Ethical issues concerning pain and suffering of animals are necessarily a consideration when it comes to killing "pest" or "feral" species in Australia. Within a continent where there are no large predators, many introduced animal species such as rabbits, foxes, horses, donkeys, camels, goats, and mice have been able to thrive, competing with the interests of farmers and graziers, and livestock and food production. These species, thus, gain the label of "pest." Many methods now exist to kill these species and, consequently, ethical issues arise concerning the possible pain and suffering caused as a direct result of these methods. Yet within government and scientific communities, ethical issues are reduced to a secondary consideration without serious debate or contention. Ethical issues appear to be at odds with scientific agendas. How can environmental ethics be incorporated as part of science-based decision making that appeals to objectivity and scientific evidence? Within educational institutions as well, the same dilemma exists: How can ethical issues be addressed within the science curriculum and in the classroom? A greater understanding of various perspectives on the subject of environmental ethics and the value positions advocated by proponents of these perspectives may help teachers consider ways of handling such issues in the science classroom. C 2001 John Wiley & Sons, Inc. Sci Ed 85:769 -780, 2001.[There are] two sorts of uses for the knowledge coming from ecology; for management by giving us power over nature, and for protection by giving us power over ourselves via an appreciation and respect for nature. Such realisations of value arrive with facts about nature. It is now time that insights from environmental ethics be included as appropriate in scientific environmental studies, especially where these can guide us in choosing the scales of impacts to be detected and their acceptability, the types of ecosystem recovery to strive for in restoration ecology, and the more urgent imperatives within conservation biology. In
This paper outlines a form of research and extension that involves producers, researchers, program administrators, facilitators and others with an interest in on-farm, natural resource management and production improvement. Drawing predominantly from a review of the Sustainable Grazing Systems (SGS) regional producer network involving 88 interviews with producers, managers and scientists and in-depth studies of 4 SGS regional producer committees, findings advocate the establishment of arrangements where producers are in control of research and development to maximise learning and on-ground change. The justification for this need is based on the principle that major change will not occur unless the theories of those people whose practices are most affected by research and development outcomes are dominant in the research and development approach itself. In this way, research and development responds to the context in which change is to take place. Additionally, the SGS regional producer network provided a broad framework that enabled producers and other people to come together and actively learn from each other in a non-threatening environment. This approach provided a learning environment that was essentially directed by and for producers.
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