Man and the Natural World: Changing Attitudes in England, 1500-1800.

Znanost in sodobni svet

“…V tem pogledu pesnik predstavlja enega izmed vodilnih glasov romantičnega poziva k neokrnjeni naravi. Nova senzibilnost za naravna okolja, ki jih niso oskrunili človeški artefakti, izhaja zlasti iz radikalne preobrazbe človeških življenjskih pogojev, ki jih je v 18. in 19. stoletju prinesla industrijska revolucija (Thomas 1983). Na ozadju številnih sprememb, ki jih je v naravno okolje Evropejcev pospešeno vnašala človeška dejavnost, je postala toliko bolj v oči bijoča obstojnost in nespremenljivost nekaterih vidikov narave: najsi denimo izgubljena obstojnost gozdov, ki so podlegli zahtevam industrializacije, ali nespremenljivost gora, ki v svoji samozadostnosti kljubujejo zobu časa in premene.…”

Rethinking Animal Ethics Through Mutual Understanding: Towards an Education of Radical Responsibility

“…Yet at the same time, this only partially translates into changed consumption behavior (Boogard et al, 2011;Harper & Henson, 2001;Te Velde, 2002; also Clark et al, 2016, p. 456).3 There is an already double-layered contradiction here in the relation of adults to the world. Furthermore, a central challenge of our environmental situation, and to be able to understand a phenomenon such as the climate crisis, is to recognize the agency of nonhuman entities that meddles in the instrumental appropriation of nature that has dominated human relationships to nature at least in the modern period (e.g., Latour, 1991Latour, /1993Thomas, 1996). We might start to make sense of these conundrums through the dominant rationale for managing our relationship to animals already mentioned.…”

Science in the Trading Zone: Interdisciplinarity and the ‘Environment’

“…The environment and climate have been framed in the 21 st century as objects of knowledge that cross‐cut traditional disciplinary forms like physics, biology, chemistry, social science, arts and humanities and even necessitate the need for new disciplines) in which to make sense of, or know and understand, the changing world around us. Further, changing environmental concerns throughout history have required input from a range of diverse actors like farmers, foresters, water body experts, health advocates, and so on (Sheail, 2002; Thomas, 1983) to overcome and manage areas of interest – even before formalised structures of expertise and knowledge were recognised. Notwithstanding, disciplinary the act of ‘disciplining’ knowledge unfolded in the 19th century, as universities began to institutionalise knowledge‐making and learning through organised silos and approaches (Golinski, 1998; Kohler, 1981; Schaffer, 2013; Weingart & Stehr, 2000).…”