Introduction
Learning outcomes
Key concepts
Required reading
Audiovisual materials
Study and tutorial/discussion questions
Learning skills
Welcome to ISU103 Knowing Nature. Murdoch University's Foundation units are designed to
provide students new to the University with a range of skills and a breadth of perspective that
will provide a basis for their subsequent university studies. All Foundation units cover a range of
topics and draw on the resources and skills of staff from different areas of the university.
Knowing Nature is focused on the natural environment in Australia and draws primarily on the
perspectives of staff from the environmental science, and social science and humanities schools
at Murdoch. The topic for each week is developed through a lecture and is supported by
readings, to be completed in your own time. These readings, along with the development of your
learning skills, will be a point of focus in your tutorial sessions.
This week we will introduce you to Murdoch University, the Unit and how it will proceed. Much
of the first lecture will deal with the organisation of the Unit, the form of tutorials and what is
expected of you as a student in terms of participation and assessment. The session includes a
screening of The Future Eaters, which foreshadows some of the issues we will be exploring
throughout the semester.
Learning outcomes
By the end of this week you should be able to explain what is involved in university study and
the specific requirements of you in this Foundation unit.
Key concepts
1. lectures and tutorials
2. university culture
Required reading
• Unit Information and Learning Guide
Audiovisual materials
The Future Eaters
Study and tutorial/discussion questions
1. What is required of me in this unit?
2. Why are discussion groups important?
3. What do I hope to gain from this unit?
4. What concerns do I have about studying this unit?
Learning skills
Read:
• Learning Skills Materials: Understanding Tutorials; Learning Styles.
Recommended:
Marshall and Rowland, A Guide to Learning Independently, Participating in Discussion Groups,
pp. 173-192.
Introduction
MODULE I - The view from 'environmental science'
Scientific frameworks for understanding nature
Learning outcomes
Key concepts
Required reading
Recommended reading
Study and tutorial/discussion questions
Learning skills
Interdisciplinary study plays an important role in developing the ability to see from different
perspectives and in the development of critical thinking skills. The assumption underlying the
development of this unit is that the topic of 'knowing nature' is too complex to be fully
understood or addressed from one perspective. Both environmental science, and the social
sciences and humanities, have important insights to bring to the topic.
Module I introduces you to the 'discipline' of environmental science, its approach and insights on
the topic. Module II introduces you to the 'discipline' of social science, its approaches and
insights. Module III brings these perspectives together to examine a range of case studies that
will highlight the value of different perspectives for helping us understand complex issues.
In the first lecture this week we examine the notion of interdisciplinarity in university education,
its role and significance, and how it will be brought to bear in this unit.
MODULE I - The view from 'environmental science'
Scientific frameworks for understanding
nature
This lecture is the first in a series that investigates nature from an environmental science
perspective. In this module we examine approaches to nature that underpin the environmental
science viewpoint: what we understand about the natural environment in Australia, its special
characteristics, the threats facing it and the management responses that follow.
This week's focus is on some of the key scientific frameworks that shape our understandings of
the natural world. The lecture will examine the integral features and significance of the scientific
method. The related reading explores the theory of evolution that is fundamental to current
understandings of why the natural environment is as it is.
Learning outcomes
By the end of this week you should be able to:
• explain what is meant by interdisciplinarity and why an interdisciplinary approach
is valuable;
• explain the key features of, and rationale for, scientific methodology; and
• describe the core components of the theory of evolution and what it tells us about
the world we live in.
Key concepts
1. interdisciplinarity
2. critical thinking
3. scientific method
4. evolution
Required reading
• Angier, Natalie. 2007. Evolutionary biology: The theory of every body. In The
Canon: A Whirligig Tour of the Beautiful Basics of Science, 147-182. Melbourne:
Scribe Publications.
Recommended reading
• Williams, Robyn. 2007. Carl Linnaeus. Ockham's Razor ABC Radio National
(podcast)
http://www.abc.net.au/rn/ockhamsrazor/stories/2007/2006956.htm(accessed
December 4, 2009).
• Augsburg, T. 2006. "What are Interdisciplinary Studies?" In Becoming
Interdisciplinary: An Introduction to Interdisciplinary Studies, 3-17. 2nd edition.
Dubuque, Iowa USA: Kendall/Hunt.
Study and tutorial/discussion questions
1. What are the key features of interdisciplinarity? Why is an interdisciplinary
perspective important?
2. What is meant by 'critical thinking'? How is interdisciplinarity related to critical
thinking?
3. Why, according to Angier, is a scientific theory never just a 'Just So' story?
4. What are the key features of evolutionary theory?
5. What is the evidence for evolution?
6. How does Darwin's theory differ from 'intelligent design'?
7. What type of audience is Natalie Angier writing for? How does a "popular" text
like Angier's differ from a more academic text?
Learning skills
Read:
Learning Skills Materials: Critical Thinking; Time Management.
Recommended:
Marshall and Rowland, A Guide to Learning Independently, Becoming an independent student,
pp. 37-59; Planning when and how to study, pp. 19-36.
The Nature of Australia
Introduction
Learning outcomes
Key concepts
Required reading
Recommended reading
Study and tutorial/discussion questions
Learning skills
Introduction
The scientific approach to knowing nature has allowed us to understand a great deal about the
nature of Australia.
In the first lecture we will examine key features of the Australian natural environment and how
these evolved over time. In the second session we explore some of the impacts of human activity
on natural values.
Learning outcomes
By the end of this week you should be able to:
• provide an outline of the key characteristics and natural values in Australia; and
• describe some of the major threats facing these.
Key concepts
1. biodiversity
2. threats
Required reading
• Flannery, Tim. 1994. Splendid isolation. In The Future Eaters: An Ecological
History of the Australasian Lands and People, 75-84. Sydney: Reed New Holland.
• Flannery, Tim. 1994. Sweet are the uses of adversity. In The Future Eaters: An
Ecological History of the Australasian Lands and People, 85-91. Sydney: Reed
New Holland.
Recommended reading
• Dell, Bernard and Ian J. Bennett. 1986. "Introduction to the Vegetation". In The
Flora of Murdoch University: A Guide to the Native Plants on Campus, 1-9, 130.
Murdoch University, Perth.
Study and tutorial/discussion questions
1. What are the key factors that worked together to shape Australia's extraordinary
biota?
2. Why, according to Flannery, are Australian ecosystems so fragile?
3. Describe some of the unusual adaptations by Australian plant and animals.
4. What are some of the major threats to the natural environment in Australia today?
Learning skills
Read:
Learning Skills Materials: Making Notes in Lectures; Reading Academic Texts.
Recommended:
Marshall and Rowland, A Guide to Learning Independently, Reading, pp. 133-59; Listening to
lectures, pp. 161-172.
Managing Nature
Introduction
Learning outcomes
Key concepts
Required reading
Recommended reading
Audiovisual materials
URLs
Study and tutorial/discussion questions
Learning skills
MODULE II - The view from 'social science'
Introduction
This week we complete the module outlining an environmental science perspective on the topic
of 'knowing nature'. In this lecture, we explore some of the key legislation, policy and
organizational arrangements that have been designed to conserve and protect the natural
environment in Australia. In particular we examine the conservation reserve system and the way
this system is based upon scientific understandings of the natural environment.
The second session will comprise a workshop on essay writing.
Learning outcomes
On successful completion of this topic you should be able to:
• describe some of the management strategies designed to conserve and protect the
natural environment; and
• explain some of the scientific ideas that underpin these arrangements.
Key concepts
1. protected areas
2. 'comprehensive, adequate and representative'
3. wilderness
Required reading
• Watson, James E. M., Richard A. Fuller, Alexander W. T. Watson, Brendan G.
Mackey, Kerrie A. Wilson, Hedley S. Grantham, Matthew Turner, Carissa J. Klein,
Josie Carwardine, Liana N. Joseph and Hugh P. Possingham. 2009. Wilderness and
future conservation priorities in Australia. Diversity and Distributions 15: 1028-
1036.
Recommended reading
• Australian Government. 2009. "Scientific framework"..
http://www.environment.gov.au/parks/nrs/science/scientific-framework.html
(accessed December 4, 2009).
• Whitehead, Lisa. 2009. "Native Bird Populations Declining Rapidly". The 7.30
Report - ABC http://www.abc.net.au/7.30/content/2009/s2720637.htm (accessed
November 10, 2009).
Audiovisual materials
The Future Eaters
URLs
Study and tutorial/discussion questions
1. What is the main argument being made by Watson et al?
2. What do the authors mean by 'wilderness'? Why is it important to conserve
wilderness areas?
3. Why, according to the authors, is it important to prioritise the protection of the
Great Western Woodlands and the Kimberley region?
4. What is meant by a 'threats-based approach' to prioritisation? What are the main
problems associated with this approach?
Learning skills
Read:
Learning Skills Materials: Planning Your Essay; Drafting Your Essay; Thesis Statement
Checklist; Referencing.
Recommended:
Marshall and Rowland, A Guide to Learning Independently, Writing essays, pp. 209-224; Using
conventions, pp. 243-260.
MODULE II - The view from 'social science'
Constructing Nature
Introduction
Learning outcomes
Key concepts
Required reading
Recommended reading
Study and tutorial/discussion questions
Learning skills
Introduction
In this module we consider nature, and how we understand it, from the perspective of the social
sciences and humanities.
In the first lecture this week we examine some of the key ideas that underpin the 'social science'
approach to nature and knowledge: in particular the notion that knowledge is shaped by social
and cultural factors. In the second session we explore understandings of nature reflected in
popular culture.
Learning outcomes
On successful completion of this topic you should be able to outline key elements of 'social
science' approaches and some of the social and cultural factors that may have shaped the way we
know nature.
Key concepts
1. culture
2. social construction
Required reading
• Clark, Chris. 1998. By design: On how Disney's treatment of nature has altered our
sense of the wild and cleared the way for environmental decline. New
Internationalist 308. http://www.newint.org/issue308/nature.html (accessed
January 6, 2010).
• Yoon, Carol Kaesuk. 2009. Naming Nature: The Clash between Instinct and
Science, 3-22. New York: W. W. Norton.
Recommended reading
• Foucault, Michel. 1970. "Preface". In The Order of Things: An Archaeology of the
Human Sciences, xv-xxiv. Bristol: Tavistock Publications.
• Mitchell, Natasha. 2009. "Sex, Knowledge and Science" (Adelaide Festival of
Ideas). All in the Mind. ABC Radio National.
http://www.abc.net.au/rn/allinthemind/stories/2009/2679649.htm (accessed
November 6, 2009).
Study and tutorial/discussion questions
(Clark)
1. What is the argument of this reading
2. How does Clark account for Disney's 'distortions' of nature?
3. Why does Clark suggest Disney's representation of nature is destructive?
4. How significant do you consider Disney's impact on western perceptions of nature?
5. 5. What other factors influence how we perceive and respond to nature?
(Yoon)
1. Why, according to the author, do we share a common view of the living world?
2. Why does Yoon argue that the umwelt and science are opposed to one another?
3. Have we, as the author claims, allowed science to rule our vision of life?
4. Define: taxonomy, natural order, Cladists, umwelt, biophilia.
Learning skills
Read:
Learning Skills Materials: Oral Presentations.
Recommended:
Marshall and Rowland, A Guide to Learning Independently, Asking your own questions, pp. 61-
70.
People and animals
Introduction
Learning outcomes
Key concepts
Required reading
Recommended reading
Audiovisual materials [available via Lectopia]
Study and tutorial/discussion questions
Learning skills
Introduction
This week will focus on the relationship between humans and animals. The first lecture will
introduce the topic of ethics and responsibilities to animals. This topic will also include a
documentary film.
Learning outcomes
On successful completion of this topic you should be able to explain what is meant by "ethics"
and its application to animal welfare.
Key concepts
1. ethics
2. animal welfare
3. introduced species
Required reading
• Caulfield, Malcolm. 2009. Live export of animals. In Animal Law in Australasia,
eds. Peter Sankoff and Steven White, 153-167. Sydney: Federation Press.
Recommended reading
• Franklin, Adrian. 1999. "Introduction". In Animals and Modern Cultures. London:
Sage.
Audiovisual materials [available via Lectopia]
Study and tutorial/discussion questions
(Caulfield)
1. What is the argument of this reading?
2. Explain the significance of the Como Express incident and Al Kuwait case.
3. What vested interests are involved in the live export trade?
4. What animal welfare issues are involved in the live export trade?
5. How is the live export industry regulated, and what are the weaknesses of the
current system?
(General)
1. What, if any, responsibilities do humans have to animals?
2. In what ways do animals enrich the lives of humans?
Learning skills
Read:
Learning Skills Materials: Choosing Your Essay Question; Analysing an Essay Question.
Recommended
Marshall and Rowland, A Guide to Learning Independently, Choosing and analysing an essay
topic, pp. 87-100.
Aboriginal peoples and nature
Introduction
Learning outcomes
Key concepts
Required reading
Recommended reading
Study and tutorial/discussion questions
Learning skills
MODULE III - Case Studies
Introduction
This week we continue to explore the relationship between nature and culture.
The first lecture explores Aboriginal peoples' perspectives on, and relationships with, the
environment. The notion of 'country' is discussed along with ideas and issues regarding
possession and Indigenous knowledge. The second session examines how different cultures
conceptualise landscape and, in particular, the way practical and spiritual concerns of Aboriginal
people shapes their language.
Learning outcomes
On successful completion of this topic you should be able to describe some of the Aboriginal
perspectives on the environment and landscape. In addition, students should be able to outline
views about Aboriginal people and their interactions with nature held by non-Aboriginal society.
Key concepts
1. country
2. Indigenous knowledges
3. possession
Required reading
• Milroy, Gladys and Jill Milroy. 2008. Different ways of knowing. In Heartsick for
Country: Stories of Love, Spirit and Creation, eds. Sally Morgan, Tjalaminu Mia
and Blaze Kwaymullina, 22-42. Fremantle: Fremantle Press.
Recommended reading
• Kinnane, S. 2002. "Recurring Visions of Australindia". In A. Gaynor, A. Haebich
and M. Trinca (eds.) Country: Vision of land and People in Western Australia, 21-
31. Perth: Museum of Western Australia and the Centre for Studies in Western
Australian History, UWA.
• Bird Rose, Deborah. 1996. Nourishing terrains. In Australian Aboriginal Views of
Landscape and Wilderness. Canberra: Australian Heritage Commission.
• Pyne, Stephen. 1991."Firestick Farmer: Profile of a Pyrophile". In Burning Bush: A
Fire History of Australia, 85-105. Seattle: University of Washington Press.
Study and tutorial/discussion questions
According to Milroy and Milroy:
1. What are the differences between Indigenous approaches to country and
mainstream notions of wilderness?
2. How are Aboriginal ways of knowing nature different to those of Westerners?
Does the reading fairly represent the Western approach to country?
3. What significance is attached to Europeans describing Aborigines as 'nomads'?
4. What is the point of the Dingo and Wombat story?
5. What distinction is drawn between country and nation? Should such a distinction
be made?
Learning skills
Read:
Learning Skills Material: Research skills.
Recommended:
Marshall and Rowland, A Guide to Learning Independently, Researching a topic, pp. 101-112.
MODULE III - Case Studies
Feral animals
Introduction
Learning outcomes
Key concepts
Required reading
Recommended reading
Study and tutorial/discussion questions
Learning skills
Introduction
This week we begin the third module of the unit. In the weeks that follow we will examine a
series of case studies in environmental issues and consider how the different perspectives might
work together to enhance our understanding and approaches to these issues.
The first of the case studies relates to feral (or non-native) animals in Australia. In the lecture
session we examine relevant scientific and social factors and how an understanding of these
might inform strategies for management of these animals.
During the lecture we will revisit the concept of interdisciplinarity. In particular, we consider
what it might mean to integrate different perspectives and what such an activity might achieve.
Learning outcomes
On successful completion of this topic you should be able to explain what is meant by integration
and how different perspectives might enhance our understanding of how non-native animals
should be managed.
Key concepts
1. integration
2. feral
3. population
Required reading
• Albrecht, Glenn, Clive R. McMahon, David M. J. S. Bowman and Corey J. A.
Bradshaw. 2009. Convergence of culture, ecology and ethics: Management of feral
swamp buffalo in northern Australia. Journal of Agricultural and Environmental
Ethics 22 (4): 361-378.
Recommended reading
• Grayson, Jacky and Michael Calver. 2004. "Regulation of Domestic Cat
Ownership to Protect Urban Wildlife: A justification based on the precautionary
principle". In D. Lunney and S. Burgin (eds.) Urban Wildlife: More Than Meets
the Eye, 169-178. Sydney: Royal Zoological Society of NSW.
• Singer, Peter. 1997. “Neither Human nor Natural: Ethics and Feral
Animals”“Neither Human nor Natural: Ethics and Feral Animals”. Reproduction,
Fertility and Development 9 (1): 157 – 162.
Study and tutorial/discussion questions
1. Why were buffalo originally introduced into Australia?
2. What are some of the ways buffalo are (or have been) valued by different groups of
people?
3. What are some of the reasons buffalo are considered by different groups to be a
problem?
4. What are some of the ethical issues surrounding the killing of buffalo in both
Aboriginal and non-Aboriginal cultures?
5. How might the different perspectives on buffalo help inform the question of how
they should be managed?
Learning skills
Read:
Learning Skills Materials: Writing from Sources; Paraphrasing and Referencing; Quoting and
Referencing
Recommended:
Marshall and Rowland, A Guide to Learning Independently, Writing essays, pp. 209-224.
Population
Introduction
Learning outcomes
Key concepts
Required reading
Recommended reading
Audio Visual
Study and tutorial/discussion questions
Introduction
This week we examine the issue of population in Australia and the aspects of the problem
identified by the natural and social sciences. In particular, we consider the impact of increasing
populations on the natural environment, along with social, cultural, political and ethical factors
that shape debates about population.
Learning outcomes
On successful completion of this topic you should be able to identify the issues associated with
population growth in Australia, describe the impact of population on natural resources, and
explain how an appreciation of different perspectives might help inform policy approaches to
both population and environment.
Key concepts
1. population
2. carrying capacity
3. humanitarianism
4. consumption
5. ecological footprint
Required reading
• Betts, K. (2004) Demographic and Social Research on the Population and
Environment Nexus in Australia: Explaining the Gap. Population and Environment
26(2) 157-172
• O'Connor, M. and W. J. Lines. (2008). Population versus per capita. In
Overloading Australia: How governments and media dither and deny on
population. NSW: Envirobook.
Recommended reading
• Hardin, G. (1974) "Lifeboat Ethics: The Case Against Helping the Poor".
Psychology Today. September 1974.
• O'Brien, K. (2010) The population debate: problems, potential solutions and the
need for change. 7.30 Report (transcript) ABC TV, 29 January 2010.
• O'Connor, M. and W. J. Lines. (2008). Counting people: Rich and poor
bottlenecks. In Overloading Australia: How governments and media dither and
deny on population. NSW: Envirobook.
• Walker, M. P. A. (2010). "Population growth in Australia: How environmental
groups are responding." People and Place 18(1): 39-48.
Audio Visual
• Population, Peak oil and climate change Clive Hamilton1 SPA Conference
Canberra 2008 http://www.youtube.com/watch?v=cQKNouysjKE&feature=related
Study and tutorial/discussion questions
(Betts)
• Why, according to Betts, have social scientists tended(Walker 2010) to shy away
from the problem of population and environment in recent times? (O'Brien 2010).
• What does the research tell us about the general public's attitudes towards
population growth a) over the past 25 years and b) after the 2001 election?
• The proportion of people wanting an increase in the intake of migrants is higher
amongst people who are most concerned about the environment. How does Betts
explain this?
• What is meant by 'international humanitarianism' and why might it be a problem?
• What is the Green Party's position on population?
(O'Connor and Lines)
• According to O'Connor and Lines (2008, 17), 'in terms of reducing our impact per
person, we are not winning'. What are some of the reasons for this?
• What is meant by 'ecological footprint'?
• What is the main difference between meat- and non-meat eaters in terms of
ecological footprint?
• Why would it be wrong to assume that Sydney's population could grow to the size
of Los Angeles or Tokyo?
• According to O'Connor and Lines, people's expectations of space are rising. How is
this related to the need for more houses?
• What are the two main problems with the first world lifestyle?
Water
Introduction
Learning outcomes
Key concepts
Required reading
Recommended reading
Study and tutorial/discussion questions
Introduction
We now understand something of Australia's relationship to water: the arid nature of much of the
land and the climatic cycle of droughts and flooding rains and the trends in climate over recent
years. The lecture session includes an investigation of water as a key theme in Australian
development, an examination of ecological factors affecting water in the southwest of WA and
the question of water as a resource that can or should be controlled.
Learning outcomes
On successful completion of this topic you should be able to explain why water is so important
in the Australian context - from both a scientific and social point of view - along with the
implications of our attitudes towards water.
Key concepts
1. nature as a resource
Required reading
• Cathcart, Michael. 2009. The Water Dreamers, 246-259, 297-298. Melbourne:
Text Publishing.
• Fryirs, Kirstie A., Bruce Chessman, Mick Hillman, David Outhet and Alexandra
Spink. 2008) The Australian river management experience. In River Futures: An
Integrative Scientific Approach to River Repair, eds. Gary J. Brierley and Kirstie
A. Fryirs, 164-173. Washington: Island Press.
Recommended reading
• Water Corporation. 2009. Wungong Catchment Trial.
http://www.watercorporation.com.au/W/wungong_index.cfm?uid=4792-5878-
2271-2887(accessed January 2, 2010).
• Schultz, Beth. (2009). Wungong Catchment Forest Thinning: Killing Trees Not a
Good Way to Get More Water. Jarrahdale Forest Protectors.
http://www.saveourjarrah.com.au/index.php?option=com_content&view=article&i
d=55:wungong-catchment-forest-thinning&catid=36:devistation&Itemid=80
(accessed January 2, 2010).
Study and tutorial/discussion questions
(Cathcart)
1. What does Cathcart (p. 248) mean by 'the imagined division' between the natural
environment and human activity?
2. What is the water market and how does it function in Australia?
3. Cathcart (p. 259) writes, 'in this the driest of continents, a plastic tank is a way of
belonging'. What does he mean? Do you agree?
4. Why is water such a contentious issue in Australia?
(Fryirs et al.)
1. What are the advantages and drawbacks or participatory approaches to river repair?
2. What does 'integration' mean in the context of the reading?
3. What are the main obstacles to effective river management?
4. How has river management changed in recent decades?
Climate Change
Introduction
Learning outcomes
Key concepts
Required reading
Recommended reading
Study and tutorial/discussion questions
Learning skills
Introduction
This week we focus on climate change. The lecture session will incorporate a discussion of the
science underpinning ideas about climate change, the implications of climate change for
Australia and the politics of climate change currently being fought out in the national and
international arena.
Learning outcomes
On successful completion of this topic you should be able to provide a basic explanation of the
science behind climate change and why this issue is so politically contentious.
Key concepts
1. climate change
2. environmental politics
Required reading
• Giddens, A. 2009. Climate change, risk and danger. In The Politics of Climate
Change, 17-34. Cambridge UK: Polity Press.
• Hamilton, C. 2010. “The Consumer Self”. In Requiem for a Species: Why We
Resist the Truth about Climate Change, 66-94. London: Earthscan.
Recommended reading
• Jones, Tony. 2009. Plimer, Monbiot Cross Swords in Climate Debate. Lateline.
Australian Broadcasting Corporation, Dec 15.
http://www.abc.net.au/lateline/content/2009/s2772906.htm(accessed January 4,
2010).
• Hulme, Mike. 2009. Why we disagree about climate change. People and Place.
Nottingham: University of Nottingham's Institute for Science and Society, June 10.
http://www.peopleandplace.net/media_library/audio/2009/6/10/mike_hulme_why_
we_disagree_about_climate_change (accessed October 24, 2009).
Study and tutorial/discussion questions
1. According to Giddens, what is the evidence for climate change? What are the
effects of climate change likely to be? What should the aim of emissions control
policy be?
2. Giddens states some people view the earth as robust, others see it as fragile and a
third group see it as a wild beast. What does he mean by this?
3. Why, according to Giddens, do the general public not want to believe that climate
change is occurring?
4. Why does Plimer argue that climate change is not human-induced?
5. What criticisms does he level at those who argue for human-induced climate
change?
6. What is wrong with Plimer's argument, according to Monbiot?
Learning skills
Read:
Learning Skills Material: Exam Preparation.
Recommended:
Marshall and Rowland, A Guide to Learning Independently, Learning and remembering, pp. 71-
85.
Conclusions
Introduction
Learning outcomes
Key concepts
Required reading
Study and tutorial/discussion questions
Learning skills
Introduction
Over the course of the semester we have brought interdisciplinary perspectives to bear on a range
of issues. In the first lecture we will reflect on the key themes and messages we have come upon
in this unit including different views of nature and the value of an interdisciplinary approach to
knowing nature. We explore the question of how we should approach the future in the face of
scientific uncertainty.
The final session will focus on preparation for the final exam.
Learning outcomes
On successful completion of this topic you should be able to outline the core themes of the unit
and explain what the exam involves.
Key concepts
• precautionary principle
Required reading
• Seager, Joni. 2003. Rachel Carson died of breast cancer: The coming of age of
feminist environmentalism. Signs 28 (3), 957-965.
Study and tutorial/discussion questions
• Who is Rachel Carson?
• According to Seager, the mainstream environment movement in 1980s and 1990s
favoured wilderness, animals and wildlife and neglected urban and social issues.
What does she mean by this? Is it still the case today?
• "The environment is not an external, distant category" (Shiva, 1994, as cited in
Seager, 2003: 959). Discuss this idea. What are some of the other ways of
'knowing' nature that we have come upon in the unit?
• What is the 'precautionary principle? How does this idea help us deal with
scientific uncertainty?
Learning skills
Read:
Learning Skills Material: Self Evaluation of Tutorial Participation.
Recommended:
Marshall and Rowland, A Guide to Learning Independently, Participating in Discussion Groups,
pp. 173-192.