement.Specialconsiderationintheawardingofgradesisalsopossibleinsomecircumstances.RefertothecurrentuniversityHandbookor:http://www.murdoch.edu.au/vco/secretariat/admin/codes/assessapp2.html#deferredExplanationofGradesandAppealsStudentshavetherighttoappealtheirassessmentinthisunit.First,youshouldapproachyourtutorforareviewofanassignment.Ifyouarenotsatisfiedwiththisprocess,thentakeyourcasetotheUnitcoordinator.StudentswhofeeltheyhavegroundsforappealingagainsttheirfinalgradeinthisunitshouldconsulttheproceduresoutlinedintheStudentHandbookunderDegreeRegulation49.Seealso:http://www.murdoch.edu.au/admin/legsIn/regs/bachelor.html#appealsortheOfficeofStudentServicesAppealsProcedure:http://www.murdoch.edu.au/oss/legacy_pages/appeals.html.

ExaminationsExaminationsdetailsaregivenbelow.Forgeneralinformationaboutexaminations,pleaserefertohttp://www.murdoch.edu.au/oss/exams/.

30

InternalAssessment

STP206–InternalAssignment Description Value

CriticalThinkingJournal(4x500wordseach)

Keepajournalforthefirst4weeksoftheunitwhereyoucriticallyanalysethelecturematerial,thereadingsandofferyourpersonalreflections

20%

EthicsIn‐ActionProject(2,000–2,500words)

Chooseaspecificsustainabilityissueandexploretheethicsandphilosophiesthatapply

30%

TutorialComponent Attendance–minimum9tutorials.CreativeProject(apiececapturingsustainabilityin‐actioninyourpersonallife)TutorialPresentation(leadtheclassdiscussionontheweek’sfocus)Participation(howwellhaveyouengagedwiththematerial)

5%5%5%5%

Exam ClosedBookExam 30%Total 100%

CriticalThinkingJournal(20%)Keepajournalforthefirstfourweeksoftheunitwhereyoucriticallyanalysethelecturematerialandthereadingsbyrespondingtothefollowingthreequestions.

1. Whatarethemaintheses(centralpoint)oftheweek’srequiredreadings?2. Whatarethemainreasonsorargumentstheauthorsgiveinsupportoftheirthesis?3. Whatisyourcriticalanalysisofboththethesisandthesupportingarguments?What

arethestrengthsandweaknessesofeacharticle’sargument,andwhy?Besuretojustifyyourviews,includingcross‐referencingfromadditionalsourceswhereappropriate.

4. Commentontheweek’sthemesastheyarediscussedinthelectureandtutorialandastheyrelatetoyourpersonallife.

Also,includeyourpersonalreflectionsabouttheimpactthesetopicsarehavingonyoursustainabilityethics.Eachweeklyjournalentryshouldbeapproximately500words.

Ethics‐in‐ActionProject(30%)Inthis2,000–2,500‐wordproject,youareaskedtoanalyseaspecificsustainabilityissue(local,state,national,orinternational),usingphilosophicalarguments,ethicalprinciples,strategiesforchange,andtheskillsdevelopedinthecourse.Theprojectshouldtaketheformofareportorextendeddiscursiveessayfocusingontopicssuchasclimatechange,theeffectivenessofgovernmentsustainabilitystrategiessuchascarbontrading,etc.Youshouldgiveparticularattentiontothemoralimperativesthatrelatetothechosentopicbyframingtheprojectintermsofoneoranumberoftheethicalthemesilluminatedthroughoutthecourse(forexampleanimalwelfareorecologicalfeminism).Youshouldalsoincludeyourpersonalperspectivesontheissuesraised.Pleaseaimtostructurethisprojectaccordingtostandardphilosophicalanalysesandtheethicaltreatmentofthechosentopic.Also,besure

31

toreferenceusinganapprovedacademicstyle.Yourresearchshouldincludeaminimumoffivereferences.Pleaseaimtolimityourwebreferencingtonomorethantwooutofeveryfivecitationsunlesstheyareelectronicversionsofacademicpeer‐reviewedtexts.

TutorialComponent(20%)Thisassessmentisdesignedtoencouragethetutorialsessionstobeenrichingandparticipatoryeducationalexperiencesthataccelerateyoureducationalprocess,andismadeupoffourdistinctcomponents.Attendance(5%):Studentswhoattendlessthanninetutorialsthroughoutthesemesterwillincurpenaltypoints.Underextenuatingcircumstances,studentsmaybeexcusedfromadditionaltutorials,butmustcontacttheirtutorortheunitcoordinatortonegotiateextendedabsences.CreativeProject(5%):Atyourfirsttutorial,youwillnominateaweekthatsuitsyoubesttopresentacreativeproject,whichexploresyourinteractionswiththemore‐than‐humanworld.Thispresentationwillbe5‐10minutesandtaketheformofapieceofart,asong,performance,scaledmodel,etc.Youmaycollaboratewithotherstudentsbutthismustbearrangedwithyourtutor.Yourprojectshouldbeaccompaniedwithacommentary(approx.200words)thataddressestheintersectionbetweenyourcreativeprojectandsustainabilityethics.TutorialPresentation(5%):Youwillbeexpectedtoconducta5‐10minutetutorialreportto‘kick‐off’theweeklydiscussion–studentswillnominatetheirassignedweeksatthefirsttutorial.Participation(5%):Allinternalstudentsareexpectedtoattendandactivelyparticipateintheweeklytutorialsallocatedtothecourse.Bepreparedtocommentontheissuesraisedbytheweek’slecturematerialandassignedreadings.Asstudentattendanceandparticipationwillbemonitored,itwillbeinyourbestinteresttocomepreparedto‘pullthediscussiontowardsyou’,andoffersupporttoothersintheclassastheydosoaswell.

Exam(30%)Therewillbeatwo‐hour,closedbookexamforthiscourse.Samplequestionsandguidanceinregardstohowyoumightbestrespondtothekindsofphilosophicalandethicalquestionsaskedofyouwillbeaddressedtowardssemester’send.

32

STP606–InternalAssignment Description Value



25%

ThematicEssay(2,000words)

Respondto1oftheessayquestionsprovidednotingthelinksbetweenthetopicsraisedandsustainabilityethics

20%



35%

EthicsIn‐ActionPresentation

SummariseandpresentyourEthics‐in‐ActionProjectatyourTutorial

10%

TutorialComponent Attendance(minimum10tutorials)Participation(howwellhaveyouengagedwiththematerial)

5%5%

Exam NoExam 0%Total 100%






ThematicEssay(20%)Respondtooneofthefollowingessayquestions,notingthelinksbetweenthetopicsraisedandsustainabilityethics:

1. Carbontradingisemergingasanewaspectofglobaleconomics.WhataresomeofthebenefitsandpitfallsofaCarboneconomyandwhatimplicationsitishavingandwillithaveonthemainstreamingofsustainabilityethics?

2. DiscussthesignificanceofAustralia’sdecisiontoratifytheKyotoProtocol.Whatimpactwillthishaveonglobalsocialandenvironmentaljusticeissues?Whatroledosustainabilityethicsplayinencouragingnationstoendorseandadheretoauniversalagreementthatprioritisessustainability?

3. Sustainabilityethicsplayakeyroleinshiftinganindividual’spoliticsandpracticestowardssocialandenvironmentaljustice.Explorethisconceptrelativetotheenvironmentalphilosophiesdiscussedthroughoutthecourse,referencingtheimpact

33

ofthecoursematerialonyourownlife.4. Themainstreamingofsustainabilityethicsrequiresashiftingenderrelationswithin

humansociety,andbetweenhumansandthemore‐than‐humanworld.Discussthecurrentandfuturetrendsofgenderidentityandhowthismightimpacttheuptakeofsustainabilityethicsglobally.

5. Internationaldevelopmentpoliciestypicallyencourageandincorporatethoughtfulsustainabilitystrategies.Aretheyeffective?Discusssomeofthebenefitsandcostsofinternationalaid,citingacasestudytostrengthenyourperspective.

Ethics‐in‐ActionProject(35%)Inthis3,000–3,500‐wordproject,youareaskedtoanalyseaspecificsustainabilityissue(local,state,national,orinternational),usingphilosophicalarguments,ethicalprinciples,strategiesforchange,andtheskillsdevelopedinthecourse.Theprojectshouldtaketheformofareportorextendeddiscursiveessayfocusingontopicssuchasclimatechange,theeffectivenessofgovernmentsustainabilitystrategiessuchascarbontrading,etc.Youshouldgiveparticularattentiontothemoralimperativesthatrelatetothechosentopicbyframingtheprojectintermsofoneoranumberoftheethicalthemesilluminatedthroughoutthecourse(forexample:animalwelfareorecologicalfeminism).Youshouldalsoincludeyourpersonalperspectivesontheissuesraised.Pleaseaimtostructurethisprojectaccordingtostandardphilosophicalanalysesandtheethicaltreatmentofthechosentopic.Aspost‐graduatestudents,youareadditionallyexpectedtoconsidertheunderlyingsourcesofthepredominantvalueconflictsinvolvedinyourchosentopic,aswellaspossiblestrategiesforconflictmediationandforencouraginggreaterpublicappreciationoftheneedforsustainabilityethics–inotherwordswhyoughtasustainabilityethicsbepresent,howmightitbeimplementedandwhatoutcomesarelikely?Inadditiontoanexpectationofpost‐graduatelevelgrammaticalpoiseandlucidexpression,alsobesuretoreferenceusinganapprovedacademicstyle.Yourresearchshouldincludeaminimumoffivereferences.Pleaseaimtolimityourwebreferencingtonomorethantwooutofeveryfivecitationsunlesstheyareelectronicversionsofacademicpeer‐reviewedtexts.

Ethics‐in‐ActionPresentation(10%)AlongwithsubmittingyourEthics‐in‐ActionProject,bepreparedtopresentyourprojectatthefinaltutorialforthesemester.Thisshouldbenomorethana5–10minutepresentationandmayincludevisualaids.

34

TutorialComponent(10%)Thisassessmentisdesignedtoencouragethetutorialsessionstobeenrichingandparticipatoryeducationalexperiencesthataccelerateyoureducationalprocess,andismadeupoffourdistinctcomponents.Attendance(5%):Studentswhoattendlessthanninetutorialsthroughoutthesemesterwillincurpenaltypoints.Underextenuatingcircumstances,studentsmaybeexcusedfromadditionaltutorials,butmustcontacttheirtutorortheunitcoordinatortonegotiateextendedabsences.Participation(5%):Allinternalstudentsareexpectedtoattendandactivelyparticipateintheweeklytutorialsallocatedtothecourse.Bepreparedtocommentontheissuesraisedbytheweek’slecturematerialandassignedreadings.Asstudentattendanceandparticipationwillbemonitored,itwillbeinyourbestinteresttocomepreparedto‘pullthediscussiontowardsyou’,andoffersupporttoothersintheclassastheydosoaswell.

Examination(0%)NoExam.

ExternalAssessment

STP206–ExternalAssignment Description Value



20%



20%



30%


35






ThematicEssay(20%)Inthis1,500‐wordessay,respondtooneofthefollowingessayquestions,notingthelinksbetweenthetopicsraisedandsustainabilityethics:



3. Sustainabilityethicsplayakeyroleinshiftinganindividual’spoliticsandpracticestowardssocialandenvironmentaljustice.Explorethisconceptrelativetotheenvironmentalphilosophiesdiscussedthroughoutthecourse,referencingtheimpactofthecoursematerialonyourownlife.

4. Themainstreamingofsustainabilityethicsrequiresashiftingenderrelationswithinhumansociety,andbetweenhumansandthemore‐than‐humanworld.Discussthecurrentandfuturetrendsofgenderidentityandhowthismightimpacttheuptakeofsustainabilityethicsglobally.


36

Ethics‐in‐ActionProject(30%)Inthis2,500–3,000‐wordproject,youareaskedtoanalyseaspecificsustainabilityissue(local,state,national,orinternational),usingphilosophicalarguments,ethicalprinciples,strategiesforchange,andtheskillsdevelopedinthecourse.Theprojectshouldtaketheformofareportorextendeddiscursiveessayfocusingontopicssuchasclimatechange,theeffectivenessofgovernmentsustainabilitystrategiessuchascarbontrading,etc.Youshouldgiveparticularattentiontothemoralimperativesthatrelatetothechosentopicbyframingtheprojectintermsofoneoranumberoftheethicalthemesilluminatedthroughoutthecourse(forexampleanimalwelfareorecologicalfeminism).Youshouldalsoincludeyourpersonalperspectivesontheissuesraised.Pleaseaimtostructurethisprojectaccordingtostandardphilosophicalanalysesandtheethicaltreatmentofthechosentopic.Also,besuretoreferenceusinganapprovedacademicstyle.Yourresearchshouldincludeaminimumoffivereferences.Pleaseaimtolimityourwebreferencingtonomorethantwooutofeveryfivecitationsunlesstheyareelectronicversionsofacademicpeer‐reviewedtexts.


STP606–ExternalAssignment Description Value



25%



20%



25%


37






ThematicEssay(20%)Respondtooneofthefollowingessayquestions,notingthelinksbetweenthetopicsraisedandsustainabilityethics:



3. Sustainabilityethicsplayakeyroleinshiftinganindividual’spoliticsandpracticestowardssocialandenvironmentaljustice.Explorethisconceptrelativetotheenvironmentalphilosophiesdiscussedthroughoutthecourse,referencingtheimpactofthecoursematerialonyourownlife.

4. Themainstreamingofsustainabilityethicsrequiresashiftingenderrelationswithinhumansociety,andbetweenhumansandthemore‐than‐humanworld.Discussthecurrentandfuturetrendsofgenderidentityandhowthismightimpacttheuptakeofsustainabilityethicsglobally.


38

Ethics‐in‐ActionProject(25%)Inthis3,500–4,000‐wordproject,youareaskedtoanalyseaspecificsustainabilityissue(local,state,national,orinternational),usingphilosophicalarguments,ethicalprinciples,strategiesforchange,andtheskillsdevelopedinthecourse.Theprojectshouldtaketheformofareportorextendeddiscursiveessayfocusingontopicssuchasclimatechange,theeffectivenessofgovernmentsustainabilitystrategiessuchascarbontrading,etc.Youshouldgiveparticularattentiontothemoralimperativesthatrelatetothechosentopicbyframingtheprojectintermsofoneoranumberoftheethicalthemesilluminatedthroughoutthecourse(forexampleanimalwelfareorecologicalfeminism).Youshouldalsoincludeyourpersonalperspectivesontheissuesraised.Pleaseaimtostructurethisprojectaccordingtostandardphilosophicalanalysesandtheethicaltreatmentofthechosentopic.Aspost‐graduatestudents,youareadditionallyexpectedtoconsidertheunderlyingsourcesofthepredominantvalueconflictsinvolvedinyourchosentopic,aswellaspossiblestrategiesforconflictmediationandforencouraginggreaterpublicappreciationoftheneedforsustainabilityethics–inotherwordswhyoughtasustainabilityethicsbepresent,howmightitbeimplementedandwhatoutcomesarelikely?Inadditiontoanexpectationofpost‐graduatelevelgrammaticalpoiseandlucidexpression,alsobesuretoreferenceusinganapprovedacademicstyle.Yourresearchshouldincludeaminimumoffivereferences.Pleaseaimtolimityourwebreferencingtonomorethantwooutofeveryfivecitationsunlesstheyareelectronicversionsofacademicpeer‐reviewedtexts.


39

Week1:SustainabilityEthicsforToday:CourseIntroductionReadings: Required:

PeterGarrett(2000)“TheDiggerMovesOn”inTheBulletin,Dec/Jan:74‐75.DonellaMeadows,JorgenRandersandDennisMeadows(2004)“Overshoot”inLimitstoGrowth:The30YearUpdate.London:EarthscanPublications,pp.1–16.HolmesRolstonIII(2003)“ValueinNatureandtheNatureofValue”inEnvironmentalEthics:AnAnthology,AndreLightandHolmesRolstonIII(eds.).Malden:BlackwellPublishing,pp.143–153.

Recommended:

GarrettHarding(2002)“TheTragedyoftheCommons”inEnvironmentalEthics:WhatReallyMatters,WhatReallyWorks,DavidSchmidtzandElizabethWillnott(eds.).Oxford:OxfordUniversityPress,pp.331‐340.PeterHay(2002)“Ecophilosophy”inMainCurrentsinWesternEnvironmentalThought.Sydney:UniversityofNewSouthWalesPress,pp.26–71.BillMcKibben(1999)“Postnatural”,Aperture,150:5‐6.K.S.Shrader‐Frechette(1981)“AlternativeEthicsRegardingtheEnvironment”inEnvironmentalEthics,K.S.Shrader‐Frechette(ed.).PacificGrove:TheBoxwoodPress,pp.28–56.AnthonyWeston(1999)“IsItTooLate?”inAnInvitationtoEnvironmentalPhilosophy,A.Weston(ed.).Oxford:OxfordUniversityPress,pp.43–68.

Thisweek’sreadingsaimtowhetyourappetiteasyoubeginaskingfundamentalquestionsaboutthewaysyouviewhumanity’srelationshipswiththemore‐thanhumanworld.Thisweek’sreadingsareintendedtoinitiatetheprocessofcreatingmoreecologicallybenigninteractionsbetweenourfellowhumansandnaturalworlduponwhichwedepend.

40

Week2:EthicsofModernity:OurEthicalLegacy

Readings:

Required:CarolineMerchant(1980)“DominionOverNature”inTheDeathofNature:Women,EcologyandtheScientificRevolution.NewYork:HarperandRow,pp.164–190.

JamesLovelock(2006)“ForecastsfortheTwentyFirstCentury”inRevengeofGaia:WhytheEarthisFightingBackandHowWeCanStillSaveHumanity.London:AllenLane,pp.48–65.

Recommended:LesterR.Brown(1997)“StateoftheWorld”inClassicsinEnvironmentalStudies:AnOverviewofClassicTextsinEnvironmentalStudies,NicoNelissen,JanVanderstraaten,andLeonKlinkers(eds.).Utrecht:InternationalBooks,pp.320‐332.

BillDevallandGeorgeSessions(1985)“TheDominantModernWorldViewandItsCritics”and“TheReformistResponse”inDeepEcology:LivingasifNatureMattered.SaltLakeCity:GibbsSmith,pp.41–49&51–61.

DavidKorten(2006)“ModernEmpire”inTheGreatTurning:FromEmpiretoEarthCommunity.Bloomfield:KumarianPress,pp.126–141.

CarolineMerchant(1980)“TheMechanicalOrder”inTheDeathofNature:Women,EcologyandtheScientificRevolution.NewYork:HarperandRow,pp.192–235.

RichardTarnas(1996)“V:TheModernWorldView”inThePassionoftheWesternMind.London:Pimlico,pp.223–323.

AnthonyWeston(1992)“BeforeEnvironmentalEthics”inEnvironmentalEthics,Volume14(4),pp.597–608.

LynneWhite(1999)“TheHistoricRootsofOurEcologicalCrisis”inEnvironmentalEthics,JosephDesjardins(ed.).London:Mayfield,(PART1:AContextforEnvironmentalEthics)pp.46–52.

Week2exploresthehistoricalunderpinningsofthesocialandecologicalcrisesthatpervadeWesternsociety,notingtheoriginsandtheoutcomesofourdriftawayfromsustainability,whichsomesuggestwasourevolutionarydefaultbehaviourism.Howdidhumanity’sgoodnessandrightactionthatbroughtaboutametaphysicalinclusivenessandcarefortheselfimmersedintheworldformostofhumanexistencebecomemoreself‐orientedinthespaceofafewmillennia?Howareourbeliefsaboutnatureconnectedwithourethics?

41

Week3:SustainabilityEthicsandtheChallengestoSustainabilityReadings:

Required:TheRealWorldCoalition(2001)“SustainingtheEnvironment”inFromHeretoSustainability:PoliticsintheRealWorld,IanChristieDianeWarburton(eds.).London:Earthscan,pp.54–82.DonaldWorster(2005)“TheShakyGroundofSustainability”inSustainability:CriticalConceptsintheSocialSciences[VolumeII:SustainableDevelopment],MichaelRedclift(ed.).London:Routledge,pp.11–23.Recommended:GarrettHarding(2002)“LivingonaLifeboat”inEnvironmentalEthics:WhatReallyMatters,WhatReallyWorks,DavidSchmidtzandElizabethWillnott(eds.).Oxford:OxfordUniversityPress,pp.374–386.PeterHuber(1999)“EthicsintheGreenLifeBoat”inHardGreen:SavingtheEnvironmentfromtheEnvironmentalists.AConservativeManifesto.NewYork:BasicBooks,pp.159–173.KristinS.Schrader‐Frechette(1981)“AlternativeEthicsRegardingtheEnvironment”inEnvironmentalEthics.PacificGrove,CA:BoxwoodPress,pp.28–56.PeterSinger(1993)“What’sinitforme?”inHowAreWeToLive?:EthicsinanAgeofSelf‐Interest.MilsonsPoint:RandomHouse,pp.26–44.PaulW.Taylor(1998)“TheEthicsofRespectforNature”inEnvironmentalEthics:FromAnimalRightstoRadicalEcology,MichaelE.Zimmerman,J.BairdCallicott,GeorgeSessions,KarenJ.Warren,andJohnClarke(eds.).NewJersey:PrenticeHall,pp.71–86.

Thisweek’sreadingsexploretheimplicationsof‘normative’(orvalue‐laden)inquiries,andaimstointroducesomeofthephilosophicalstrategiesthathaveemergedforconsideringthem.Akeydistinctionistheneedtoextendourphilosophicalself‐understandingsandarticulationsaboutmeaningfulandconstructivedebatestowardsthosewhoappeartoholdverydifferentvaluesfromourown.Howdoweachieveexpressionsofthisgoodnessandrightactionthroughcareforhumanandmore‐than‐humanothers,andwhatroledoesphilosophyandscienceplayinsustainabilityethics?

42

Week4:AnimalsandUs/AnimalsareUs

Readings:Required:IngmarPersson(1993)“ABasisfor(Interspecies)Equality”inTheGreatApeProject:EqualityBeyondHumanity,PaolaCavalieriandPeterSinger(eds.).NewYork:St.Martin’sGriffin,pp.183–193.

TomReganandAlexanderCockburn(1995)“TheBurdenofComplicity”and“AShort,Meat‐OrientedHistoryoftheWorldFromEdentotheMattole”inDeadMeat,SueCoe(ed.).NewYork:FourWalls,EightWindows,pp.1–4&5–35.

Recommended:StephenClark(1997)“HowtoCalculatetheGreaterGood”inAnimalsandTheirMoralStanding,NewYork:Routledge,pp.9–15.

RickO’Neil(2000)“AnimalLiberationversusEnvironmentalism”:TheCareSolution”inEnvironmentalEthics,Volume22,pp.183–190.

PeterSinger(1990)“Man’sDominion:Ashorthistoryofspeciesism”inAnimalLiberation(SecondEdition).London:JonathanCape,pp.

PeterSinger(1998)“AnimalLiberation”inEthicsintoAction:HenrySpiraandtheAnimalRightsMovement(AdvicetoActivists:TenWaystoMakeaDifference).CarltonSouth:MelbourneUniversityPress,pp.45–74.

WilliamO.Stephens(1999)“FiveArgumentsforVegetarianism”inEnvironmentalEthics,J.Desjardins(ed.).London:Mayfield,pp.288–301.

AnthonyWeston(1994)“AnimalsNexttoUs”inBacktoEarth:Tomorrow’sEnvironmentalism.Philadelphia:TempleUniversityPress,pp.15–33.

AcrucialstepinSustainabilityEthicsisexploringourrelationshipwithnon‐humananimals.Dotheypossessmoralagency?Aretheyintrinsicallyvaluable?Dotheyfeel?Dowecare?Andifsowhyandhowareweabletoshowthat?Seekinganswerstothesequestionsprovidesanavenuetowardstransformativeethics,radicallyshiftingpatternsofthinking,beinganddoingawayfromdisembodied,pragmatic,self‐orientedconsumption,andtowardsanawakenedsensitivityfortheotherbeyondtheself.Inthisweek’slectureandreadings,youwillexploretheinterfacebetweenthehumanandthemore‐than‐humanworldsasanabstractorfactualboundary.Fromthere,youwillbeencouragedtonotetheimpactthatautilitariandefenceofanimalliberationhasonthewaysweperceivetheanimalkingdom,andourplacewithinit.

43

Week5:Stewardship:ToControlorToCare?Readings:

Required:AldoLeopold(1949)“TheLandEthic”inASandCountyAlmanac.Oxford:OxfordUniversityPress,pp.201–226.ClarePalmer(2006)“Stewardship:ACaseStudyinEnvironmentalEthics”inEnvironmentalStewardship,R.J.Berry(ed.).London:T&TClarkInternationalpp.63–75.WorldWildlifeFund(2000)“Beingentrustedtocarefornaturalresourcesonbehalfofsociety.”AWWFScotlandReport.ScottishLandReformConvention(StewardshipAdvisoryCommittee:AndrewRaven,RobinCallander,RachelHarding‐Hill,OsbertLancaster,GonzaloOviedo,CamillaToulmin,ChrisHowe),pp.1–9.Recommended:RachelCarson(1965)“TheObligationtoEndure”inSilentSpring.Harmondsworth:PenguinBooks,pp.21–30.StevenBouma‐Prediger(2001)“HowShouldWeThinkoftheEarth:ATheologyandEthicofCarefortheEarth”inFortheBeautyoftheEarth:AChristianVisionforCreationCare.GrandRapids:BakerAcademic,pp.117–135.ChrisD.Stone(1997)“ShouldTreesHaveStanding?”inClassicsinEnvironmentalStudies:AnOverviewofClassicTextsinEnvironmentalStudies,NicoNelissen,JanVanderstraaten,andLeonKlinkers(eds.).Utrecht:InternationalBooks,pp.153–159.R.WorrellandM.C.Appleby(2000)StewardshipofNaturalResources:Definition,EthicalandPracticalAspectsinJournalofAgriculturalandEnvironmentalEthics,Volume12(3),pp.263‐277.

Stewardshipmightbedefinedastheconsciousandunconsciousresponsibilitytocarefor,manage,andcontroltheinteractionsbetweenhumansandthemore‐than‐humanworld.OftenassociatedwithChristiantheology,stewardshipiswidelylinkedtosubservience,hierarchies,absenteelandlordismandexploitation.Butitcanalsobeassociatedwithtrusteeship,agency,companionship,andcommunion.Isitpossibletotuneintotheebbsandflowsofthelandthroughastewardshipethicthatisnon‐exploitative,orisstewardshipanotherjustificationforourtendencytoassumedominationandcontrolovernature?

44

Week7:GenderandEcology(I):EcologicalMasculinismReadings:

Required:MaryMellor(1992)“GreenPolitics:Ecofeminist,EcofeminineorEcomasculine?”inEnvironmentalPolitics,Volume1(2),Summer,pp.229–251.

RichardTwine(1997)“Masculinity,Nature,Ecofeminism”inwww.ecofem.orgejournal:AnOpenCallforPapersaboutthejournal,retrievedonFebruary4,2008fromtheWorldWideWebathttp://www.ecofem.org,pp.1–6.

Recommended:RichardBradley(2006)“WhichistheGreenerGender?”inPlenty,April/May,pp.60–63.

MarkAllister(ed.)Ecoman:NewPerspectivesonMasculinityandNature.Charolettesville,UniversityofVirginiaPress.

IanColdwell(2007)“NewFarmingMasculinities”inJournalofSociology,Volume43(1),pp.87–103.

JamesW.Donaldson(1990)Thebeliefofmaleecologicalleadersregardingtheimpactofecologicalmovementsonthesocializationofthemasculinerole(MastersThesis).LongBeach:CAStateUniversity.

LeeHall(2005)“ReflectionsontheMasculineHegemon:AReplytoRichardTwine”inwww.ecofem.orgejournal:AnOpenCallforPapersaboutthejournal,retrievedonFebruary4,2008fromtheWorldWideWebathttp://www.ecofem.org.pp.1–26.

Whileecologicalfeminismalludestopost‐patriarchalmasculineidentities,itstopsshortofmakingspecificrecommendationsfortheecologisationofmasculinitiestheoryormen.Todosowouldunfairlyplaceexpectationsonwomenandfeminismtotakealeadroleinthedeconstructiveandreconstructivework,whichmenandmasculinitiescouldandshouldbecontributingtothecreationofasustainableworld.Here,weexplorethevaluesandvirtuesimpresseduponmenandmasculineidentities,notingtheforebodingpresenceofethicsofdaringthroughoutthemodernWest.Butmenandmasculinitiesareimbuedwithethicsofcaring–asetofmoralprinciplesandpracticesthatemphasisecareforselfthroughcareforhumanandmore‐than‐humanothers.Theseethicsareinherentlymaleandthroughwideracknowledgementcanenrolmenandmasculinitiesintothesustainabilityproject.

45

Week8:AwakeningtheEcologicalSelfReadings:

Required:ArneNaess(1988)“SelfRealization:AnEcologicalApproachtoBeingintheWorld”inThinkingLikeaMountain,JohnSeed,JoannaMacy,PatFlemmingandArneNaess(eds.),GabriolaIsland:NewSocietyPublications,pp.19–30.JoannaMacy(1998)“TheBasicMiracle:OurTrueNatureandPower”inComingBackToLife:PracticestoReconnectOurLives,OurWorld,JoannaMacyandMollyYoungBrown(eds.).GabriolaIsland:NewSocietyPress,pp.39–62.Recommended:WarwickFox(1990)“MovingAwayfromHumanCentredness:FromSilentSpringtoDeepEcology”and“DeepEcology:AFocusWithinEcophilosophy—andBeyond”inTowardsaTranspersonalEcology:DevelopingNewFoundationsforEnvironmentalism.NewYork:StateUniversityofNewYork,pp.3–40&43–77,.BillDevall(1988)“TheEcologicalSelf”inSimpleinMeansRichinEnds:PractisingDeepEcology.London:GreenPrint,pp.38–72.JoannaMacy(1991)“TheGreeningoftheSelf”and“WorldasLover,WorldasSelf”inWorldasLover,WorldasSelf.Berkeley:ParallaxPress,pp.3–14&183–192.FreyaMathews(1991)“Valueinnatureandmeaninginlife“inTheEcologicalSelf.Savage:Barnes&NobleBooks,pp.117–163.ArneNaess(1973)“TheShallowandDeep,Long‐rangeEcologyMovement.ASummary”,inInquiry,Volume16(1),Spring,pp.95–100.

Thisecologicalselfasanindividualcorporealselfisanaggregateimbeddedwithinauniversalwhole.Drawingonthecoretenetsofdeepecology,thisholisticorecologicalviewrevealsanopportunity,indeedaresponsibility,toidentifytheselfasawiderSelf,inforginganintuitive,emotiveandintellectualunionthroughoutthehumanandmore‐than‐humanworlds.InWeek8,youwillencounterthetheoreticalpremisesandseekwaystounlockyourownecologicalself.Fromthisplace,ethicsofcaringforselfthroughcareforhumanandmore‐than‐humanothersemerges.

46

Week9:GenderandEcology(II):EcologicalFeminismReadings:

Required:ValPlumwood(1998)“Nature,SelfandGender:Feminism,EnvironmentalPhilosophyandtheCritiqueofRationalism”inEnvironmentalEthics:FromAnimalRightstoRadicalEcology,MichaelE.Zimmerman,J.BairdCallicott,GeorgeSessions,KarenJ.Warren,andJohnClarke(eds.).NewJersey:PrenticeHall,pp.291–314.KarrenJ.Warren(2000)“QuiltingEcofeministPhilosophy”inEcofeministPhilosophy.NewYork:RowmanandLittlefield,pp.43–71.Recommended:SusanGriffin(1974)“Matter”inWomanandNature:TheRoaringInsideHer.NewYork:Harper&RowPublishers,pp.5–46.PatsyHallen(1994)“ReawakeningtheErotic,”inHabitatAustralia,Feb,pp.18–21.ValPlumwood(1993)“Introduction,”inFeminismandtheMasteryofNature.London:Routledge,pp.1–18.NoëlSturgeon(1998)“MovementsofEcofeminism”inEcofeministNatures:Race,Gender,FeministTheoryandPoliticalAction.NewYork:Routledge,pp.23–58.MichaelZimmerman(1994)“EcofeminismandDeepEcology”inContestingEarth’sFuture:RadicalEcologyandPostmodernity.Berkeley:UniversityofCaliforniaPress,pp.276–317.

AsoneofthemostdiversebranchesofTransformationalEthics,ecologicalfeminismexploresthewaysinwhichthehistoricalexploitationanddegradationofwomenisinextricablyrelatedtotheexploitationanddegradationofmore‐than‐humannature.Thecentralpremiseofandrocentrism(ormale‐centredness)throughoutWesternthoughtandpracticehasbroughtabouthierarchicalrelationshipsofdominationandhasbecomeadefiningfeatureoftherationalanddualistictendenciesimbeddedwithinpatriarchy.Ecologicalfeminismoffersapathbeyondtheselimitations,inthecreationofpositiveaffirmationsforwomen,feminineidentity,andnature,beyondthoseimposedbypatriarchy.Ecologicalfeminismprovidesanentrypointintothetheoryandpracticeofagender/natureradicalecologyasitappliestowomenandnature.Thisweek’sreadingsintroducethetheoreticalframeworkofecologicalfeminismandexposetheimpactofthelogicofdominationuponhumansocietyandthemore‐than‐humanworld.

47

Week11:SocialandEnvironmentalJusticeReadings:

Required:KevinDeLuca(2007)“AWildernessEnvironmentalismManifesto:ContestingtheInfiniteSelf‐AbsorptionofHumans”inEnvironmentalJusticeandEnvironmentalism:TheSocialJusticeChallengetotheEnvironmentalMovement,RonaldSandlerandPhaedraC.Pezzullo(eds.).Cambridge:MassachusettsInstituteofTechnology,pp.27–55.ShirleyWilliams(2003)“GlobalSocialJustice:TheMoralResponsibilityoftheRichtothePoor”inMakingGlobalizationGood:TheMoralChallengesofGlobalCapitalism,JohnDunning(ed.).Oxford:OxfordUniversityPress,pp.334–344.Recommended:WilliamBeckerman(2001)“SustainableDevelopmentandourObligationstoFutureGenerations”inEnvironmentalEthicsandPhilosophy:ManagingtheEnvironmentforSustainableDevelopment,JohnO’Neill,R.KerryTurnerandIanJ.Bateman(eds.).Cheltenham:AnElgarReferenceCollection,pp.243–270.

RobertD.Bullard(2005)“EnvironmentalJusticeintheTwenty‐firstCentury”inTheQuestforEnvironmentalJustice:HumanRightsandthePoliticsofPollution,RobertD.Bullard(ed.).SanFrancisco:SierraClubBooks,pp.19–42.

PeterSingerandTomGregg(2004)“Australia’sPolicytowardsRefugees”inHowEthicalisAustralia?:AnExaminationofAustralia’sRecordasaGlobalCitizen.Melbourne:TheAustralianCollaboration,pp.62–78.

KarenWarren(1999)“EnvironmentalJustice:SomeEcofeministWorriesaboutadistributiveModel”inEnvironmentalEthics,Volume21(2),pp.151–161.

SustainabilityEthicsguideustowardsthepreservationofhumansocietiesandtheenvironment.Theyareineffectjusticeethicsthatencouragemoralstandardsandprinciples,equalisingtherelationshipsthroughouthumancommunities,andwiththemore‐than‐humanworld.ToachievejusticerequiresawillingnesstoquestiontheadequacyofexistingWesternpoliticsandpraxes.Seekingnewwaysofbeingwithintheselfisessentialifwearetocreateequitableandsustainablesocietiesandrelationshipsbetweenthehumanandmore‐than‐humanworld.Hereweexploretheeconomicrationalityofpoliticaldecision‐making,theextentto‐whichenvironmentalneedsareconsideredbypolicymakers,andtheintersectionbetweensocialandenvironmentaljustice.

48

Week12:SustainabilityEthicsasPraxis:WhatdoesSustainabilityEthicsmeanforhowwelive?

Readings:

Required:TheRealWorldCoalition(2001)“MakingItHappen:ClosingtheSustainabilityGaps”inFromHeretoSustainability:PoliticsintheRealWorld,IanChristieandDianeWarburton(eds.).London:Earthscan,pp.183–195.

R.K.Turner(2005)“Sustainability:PrinciplesandPractice”inSustainability:CriticalConceptsintheSocialSciences,MichaelRedclift(ed.)London:Routledge,pp.38–68.

Recommended:SarahA.Conn(1995)“WhentheEarthHurts,WhoResponds?”inEcopsychology:RestoringtheEarth,HealingtheMind,TheodoreRoszak,MaryE.Gomes,andAllenD.Kanner(eds.).SanFrancisco:SierraClubBooks,pp.156–171.

AlanDrengson(1995)“IntegratedStudiesinTechnologyPracticeandMasteryofAppropriateDesign”inThePracticeofTechnology:ExploringTechnology,Ecophilosophy,andSpiritualDisciplinesforVitalLinks.Albany:StateUniversityofNewYork,pp.167–181.

DavidForeman(1991)“SecondThoughtsofanEco‐Warrior”inDefendingtheEarth:ADebateBetweenMurrayBookchinandDaveForeman.Montréal:BlackRoseBooks,pp.17–119.

AlbertLaChance(1991)“ChapterEight–ChapterTen”inGreenSpirit:TwelveStepsinEcologicalSpirituality.Rockport:Element,pp.9–137.

DeloresLaChapelle(1988)“BringingtheSkyintoYourLife”inSacredLand,SacredSex:RaptureoftheDeep.Durango:KivakíPress,pp.216–249.

TheodoreRoszak(2001)“AttendingthePlanet”inTheVoiceoftheEarth:AnExplorationofEcopsychology.GrandRapids:PhanesPress,Inc.,pp.306–317.

ThisweekweexaminethepracticalapplicationsofSustainabilityEthics.Hereyouwillbeencouragedtoseekanswerstothefollowingquestion:howdoyounurtureyourself,yourhome,yourcommunity,yourworld,sothatecologicalandsocietalhealthandwellbeingispreserved?Havingponderedtheethicaltheoriesbehindsustainability,wenowsteptowardsincorporatingthemintoourdailylivesthroughpersonalreflection.

49

Week13:SustainabilityEthicsandInternationalDevelopmentReadings:

Required:MariaMies(1999)“TheMythofCatching‐upDevelopment”inEnvironmentalEthics,J.Desjardins(ed.).London:Mayfield,PartIII(PoliciesandControversiesinEnvironmentalEthics)pp.416–423.PeterSinger(2002)“AChangingWorld”inOneWorld:TheEthicsofGlobalization.NewHaven:YaleUniversityPress:pp.1–13.Recommended:TomAthanasiou(1996)“WhereAreWeNow?”inSlowReckoning:TheEcologyofaDividedPlanet.London:Secker&Warburg,pp.3–20.DenisGoulet(1995)“DevelopmentEthicsandEcologicalWisdom”inDevelopmentEthics:AGuidetoTheoryandPractice.London:ZedBooksLimited,pp.119–135.RamachandraGuhaandJuanMartinez‐Alier(1997)VarietiesofEnvironmentalism:EssaysNorthandSouth.London:EarthscanHansKüng(2003)“AnEthicalFrameworkfortheGlobalMarketEconomy”inMakingGlobalizationGood:TheMoralChallengesofGlobalCapitalism.JohnH.Dunning(ed.).Oxford:OxfordUniversityPress,pp.145–158.E.F.Schumacher(1974)“PartIII:TheThirdWorld”inSmallisBeautiful.London:Abacus,pp.157‐‐214.VandanaShiva(1992)“RecoveringtheRealMeaningofSustainability”inTheEnvironmentinQuestion:EthicsandGlobalIssues,D.E.CooperandJ.A.Palmer(eds.).NewYork:Routledge,pp.187–193.

Westerninternationalaidanddevelopmentisimbuedwithgoodintentionsthatoftenstruggletobringaboutsustainableimprovementstothelivesofpeopleandthequalityoftheenvironmentthroughoutthenon‐Westernworld.Whileonehopesthatfutureinternationaldevelopmentandoverseasaidwillbecomeunnecessaryandtheresourcescurrentlydedicatedtotheseendeavourscanberedirectedelsewhere,weareinrealityfarfromthatgoal.CanSustainabilityEthicsbringusclosertoaworldwherejusticeandequalitymaketheneedforinternationalaidanddevelopmentredundant?Week13isdedicatedtoexploringthisquestion.

50

Week14:SustainabilityEthicsforTomorrow:BeingHopefulReadings:

Required:AidanDavison(2001)“SustainingTechnology”,inTechnologyandtheContestedMeaningofSustainability,Albany,NewYork:SUNYPress,pp.199–213.MichaelP.Nelson(1999)“RethinkingWilderness:TheNeedforaNewIdeaofWilderness”inEnvironmentalEthics,J.Desjardins(ed.),London:Mayfield,(PartIII–PoliciesandControversiesinEnvironmentalEthics)pp.366–370.Recommended:YvonneBaskins(1997)TheWorkofNature:HowtheDiversityofLifeSustainsUs.WashingtonD.C.:IslandPress.NickFotionandJanC.Heller(eds.)(1997)ContingentFuturePersons:OntheEthicsofDecidingwhowilllive,ornot,inthefuture.Dordrecht;Boston:KluwerAcademic.JohnLemons,LauraWestraandRobertGoodland(eds.)(1998)EcologicalSustainabilityandIntegrity:ConceptsandApproaches.Dordrecht;Boston:KluwerAcademic.DavidMasMasumoto(1999)“LearningtoFail”inAtHomeontheEarth:BecomingNativetoOurPlace.AMulticulturalAnthology,D.L.Barnhill(ed.).Berkeley:UniversityofCaliforniaPress,pp.191–200.

Withthesceptreofclimatechangelooming,areweabletoallowashiftinconsciousnesstowardsSustainabilityEthicsthatwillassuresocialandenvironmentalhealthforgenerationstocome?Havingcompletedtheunit,wewillholdapaneldiscussiononwhatsustainabilityethicsmeansforyouandfortheplanet.Wewillalsoexplorewherewearelikelytoventurefromhereasaspeciesandasaplanet.Thiswillbeacelebratoryweekwherewereflectontheimpactoftheunitmaterialoverrefreshments.Bringsomefoodorbeveragestoshare!

51

Appendix7.

From:FDN150ReinventingAustraliaExternalStudentDate:Thu,4Dec200808:37:34+0900To:"PaulM.Pulé"<[email protected]>ThanksPaul.Afterstudyinginternallyovertenyearsago,thedifferencebetweentheinternalsupportandexternalsupportissignificant.ThisismythirdexternalunitthisyearandImustsayitwasarefreshingchangetogetsomeusefulfeedbackwithassignmentsasopposedtoacoupleoftokencomments(ornoneatall).Ithinkyou'vedoneanexcellentjobasatutorandhopefullyyou'llcontinuetodosoforanotherintakeortwoofFDNstudents.Thanksagain.FDN150ReinventingAustraliaExternalStudent

From:PaulM.Pulé[mailto:[email protected]]Sent:Wednesday,3December200807:28To:FDN150ReinventingAustraliaExternalStudentFDN150ExternalStudents,Thegradesarefinalisedandall’sdonefrommyend.I’dliketotakeamomenttowishyouallwellfortheholidaysandtothankyoufortheprivilegeofworkingwithyouthroughoutthesemester.Onerequest...I’dverymuchappreciateyoutakingamomenttocompletetheunitevaluationwhenitarrivesfromExternalStudies–itshouldbearrivinginthecomingweeks.Itwilltakeonlyafewmomentsandisveryhelpfulinrefiningthewaytheexternalunitismanaged.Wewereanexperimentinremotelearningthissemesterascommunicationthroughtheinternetgainsamorecentralroleindistancelearningsoanyfeedbackyouhavewouldbemostwelcomed.Warmly,Paul

From:STPSustainabilityEthicsInternalStudentDate:Sun,8Jun200800:13:06+0800To:"PaulM.Pulé"<[email protected]>Subject:RE:WithThanksPaul,Thanksforthosekindwords.Itisgreattohaveateacherwhoactuallytotallystandsforwhattheypreach..Youaresoapproachableandmakeeveryonefeelaccepteddespiteurobvioushigherlearningexperience,most

52

lecturersgetan"academic"wayofinteracting.Itisgreattohavesomeonesoeasy‐goingandfamiliarteachusabout"big"issues.Withmanythanks,STPSustainabilityEthicsInternalStudentDate:Sat,7Jun200814:57:07+0800Subject:WithThanksFrom:[email protected]:STPSustainabilityEthicsInternalStudentDearAll,Nowthattheexamisinthepast,thecourseiscomplete(Iwillbetendingtoyourfinalgradesinthecomingweek).It’sbeenanimportantaspectofmylifebeingyourunitcoordinatorforthesepastmonths.IamdeeplyappreciativetohavehadtheprivilegeofcoordinatingSTP206/606.Throughthecourse,andmydesiretobehereforeachofyou,Ihavebeengracedwiththegiftofhavingattentiondirectedtowardsaprojectthatismuchgreaterthanmyself–namelysupportingthegrowthofasustainabilityethicswithineachofyou.Thecoursehasbeenmyservicetomycommunity.Yourpresencehasgivenmemuchinreturn,andforthosegiftsIextendtoyoumysincerethanks.WhileIamabouttoembarkonanextendedtripoverseas,Iwillonlybeasfarawayasemail,sopleasefeelfreetostayintouch.WhenIreturntotheISTPlaterintheyearyouwillbemostwelcomedtostopbyforacatch‐upinpersonaswell.Forthoseofyouwhohavetakenthetimetocompletetheunitsurveyemailedtoyou–Isendyoumyheartfeltthanksforyourthoughtfulnessandfeedback.I’llbetakingyourcommentsintoconsiderationasIfine‐tuneSustainabilityEthicsintheyearsahead.ForthoseofyouyettocompletetheUnitSurvey–mayIaskforyoutotakeafewminutestodoso.Theinformationwereceivefromyouisinvaluable.TheTLCwouldhaveemailedthesurveytoyoualready.Letmeknowifyouareneedinganothercopy.Mayyougoforthwithnewandrenewedzestforyourselvesasanintricatepartofthisbeautifulplanet,andcarrywithyoumywarmwishesinyoureveryendeavour.FortheEarth,Paul

Appendix8.

TeachingExcellenceAwardNomination(2005):From:MurdochUniversitySchoolOfficialDate:Fri,30Sep200515:53:33+0800To:"PaulM.Pulé"<[email protected]>Paul,

53

Congratulationsonyournominationandgladtoseeyouwillbeapplying.Youareright,theFridaysessionisarepeatofMonday.AtthesesessionsIwillbeoutliningthesubmissionprocess,soitwouldbegoodtostartbuthopefullyyouwillalsolearnsomethingsatthesessiontohelpyouwithyoursubmission.SeeyouFridayMurdochUniversitySchoolOfficial

‐‐‐‐‐‐‐‐‐‐From:PaulPuleSent:Friday,September30,200511:58AMTo:MurdochUniversitySchoolOfficialMurdochUniversitySchoolOfficialIreceivedtheinformationpacketinregardstotheteachingexcellenceawards.Thanksforthat.Veryencouragingandvalidating.Yup...Willpursuetheapplicationprocess,sopleasedoaddmetothelistofapplicants‐I'llattendtheFriday7thsession(doIunderstandcorrectlythatweareonlytoattendthisworkshoponceandthattheMondayoptionisarepeatofthatonFriday).InthemeantimeI'llpreparetheformandprovidethesixcopiesasrequested.I'llbeintouchifthereareanyquestionsthatarise.Cheers,Paul

54

TeachingExcellenceAwardNomination(2009):

55

Appendix9.

Resultsavailableuponrequest.

56

Appendix10.MessagefromanexternalstudentusingtheMurdochUniversityOnlineChatservice:Subject:Re:ResearchProposal Topic:MainAuthor:Anonymous Date:24September200812:55PMEmailPaulandaskhim‐he'sveryapproachableandeasytodealwith‐youshouldhavegottenaninintroemailfromhimwithhiscontactdetails.

paul m. pulé abridged teaching portfoli… · teaching portfolio 2009‐08‐11 paul m. pulé...

Documents