Firms’ real estate choices significantly affect their sustainability, due to real estate’s impact on the natural environment. This paper investigates the ecological responsiveness of firms in specific industries by analyzing the decisions these firms make in occupying office space. We analyze the decisions of more than 11,000 tenants to choose office space in green buildings or in, otherwise comparable, conventional buildings nearby. Controlling for building quality and location, we find that corporations in the oil and banking industries, as (...) well as non-profit organizations, are among the most prominent green tenants. Furthermore, measures of an industry’s human capital intensity are positively related to the propensity to lease green office space. These empirical findings confirm the theoretical framework on economic advantage and institutional pressure as important determinants for the ecological responsiveness of firms. (shrink)

In a recent article appearing in this journal, Theresa Scavenius compellingly argues that the traditional “rational-individualistic” conception of responsibility is ill-suited to accounting for the sense in which moral agents share in responsibility for both contributing to the causes and, proactively, working towards solutions for climate change. Lacking an effective moral framework through which to make sense of individual moral responsibility for climate change, many who have good intentions and the means to contribute to solutions for climate change tend to (...) dismiss or put off addressing the root causes. With this tendency arises the practical problem that climate change calls for urgent global collective action, both in terms of mitigation and adaptation, in order to prevent global temperature rise from exceeding 2C and avoid worst case climate scenarios. In this paper, I develop a phenomenological theory of ecological responsibility which addresses the conceptual problem Scavenius brings out and contributes to clarifying the sense in which moral agents share responsibility for both the causes and solutions for climate change. To develop this theory, I draw from, combine, and transform insights from the late work of Husserl on open horizons, transcendental intersubjectivity, and genetic phenomenology with breakthroughs from Emmanuel Levinas in articulating an original, asymmetrical theory of unlimited, diachronic responsibility. In drawing from Husserl, I show how what Levinas describes as the source of a demand for unlimited, diachronic responsibility can be phenomenologically reinterpreted in terms of a horizon of indeterminacy. I then show how horizons of indeterminacy arise in phenomenological descriptions of both human and nonhuman entities in such a way that discloses the demand for responsibility as a broad-ranging demand for unlimited, diachronic ecological responsibility. An important implication of this phenomenological theory of ecological responsibility is that it contributes to clarifying the sense in which individual moral agents share in responsibility for long range collective moral problems such as climate change. (shrink)

In this article, we analyze the relationship between the main dimensions of organizational structure (i.e., formalization, centralization, and complexity) and ecological responsiveness in a sample of 109 firms in the European air passenger transport industry. Broadly confirming our hypotheses, the results show that high formalization of routine tasks favors ecological responsiveness. Structures characterized by high decentralization and low complexity also favor ecological responsiveness. Furthermore, decentralization has a significant, positive relationship with ecological responsiveness (...) among firms with low vertical complexity. Overall, the results indicate that organizational structure plays a major role in ecological responsiveness. (shrink)

The ecological crisis is one of the most critical moral concerns of the present. But the concern is not with the environment, or with that which surrounds us; it is not with an objectified nature, in relation to which humans stand as mere passive observers. Rather, ecological concern emerges from recognition that humanity participates in nature, that our behavior in the natural world affects our own present and future as well as the present and future of the biosphere (...) and that we are morally answerable for this behavior, or responsible in, through, and for our participation.1 Understood in these ways, the ecological crisis can be viewed as an unfolding historical process generated by the structural forms and .. (shrink)

In this final paper in the invited collection, Lorraine Code responds to panelists and provides background and reflections on her work.

What is the theoretical and applied responsibility of practical legal policies against environmental degradation? Which political-philosophical attitude is implicit in the International and European environmental legislation for reducing and preventing the environmental degradation? The concepts and means, developed to compare us with the environmental issue, are adequate to capture the reality of these emergencies? The basic thesis, I intend to discuss and defend, argues that there is a “question incompatibility” between political liberalism and environmental protection.

Developmental models that account for the metabolic effect of temperature variability on poikilotherms, such as degree-day models, have been widely used to study organism emergence, range and development, particularly in agricultural and vector-borne disease contexts. Though simple and easy to use, structural and parametric issues can influence the outputs of such models, often substantially. Because the underlying assumptions and limitations of these models have rarely been considered, this paper reviews the structural, parametric, and experimental issues that arise when using degree-day (...) models, including the implications of particular structural or parametric choices, as well as assumptions that underlie commonly used models. Linear and non-linear developmental functions are compared, as are common methods used to incorporate temperature thresholds and calculate daily degree-days. Substantial differences in predicted emergence time arose when using linear versus non-linear developmental functions to model the emergence time in a model organism. The optimal method for calculating degree-days depends upon where key temperature threshold parameters fall relative to the daily minimum and maximum temperatures, as well as the shape of the daily temperature curve. No method is shown to be universally superior, though one commonly used method, the daily average method, consistently provides accurate results. The sensitivity of model projections to these methodological issues highlights the need to make structural and parametric selections based on a careful consideration of the specific biological response of the organism under study, and the specific temperature conditions of the geographic regions of interest. When degree-day model limitations are considered and model assumptions met, the models can be a powerful tool for studying temperature-dependent development. (shrink)

What is the theoretical and applied responsibility of practical legal policies against environmental degradation? Which political-philosophical attitude is implicit in the International and European environmental legislation for reducing and preventing the environmental degradation? The concepts and means, developed to compare us with the environmental issue, are adequate to capture the reality of these emergencies? The basic thesis, I intend to discuss and defend, argues that there is a “question incompatibility” between political liberalism and environmental protection.

A group of engineering students at the Technical University of Berlin, Germany, designed a course on engineering ethics. The core element of the developed Blue Engineering course are self-contained teaching-units, “building blocks”. These building blocks typically cover one complex topic and make use of various teaching methods using moderators who lead discussions, rather than experts who lecture. Consequently, the students themselves started to offer the credited course to their fellow students who take an active role in further developing the course (...) themselves. (shrink)

Although the ecological tradition tends to favour a substantive role for non-market institutions in securing objectives such as environmental sustainability, Green theorists have paid relatively little attention to the important challenge posed to such proposals by the pro-market arguments of Austrian economics. The methods of ecological economics, such as multiple criteria evaluation, offer important potential for responding to the Austrian thesis that democratic, non-market institutions face a coordination problem in the face of complexity. However, the development of an (...) adequate ecological response to the Austrians requires clarification of the conceptual underpinnings and potential scope of such methods. (shrink)

The recent debate about justice and responsibility increasingly tries to accommodate a new type of agentive situation in which local short-term actions have global long-term consequences due to the action’s embedding in complex interactional networks. Currently the debate is shifting focus from the spatial to the temporal dimension of such wide-scope results of individual actions. This shift from “global ethics” to “intergenerational ethics” and, in particular, “climate ethics” requires some new analytical concepts, however. A definition of wide-scope responsibility aimed at (...) articulating our moral concerns about emergent effects in complex systems, such as climate change, is needed. Working from Iris Marion Young’s “social connection model of responsibility,” a notion of shared ecological responsibility with global and intergenerational scope can be developed. This account is not affected by the so-called non-identity objection to intergenerational ethics. From an action-theoretic rather than normative perspective, the account is “ethically parametrized” in the sense that it can be combined with different conceptions of structural and intergenerational justice. The account can be used to support a concrete climate policy proposal: the “Greenhouse Development Rights Framework.”. (shrink)

The use of apocalyptic and post apocalyptic narratives to interpret the risk of environmental degradation and climate change has been criticized for too often making erroneous predictions on the basis of too little evidence, being ineffective to motivate change, leading to a discounting of present needs in the face of an exaggerated threat of impending catastrophe, and relying on a pre-modern, Judeo-Christian mode of constructing reality. Nevertheless, “Apocalypse,” whether understood in its technical sense as “revelation” or in its popular sense (...) as “end of the world as we know it,” remains a powerful way of creatively reimagining the world and of introducing questions of value and significance into discussions of climate change. (shrink)

Environmental theory and practice can benefit greatly from Emmanuel Levinas’ non-ontological philosophy of the Other in order to address the current global environmental crisis. From this viewpoint, this article focuses on 2 major positions within deep ecology. We discuss the significance of transitioning from one of them, which represents biocentric responsibility, to the other, which seeks to achieve environmental justice by challenging the hegemony of institutionalised environmentalism. In Levinasian terms, this is represented by moving from the anarchic realm of ethics (...) (face-to-face) to the totalising realm of politics (humanity), where the naked face of the Other becomes visible in the presence of a Third, and decision-making and concrete disputes resolution becomes necessary. Within this framework, historical and current inequalities compel the global North to degrow in order to allow the Others to weather the consequences of resource overconsumption and inequality. (shrink)

This essay is a foray into the question of whether the language of human rights might one day serve to put decisions of human reproduction into the framework of accountability to social and ecological justice. Two possibilities seem to present themselves: extending moral concern to beings who have not been considered worthy of it so that they are accorded biotic rights and enlarging the definition of rights so that the umbrella is natural rights, with human rights constituting only a (...) subset of such rights. (shrink)

This book provides a conceptual basis for recognizing the classroom as an ecology of linguistic and cultural patterns that should be taken into account as part of the teacher's professional decision making. It argues that the orchestration of classroom behaviour cannot be separated from the mental ecology of metaphor and thought patterns that reflect the student's primary culture. Chapters discuss the metaphorical nature of language and thought, primary socilization, nonverbal communication, framing and social control, the classroom as an ecology of (...) power, culturally responsive supervision, and educating teachers for the 21st century - all from a cultural and linguistic point of view. (shrink)

Engages and extends the feminist philosopher Lorraine Code's groundbreaking work on epistemology and ethics.

This essay extends my engagements with questions of epistemic agency and the politics of epistemic location, in Epistemic Responsibility and in Ecological Thinking to consider how questions of understanding and of certainty play diversely into human and other ecological circumstances. In so doing, it opens lines of inquiry not immediately available in standard western-northern approaches to epistemology with their concentration on medium-sized physical objects in their presupposed neutrality and replicability. Working from a tacit assumption that knowing and knowers (...) are always situated, and that they are enabled or restricted in so being, the book engages with specific epistemic situations in order to show how “situatedness” indeed makes knowledge possible, while regarding it as an enabling rather than a constraining modality. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Philosophy of Music Education Review 12.2 (2004) 181-186 [Access article in PDF] Response to June Boyce-Tillman, "Towards an Ecology of Music Education" Claudia Gluschankof Levinsky College of Education, Israel I begin with two confessions. First, music was not my favorite class at school. I cannot even recall what we did there. It did not at all connect with the powerful, meaningful place that music had in my private life, (...) where I loved to sing with my family, and play and sing in ensembles in classes at a private music school. The private piano lessons were fine, but I found no joy in practicing on my own. Music was for me-and still is-a communal experience, associated with personal choice. School did not, and probably could not, provide that.Second, during a recent marketing meeting at the college where I teach and work, I finally said aloud, "I am not sure that I can market a product in which I don't believe." Being a teacher in overcrowded, resource-poor schools where parents are less involved yet more interfering and being expected to conform to standards and to act more as a producer of school ceremonies and festivals and less as a music educator is not a profession I would recommend entering. Boyce-Tillman's paper offers a model for music education in which the corrective emotional experience, in my own case, becomes a remedial object lesson in the setting of the music classroom and a reason to recommend music school teaching as a rewarding profession.Boyce-Tillman calls us to conceive of music "as intimately related to human society and the environment rather than as a discrete and separated category of knowing." Her position is in tune with Christopher Small's coined term "musicking": The act of musicking establishes in the place where it is happening a set of relationships, and it is in those relationships that the meaning of the act lies. They are to be found not only between those organized sounds which are [End Page 181] conventionally thought of as being the stuff of musical meaning but also between the people who are taking part, in whatever capacity, in the performance; and they model, or stand as metaphor for, ideal relationships as the participants in the performance imagine them to be: relationships between person and person, between individual and society, between humanity and the natural world and perhaps the supernatural world.1The five interlocking areas proposed in Boyce-Tillman's model are present in Small's musicking: the relationships among the sounds parallel the area called Materials; the relationships between people and sounds may parallel the area called Expression, which refers to the personal meaning given to the organized sounds. "In the area of Construction, effectiveness often depends on the right management of repetition and contrast within a particular idiom." Such a particular idiom is part of the style ideal of a particular culture. It is defined in terms of form and content, and expresses some inner quality of the society that produced it. The style ideal can be characterized by different factors (for example, historical period, geographic location, school, manner of performance, individual composer, and so on) and can be examined in terms of musical components (form, texture, harmony, melody).2According to Boyce-Tillman, the area of Values "is related to the context of the music-making experience. All musical experiences are culturally related." Because values are shared by groups, I found this present in the relationships be-tween a subculture and the larger society, in its broader meaning. The fifth area is Spirituality, defined by Boyce-Tillman as "the ability to transport the audience to a different time/space dimension." That different time/space dimension may be understood as the supernatural world, referred to by Small.Small sees the greatest challenge to music educators today to be that of providing "that kind of social context for informal as well as formal musical interaction that leads to real development and to the musicalizing of the society as a whole,"3... (shrink)

The thesis of this paper is, first, that ecological thinking—which takes its point of departure from specifically located, multifaceted analyses of knowledge production and circulation in diverse demographic and geographic locations—can generate more responsible knowings than the reductivism of the positivist post-Enlightenment legacy allows; and second, that ecological thinking can spark a revolution comparable to Kant’s Copernican revolution, which recentered western thought by moving “man” to the center of the philosophical-conceptual universe. Kantian philosophy was parochial in the conception (...) of “man” on which it turned: a recognition central to feminist, Marxist, post-colonial and critical race theory. It promoted a picture of a physical and human world centered on and subservient to a small class and race of men who were uniformly capable of achieving a narrowly-conceived standard of reason, citizenship, and morality. As humanism vied with theism in the seventeenth and eighteenth centuries, so ecological thinking vies with capitalism at the beginning of the twenty-first century. Here I outline its promise. (shrink)

In the last few decades, religious and secular thinkers have tackled the world's escalating environmental crisis by attempting to develop an ecological ethic that is both scientifically accurate and free of human-centered preconceptions. This groundbreaking study shows that many of these environmental ethicists continue to model their positions on romantic, pre-Darwinian concepts that disregard the predatory and cruelly competitive realities of the natural world. Examining the work of such influential thinkers as James Gustafson, Sallie McFague, Rosemary Radford Ruether, John (...) Cobb, Peter Singer, and Holmes Rolston, Sideris proposes a more realistic ethic that combines evolutionary theory with theological insight, advocates a minimally interventionist stance toward nature, and values the processes over the products of the natural world. (shrink)

Richard Watson maintains that deep ecology suffers from an internal contradiction and should therefore be rejected. Watson contends that deep ecology claims to be non-anthropocentric while at the same time is committed to setting humans apart from nature, which is inherently anthropocentric. I argue that Watson’s objection arises out of a fundamental misunderstanding of how deep ecologist’s conceive of the ‘Self.’ Drawing on resources from Buddhism, I offer an understanding of the ‘Self’ that is fully consistent with deep ecology, and (...) does not lead to the anthropocentric contradiction that Watson identifies. The paper will proceed as follows: First, I articulate Watson’s objection, and briefly discuss the traditional deep ecology position. Next, I turn to a discussion of the ‘Self’ and show that there are conceptions of human nature that are not separate from ‘Nature.’ It will thus be shown that deep ecology is not inconsistent and need not be rejected. (shrink)

"Response to 'Ecological Thinking' by Lorraine Code," an invited response to an invited paper on the program of the Eastern Division of the American Philosophical Association, December 2002.

This paper argues that the concept of responsibility can and should ground an ethics of ecological restoration. It starts with William Jordan’s concept of restoration, namely the creation of mutually beneficial human-nature relationships. It builds a concept of responsibility using the works of Hans Jonas and Martin Drenthen, understood as a correlate of our technological capacity, as well as a relationship to the possibility of meaningfulness today and in the indefinite future. It is argued that we are responsible in (...) a deep sense for engaging in projects of restoration in order to ensure the survival of embodied meaningfulness in the world. (shrink)

This paper argues that the concept of responsibility can and should ground an ethics of ecological restoration. It starts with William Jordan’s concept of restoration, namely the creation of mutually beneficial human-nature relationships. It builds a concept of responsibility using the works of Hans Jonas and Martin Drenthen, understood as a correlate of our technological capacity, as well as a relationship to the possibility of meaningfulness today and in the indefinite future. It is argued that we are responsible in (...) a deep sense for engaging in projects of restoration in order to ensure the survival of embodied meaningfulness in the world. (shrink)

How can businesses and business leaders contribute to solutions of the big ethical, social, and ecological challenges of today? Within this context this book offers theoretical and practical approaches to making the world a better place for existing and future generations. It uses diverse, often multidimensional frames of reference and illustrates them with real-life cases to show positive solutions. The author's broad professional background and humanistic worldview are reflected in his application of psychological and virtue-oriented theories as well as (...) philosophical approaches. Some of the articles have an essay format, others share his experiences and experiments in his ethics classes using roleplays to cultivate empathic and prudent ethical behaviour. A primary motivation of the book is to inspire leaders as well as teachers and students of leadership and business by enriching their worldviews to see ethics as a fundamental aspect at all levels of economic activity. (shrink)

The present article aims to present how the different philosophical perspectives have tackled the problem of the foundations of our responsibility to future generations in the context of ecological crisis. The main theories addressed here will be Hans Jonas metaphysical foundation, utilitarianism, communitarianism, the rights theory and contractarian perspectives derived from John Rawls’s theory. By assessing these perspectives, I assert that, against jonasianianism and related perspectives, our responsibilities to future generations must be thought of in terms of “political, not (...) metaphysical”. The foundation of these responsibilities must be based, not on God, nor compassion, nor benevolence, nor identity sentiments, but on a conception of ourselves as rational and reasonable persons. From my point of view, we must find our responsibilities to future generations in our respect for their necessities and interests as well as in the maintenance of their available opportunities. This point of view allows us to point out some of our future challenges in the intergenerational justice scope. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Response To June Boyce-Tillman, “Towards an Ecology of Music Education”Elizabeth BauerJune Boyce-Tillman explores the values implicit in the Western musical traditions that also dominate music education. She examines the five interlocking areas of materials, expression, construction, values, and spirituality and how these areas create a more holistic way of conceptualizing the musical experience within music education. By describing the divide between the values of system A and system B, (...) Boyce-Tillman reminds us that these issues are persistent and demand our constant attention as music educators. She supports the conviction that music [End Page 186] curricula should not be dictated by a national curriculum. Instead, education should be a powerful way of supporting the dominant value system of a culture. As an educator focusing on the population of students with special needs, I find myself agreeing with her advocacy of holistic education and suggest that she look at the model of special education to implement this ecology of music education. Boyce-Tillman's proposal evokes a number of responses, of which I will mention two.My first response is to her belief in the individual within the community. This is often problematic in current educational circles. States and countries are being held to standardized curricula. While in and of themselves standards are not bad because they set educational expectations, dictated curricula do not allow for individuality and creativity. Special education addresses this problem by the use of an individualized education plan (IEP). This plan is devised to meet the abilities and capabilities of each individual student. An IEP states the educational goals for the student with special needs for one academic year. Although the IEP contains year-long educational goals, it also contains the methods for how a student will meet those goals. No two students with special needs will have the same educational curriculum. This idea is supported by humanistic ideas in that the individual child is more important than a fixed curriculum. Furthermore, the IEP is developed by all teachers working with the child. For example, a child with Down syndrome normally works with a speech therapist, physical therapist, occupational therapist, general education teacher, and several other subject specific teachers (music, art, physical education, and so on). During the creation of the IEP, all therapists and teachers work together to devise the best educational plan for the student. This helps to ensure continuity between therapies and teaching methods.Currently, many music teachers are excluded from the process of devising the IEP. This also supports Boyce-Tillman's ideas on how national curricula often support the dominant value systems and reinforce the notion of subjugating other value systems. However, I propose that the inclusion of the music teacher in the IEP process because music class is one of the easiest ways to make the student with special needs feel part of a community. The music classroom supports the idea of working together to accomplish a common goal.My second response relates to the valuing of process. While Western culture has typically placed value on product, the converse is true in special education. Throughout the devising of the IEP, the process of learning is valued. Although special education teachers have an ultimate goal for what the student is to accomplish, it is more important to examine the process of how the student achieves that goal. Furthermore, students with special needs are not given rigid time-lines in which they have to accomplish a goal. Instead, a student is allowed to move at his or her own pace. [End Page 187]Moreover, while the students with special needs are moving at their own pace, they are also nurtured by the teacher. In the United States it is common for students with special needs to be educated in the classroom with their nondisabled peers. This is referred to as inclusion. For certain parts of the day, the students with special needs may leave the regular classroom and receive tutoring in certain subject areas by the special education teacher. Many teachers who do not have experience in teaching students with special needs have noticed how the students with special needs achieve more when they are with their special education... (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Philosophy of Music Education Review 12.2 (2004) 188-193 [Access article in PDF] Response to June Boyce-Tillman, "Towards an Ecology of Music Education" Mark Garberich Michigan State University June Boyce-Tillman's "Towards an Ecology of Music Education" challenges the foundations of music education philosophy and its application to practice. Beginning with the identification and clarification of what are described as "subjugated ways of knowing," she advocates the restoration and application of (...) these approaches to instruction. She completes the description and definition of the interlocking [End Page 188] areas of musical experience by providing an actual project that exemplifies these tenets. I offer my humble appreciation of the attention she gives to the exploration of alternate approaches to music instruction and to the need for a clearer connection between community and individual and between culture and music education."Toward an Ecology of Music Education" is about values. Values may well be the defining word of this era in Western education and society. Changes in demographics, belief systems, and political dogma have de-stabilized the foundations of social and political frameworks, regardless of their efficacy. So, I would like to elaborate on the values represented in this paper, discussing them in relation to teaching, democracy, and diversity in music education. Values and Teaching Each of us carries our worldview into our work and we cannot deny our philosophical identity. However, the degree to which we allow our worldview to affect our teaching should be limited by the priorities of our instruction. Consider music education as having three broad perspectives: (a) purpose in society, (b) purpose for the individual, and (c) aesthetics (inherent value). The position of the three is not hierarchical and each can be considered apart from the others. We give evidence of our real motivation in music education by the emphasis we place upon each of these three. The aesthetically inclined find appeal in teaching for the inherent value in music. Those who strongly maintain a social agenda may be attracted by the possibilities of improving society as a whole through music education. Plato's view of music education was oriented almost exclusively toward his purposes for society. In his writing, any consideration of effect on the individual was only incidental to his primary concern of its effect on society.The true teacher, however, will always gravitate toward the purpose for the individual. A person is the source of his ideas, and does not the creator stand above his creation? Do music teachers teach music? No, they teach students about music. Though we cannot separate ourselves from our love of beauty of form and expression in music nor can we forget our personal commitments toward improving the world around us, yet we must remember that it is the individual student who is the focus of music instruction. If this is true, we can draw some conclusions about our right to bring about change.Do we have the right to proselytize individual students so that they might become adherents of our worldview? As an evangelical Christian, perhaps even a fundamentalist, I admit that I have observed changes in society over my lifetime with some sadness. It is difficult to see the country I love, which was founded upon Judeo-Christian principles, gradually losing touch with those principles. How will departure from those principles affect the direction and stability of the [End Page 189] nation founded upon them? As a teacher, however, I understand that it is my responsibility to teach students about music and that I have a responsibility to parents, who in a democratic society, hold responsibility not only for the spiritual, moral, and social education of their children, but also for the spiritual, moral, and social direction of a nation. Teachers are obliged to live as moral examples to students and to demonstrate values in their actions, but to consider the wishes of parents when it comes to the advancement of personal agendas. We do not have the right to encroach upon the mentoring relationship between parents and children. We must also be careful lest we... (shrink)

Faced with at least two major challenges, namely, worldwide poverty and inequalities, and ecological changes, our world is confronted with the issue of balancing the concern for the social needs of the present generation, as an expression of intragenerational responsibilities, with the care for the environment for future generations, as fulfilling intergenerational responsibilities. After demonstrating how the philosophical debate indeed validates the notion of intergenerational responsibilities, this article seeks to investigate the relationship between inter- and intragenerational responsibilities. Whereas this (...) relationship is often considered as a troubled and conflicting one, I aim to show that there are reasons to link the problems of global justice and ecological degradation. It will be argued that both global inequality and the ecological crisis are moral problems caused by a particular kind of development philosophy and lifestyle. Consequently, people have a responsibility to take these social and ecological issues into account in their daily lives. In the last section, some theological reflections are provided with regard to the idea of intergenerational responsibilities, their relationship to intragenerational responsibilities, and the contribution of theology as an inspirational source for change. (shrink)

This is a response to Val Plumwood's critique of Plato and an overview of the way in which Plato provides a viable environmental vision. This vision sees the realm of nature as rooted in the realm of logos, and human beings as sojourners who are nonetheless integral parts of nature and whose vocation is to act as mediators between the two realms thereby bringing nature into even greater participation in logos. To fulfill the human vocation, one must come to an (...) awareness of the logos by purging oneself of the sham values which permeate society and distort one's understanding of reality. (shrink)

Rabbinic tales of drought, disaster, and charismatic holy men illuminate critical questions about power, ethics, and ecology in Jewish late antiquity. Through a sustained reading of the Babylonian Talmud's tractate on fasts in response to drought, this book shows how Bavli Taʿanit challenges Deuteronomy's claim that virtue can assure abundance and that misfortune is an unambiguous sign of divine rebuke. Employing a new method for analyzing lengthy talmudic narratives, Julia Watts Belser traces complex strands of aggadic dialectic to show how (...) Bavli Taʿanit's redactors articulate a strikingly self-critical theological and ethical discourse. Bavli Taʿanit castigates rabbis for misuse of power, exposing the limits of their perception and critiquing prevailing obsessions with social status. But it also celebrates the possibilities of performative perception - the power of an adroit interpreter to transform events in the world and interpret crisis in a way that draws forth blessing. (shrink)

In this paper I consider the concept of responsibility within sustainable consumption. The paper was inspired by interviews with individuals engaged in community action for sustainability, where respondents held a rather individualistic conception of responsibility. In order to develop a deeper understanding of responsibility I compare sustainable consumption, environmental justice and ecological citizenship literatures. This leads me to develop a new conceptual framework which explains responsibility in relation to the ecological footprint. This framework recognises both the responsibility of (...) the individual for sustainable practice and the limitations on individual action due to their context. It also allows for differentiation between individuals' responsibilities given people's circumstances and their ability to engage with change. (shrink)

Passmore argues that there is urgent need to change our attitude to the environment, and that humans cannot continue unconstrained exploitation of the biosphere.