In this paper I seek to reconsider wilderness against recent critiques that portray it as necessarily contributing to a separation between nature and society. By examining the historical and contemporary contexts for designating wilderness areas in the United States, I propose that these wilderness lands and their particular constraints on the use of certain technologies may in fact present integrative, open spaces for considering how to live ethical, technological lives in contemporary society. An examination of actual wilderness practices illustrates how (...) wilderness regulations may support a more democratic politics of technology and help develop an ethic grounded in fairness, humility, and restraint. (shrink)

The philosophy of ecological restoration has focused primarily on three issues: the question of what to restore, whether and why restoration “fakes” nature, and how restoration shapes human-nature relationships. Using “M2W conversion sites” – former military lands recently redesignated as U.S. national wildlife refuges – as a case study, we examine how the restoration of these lands challenges existing philosophical frameworks for restoration. We argue that a contextual, case-based analysis best reveals the key ethical and philosophical questions related to restoration (...) at M2W sites, and that such an approach may be useful in developing more nuanced philosophical analyses of ecological restoration more generally. (shrink)

Restoring Layered Landscapes explores ecological restoration in complex landscapes, where ecosystems intertwine with important sociopolitical meanings.

One of the central worries raised in relation to ecological restoration concerns the problem of authenticity. Robert Elliot, for example, has argued that restoration “fakes nature.” On this view, restoration is like art forgery: it deceptively suggests that its product was produced in a certain way, when in fact, it was not. Restored landscapes present themselves as the product of “natural processes,” when in actuality, they have been significantly shaped by human intervention. For Elliott, there seem to be two sources (...) of inauthenticity in ecological restoration: first, the restored landscape is inauthentic because its natural genealogy has been disrupted by the intervention of humans: it has lost its authentic natural identity; second, the restored landscape is inauthentic because it pretends to be something it is not: it obscures its own history. We argue that the first sense of authenticity is problematic; however, the second concern—about obscuring history—is important. Case studies involving the naturalization of former military lands can be used to tease out more fully the ways in which landscapes can be “inauthentic” by misleading observers about their genealogy. In such landscapes, it is not departure from “the original” per se that is the source of inauthenticity; rather, restored landscapes fail to be authentic when they deceptively obscure critical elements of their past. (shrink)

Advances in genetics and genomics have raised new questions in trout restoration and management, specifically about species identity and purity, which fish to value, and where these fish belong. This paper examines how this molecular turn in fisheries management is influencing wild and native trout policy in Colorado. Examples from two small Colorado watersheds, Bear Creek and Sand Creek, illustrate how framing trout as genetic bodies can guide managers to care for or kill trout populations in the interest of rectifying (...) decades of genetic disruption caused by human activity. While trout management has typically relied on human intervention, the turn to genetic science is prompting new classifications of lineage and taxa, altering long-standing conservation priorities, and reorienting the manipulation of biological processes such as reproduction and dispersal. As a result, other social and ecological factors may be pushed to the margins of management decisions. These changes warrant greater conversation about the consequences of molecular analyses and the values embedded in trout science and conservation more broadly. (shrink)

To create an ecologically literate, motivated, and engaged citizenry, environmental education must help students develop practical wisdom. We discuss three elements of teaching central to this task: first, greater emphasis on contextualized knowledge, grounded in particular places and cases; second, multi-modal learning that engages students as whole persons both cognitively and affectively; and third, stronger connections between knowing and doing, or between knowledge and responsibility. We illustrate these elements through our experience teaching field-based environmental studies courses, but also emphasize ways (...) in which practical environmental education can be effectively incorporated into campus-based classes. (shrink)