HUMOV1003 Community and Bush Environments

Seminar 12Valuing nature

Museum&

Resource store

Cathedral

Close Friend

Part of self

Nature as an object

Nature as a subject

Playground&

Gymnasium

Perspectives of Nature(Martin 1996)

Nature as Friend

• Implies:– A relationship with a subjective other

(emotional)– Based on lived personal experiences with

other.– Closeness but separate (a relationship with)– Co-operative and caring outcomes sought– Developmental – grows or diminishes

Museum&

Resource store

Cathedral

Close Friend

Part of self

Nature as an object

Nature as a subject

Playground&

Gymnasium

Perspectives of Nature(Martin 1996)

Implications?

Nature as object or subject?

“subject” implies emotions, human-ness, consciousness(????)! = intrinsic rights for its own wellbeing.

“object” implies inert-ness, a thing without rights, an ‘instrument’. (An object could be an artifact?)

Anthropocentric = human centred view

Biocentric= non-human centred view

(ecocentric)

Relationship with individual

Initial attraction/aesthetic. Positive experience.

Builds over time with the same person.

Grows with increasing trust. Comfort, non-threatening.

Emotional bond initially.

Information from stories of other lived experiences?

Recognition of the other person.

Receptive to what the other has to communicate.

Displacement of self-interest to the other.

Metaphorical images

Nature as a:?

A ‘special’ place in nature?A ‘special’ place in nature?

• Last week = a special place (your inner circle?)– Share that description (place) with person next to

you .– Try to identify the VALUE (worth) of that place to

the person.

• Why do you think this place is seen as special?

• Last week = a special place (your inner circle?)– Share that description (place) with person next to

you .– Try to identify the VALUE (worth) of that place to

the person.

• Why do you think this place is seen as special?

Value = to identify worth

• Values guide behaviour• Many values are implicit in our society and

unexamined.• For what/why are your special places

valued?• (Culturally/politically when assessing the

value of environmental action or choice, economic and social aspects dominate, not triple bottom line?)

Valuing nature?

Biophilia asserts a biologically based human need to affiliate with nature - that human identity and fulfillment depend on

our relationship with nature (Wilson, 1984; Kellert 1993).

Valuing nature?

Humans value nature for what it can provide for material, physical,

psychological and spiritual well being.

Valuing nature?Valuing nature?

• A typology of nine differing values people have towards nature (Stephen Kellert).

• Derived from extensive research commencing with ways in which people developed affinity for animals and the natural world. Part of being human??

• A typology of nine differing values people have towards nature (Stephen Kellert).

• Derived from extensive research commencing with ways in which people developed affinity for animals and the natural world. Part of being human??

UtilitarianUtilitarian

• The physical or material benefits derived from nature. – E.g. food, clothing, tools, firewood.

• Also the ‘hidden’ values associated with intact ecosystemic roles.

(all values are utilitarian?)

• The physical or material benefits derived from nature. – E.g. food, clothing, tools, firewood.

• Also the ‘hidden’ values associated with intact ecosystemic roles.

(all values are utilitarian?)

NaturalisticNaturalistic

• Satisfaction from direct contact with nature.• Wonder, fascination.

– E.g. through bushwalking or nature study we gain a sense of awe as we explore. We understand more as we experience with curiosity.

• Mental benefits in stress release. • Physical benefits in fitness and skill acquisition.

• Satisfaction from direct contact with nature.• Wonder, fascination.

– E.g. through bushwalking or nature study we gain a sense of awe as we explore. We understand more as we experience with curiosity.

• Mental benefits in stress release. • Physical benefits in fitness and skill acquisition.

Aesthetic/humanisticAesthetic/humanistic

• Physical beauty is appreciated and promotes human well being. (Physiological responses evident.)

• Natural scenes preferred over built environments. (landscape architecture, gardens, water features etc.)

• Reflects deep attachment to nature eg. Pets.

• Physical beauty is appreciated and promotes human well being. (Physiological responses evident.)

• Natural scenes preferred over built environments. (landscape architecture, gardens, water features etc.)

• Reflects deep attachment to nature eg. Pets.

Ecological - ScientificEcological - Scientific

• Urge for precise study of nature.• Nature can be understood through empirical

study.• Recognises patterns and structure in nature.• Satisfaction derived from understanding the

complexity of nature. (benefits derived such as medicines)

• Urge for precise study of nature.• Nature can be understood through empirical

study.• Recognises patterns and structure in nature.• Satisfaction derived from understanding the

complexity of nature. (benefits derived such as medicines)

SymbolicSymbolic

• Nature as a means to facilitate thought and communication. (Natural metaphors?)

• Eg?

• Nature as a means to facilitate thought and communication. (Natural metaphors?)

• Eg?

SymbolicSymbolic

• Nature as a means to facilitate thought and communication. (Natural metaphors?)

• Much language and understanding is founded on natural metaphors (brilliant, pig, dead, fresh, fox)

• (or… “the sky was the colour of a television tuned to a dead channel..” “Can I scan this?”… “or hit delete.”)

• Nature as a means to facilitate thought and communication. (Natural metaphors?)

• Much language and understanding is founded on natural metaphors (brilliant, pig, dead, fresh, fox)

• (or… “the sky was the colour of a television tuned to a dead channel..” “Can I scan this?”… “or hit delete.”)

MoralisticMoralistic

• Affinity, ethical responsibility for and from the natural world.

• Spiritual meaning, order and harmony in the natural world. Nature as a guide for life.

• Romantic poetry.• Indigenous ways of knowing/valuing nature

(living right by Country.)• “A good act is one that enhances the

wellbeing of the planet”

• Affinity, ethical responsibility for and from the natural world.

• Spiritual meaning, order and harmony in the natural world. Nature as a guide for life.

• Romantic poetry.• Indigenous ways of knowing/valuing nature

(living right by Country.)• “A good act is one that enhances the

wellbeing of the planet”

DominionisticDominionistic

• Desire to master the natural world

• Explorers and adventurers appreciate nature for the challenge.

• Able to be a hero in nature, overcome the beast!

• Desire to master the natural world

• Explorers and adventurers appreciate nature for the challenge.

• Able to be a hero in nature, overcome the beast!

NegativisticNegativistic

• Fear and aversion to nature

• Apathy towards the natural world.– eg. Fear of snakes and spiders is evolutionary

based

• Desire to rid the world of the nuisance of nature. Pests! Dirt!

• Fear and aversion to nature

• Apathy towards the natural world.– eg. Fear of snakes and spiders is evolutionary

based

• Desire to rid the world of the nuisance of nature. Pests! Dirt!

Figure 1, taken from The Value of Life (Kellert, 1996, p. 41), values towards living diversity in American Society. The data represent over 3000 interviews in 49 states of the U.S.

"people never used to go just hunting especially, they used to go walking around and see what might happen. They walked for their energy, or to make their body feel good, or to brighten their spirit, just walking around on country." pg 150

Iwenhe Tyrerrtye – on what it means to be an aboriginal person. Margret Kemarre Turner IAD Press 2010

Assessment Task 240%

Research Essay

Understanding the connections between the theory of Outdoor and Environmental

Education (OEE) and practical experiences

Research Essay

Week 9

12th – 16th May

(exact date to be entered into Moodle wiki)

Research Essay

Choose one theme/question and write a 1500-2000 word response.

Option 1: Community in OEE

We have explored a variety of models and theories related to community in class. Each model takes a different approach to the idea of community.

•Use your experiences with community (this could include family, school/uni communities, local sporting groups or others) and the literature covered in class, to identify what community means to you. •What implications does this have for learning and teaching in OEE? For the way you teach, the way your students learn, the environment?

Option 2: Ways of knowing nature

We have explored a variety of models and theories related to human-nature relationships in class. They show how we all connect with nature in different ways.

•Use your experiences in the natural environment (this could include the first prac trip, family camping experience, school trips and other life experiences) and the literature covered in class, to identify how you connect with nature. •What implications does this have? For the way you teach, the way your students learn, the environment?

Option 3: Sustainability in OEE

We have explored a variety of issues and ways of looking at sustainability in class. They show how sustainability means different things to different people.

•Use your experiences (this could include the way you live, choices you make when buying food/clothes etc., transport choices and more) and the literature covered in class, to identify the role sustainability plays in your life. •What implications does this have for learning and teaching in OEE? For the way you teach, the way your students learn, the environment?

Explain how you have reached your conclusions by providing

evidence from the literature and your own experience to

substantiate your position.

Understanding of content – 70%• How well does the paper address the questions and

aspects outlined?

• How well does the paper relate theory to practice?

• Are effective examples and references used to develop the argument and substantiate claims?

• Does the argument draw effectively on wider readings and research?

• Overall is the paper synthesising the writer’s thoughts and experiences into a coherent argument/position?

• Does the paper draw on practical experiences, readings, understanding of the chosen theme and outdoor education research/literature covered in class and readings?

Effective communication – 30%

• Is it well structured, logical and flow naturally to the conclusion? – Does it have a concise introduction, specific

subheadings to address differing aspects, a conclusion or closure and a list of references?

• Is it free of grammar and spelling errors?

• Is the referencing accurate to APA guidelines? Both in-text and Reference list.

• Is it between 1500-2000 words in length?

Using literature

• Synthesising material (information, understanding and knowledge)

• May find a good reference that says everything you want to, but better to use a range of different sources

• Blend references in with your discussion, rather than using great chunks that detract.

Finding literature

Library website

Ask a friendly librarian

Some listed on Moodle (better marks for broader references, found on your own)