Ethics, education and wildlife issues

Andrew, Jennifer; Jickling, Bob; Robottom, Ian

doi:10.1080/10382046.1996.9964986

Cited by 5 publications

(2 citation statements)

References 3 publications

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“…Such aspirations work against the inclusion of diverse views and value-laden debate about issues such as ethical issues. Perhaps this is why governments tend to prefer, and defer to, environmental ethics packaged as a "code" (Andrew, Jickling & Robottom, 1996) to determine "appropriate" actions rather than, as Jane Vincent explains, "as an intellectual process for investigating and evaluating ideas about values" (Vincent, 1994, p. 311).…”

Section: Education Science and Ethicsmentioning

confidence: 99%

Science and ethics: Some issues for education

Andrew

Robottom

2001

Science Education

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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

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Section: Education Science and Ethicsmentioning

confidence: 99%

Science and ethics: Some issues for education

Andrew

Robottom

2001

Science Education

Self Cite

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“…Whether or not similar neglect has been present in other countries is not considered in this paper, though it might be mentioned in passing that in one international publication, among a list of 15 concepts for the reform of environmental education at secondary level, Fien (2000: 263) at least included 'interspecies equity -a consideration of the need for humans to treat creatures decently, and protect them from cruelty and avoidable suffering'. Andrew et al (1996) also have relevantly highlighted the importance of the ethical dimension in wildlife issues, both in general and for education in particular.…”

Section: Introductionmentioning

confidence: 98%

Animal Welfare Issues in Geography and Environmental Education: Some British Historical Perspectives

Marsden¹

2001

International Research in Geographical and Environmental Educat

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The focus of this paper is on animal welfare shown, at least in the British case, to have loomed much larger as a theme in the curricula of earlier days, and to have been sidelined in recent decades in comparison with more abstract global problems: biodiversity, sustainability and the like. Among other things, the pedagogical difficulties posed by this preoccupation are indicated. It is suggested also that while latter-day geographical and environmental educationists have been at pains to claim to be covering controversial and complicated values issues, these tend to be distant from the experience and understanding of many pupils. This in turn is seen as making it easier for them to evade taking personal responsibility, and to pass the buck elsewhere. It is maintained that the onus for drawing attention to animal welfare/rights issues appears to have been left by educationists to outside pressure groups and the media. At the same time, it is recognised that the passions engendered by the high public profile and attendant polarisation of animal welfare/rights issues have made their introduction into school curricula more problematic. It is argued, however, that this does not justify their neglect. Positive if cautious approval is given to the agenda proposed by David Selby for bringing animal welfare issues back into the curriculum.

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Learning to Govern Oneself: Environmental Education Pedagogy and the Formation of an Environmental Subject

Ferreira

1999

Aust. J. environ. educ.

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This paper uses the work of Weber and Foucault to explore the ways in which environmental education may operate as a site for forming and maintaining particular ethical competencies which most environmental educators argue are necessary in order to live in an ‘environmentally sustainable' manner. Environmental education practices, as evidenced in the Earthkeepers program, are examined to show how environmental education may be working in quite particular ways to construct specific ethical abilities and competencies in students. It is argued that we need to be far more concerned with and aware of the actual means we use to encourage students to live in an ‘environmentally sustainable' fashion.

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Ethics, education and wildlife issues

Cited by 5 publications

References 3 publications

Science and ethics: Some issues for education

Science and ethics: Some issues for education

Animal Welfare Issues in Geography and Environmental Education: Some British Historical Perspectives

Learning to Govern Oneself: Environmental Education Pedagogy and the Formation of an Environmental Subject

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