This fifth volume in the Ecology and Ethics series integrates key concepts of the previous four volumes by addressing biocultural conservation through novel educational methods. In Field Environmental Philosophy (FEP), the authors undertake two complementary tasks. First, they address a problematic facet of education as an indirect driver of a global change and biocultural homogenization. Second, they contribute to solve the former problems by introducing the FEP method as well as other educational approaches from around the world that value and foster conservation of biological and cultural diversity. A particular emphasis is therefore on the integration of sciences, arts, humanities, and ethics into educational practices that involve the participation of local communities with their diverse forms of ecological knowledge and practices. The book is divided into four parts. Part I introduces FEP concepts and practices that involve a 4-step cycle of transdisciplinary research, poeticcommunication through composition of metaphors, design of field activities guided with an ecological and ethical orientation, and participation in biocultural conservation activities. Part II exposes problems as well as solutions in formal education (from preschool to higher education) and non-formal education to respect biocultural diversity. Parts III & IV provide case studies developed at long-term socio-ecological research (LTSER) sites, botanical gardens, and other platforms for non-formal education that contribute to biocultural conservation.
This book supports a paradigm shift addressing still understudied indirect drivers of global change to foster the conservation of biological and cultural diversity. It is a valuable asset for scientists and practitioners in science and humanities education.
Chapter
1. Introduction to Field Environmental Philosophy: A New
Methodological Approach for Biocultural Education and Conservation.- Part I:
FIELD ENVIRONMENTAL PHILOSOPHY: CONCEPTS AND CASE STUDIES.
Chapter
2.
Introduction Part I. Field Environmental Philosophy: Concepts and Case
Studies.
Chapter
3. The Multiple Lenses of Ecotourism with a Hand-Lens:
Fundamental Concepts and Practices.
Chapter
4. Underwater with a Hand Lens:
Ecological Sciences and Environmental Ethics to Value Freshwater
Biodiversity.
Chapter
5. Sub-Antarctic High Andean Gardeners: Cultivating
Caring Relationships.
Chapter
6. Pay attention, dive with eyes wide open:
a Field Environmental Philosophy activity to foster reciprocity between
people and nature.
Chapter
7. The Eyes of The Tree: Applying Field
Environmental Philosophy to Tackle Conservation Problems at Long Term
Socio-Ecological Research Sites.
Chapter
8. Starfishes and Sky Stars: Field
Environmental Philosophy Education and Ecotourism Experiences in Baja
California, México.
Chapter
9. Biocitizens Approach to Biotic Wonder,
Citizenship, and Field Environmental Philosophy.
Chapter
10. Inter-species
and Inter-cultural Encounters: The Education and Biocultural Ethics Program
of the Omora Ethnobotanical Park.
Chapter
11. Beyond Field Environmental
Philosophy: Integrating Science Education and Technology.- Part II: EDUCATION
ON THE RAZORS EDGE.
Chapter
12. Introduction Part II. Education On the
Razors Edge.
Chapter
13. Liberation Philosophy and Biocultural Education.
A Latin American Journey.
Chapter
14. Collaborative Action Research for
Biocultural Heritage Conservation.
Chapter
15. Education as a Driver of
Extinction of Experience or Conservation of Biocultural Heritage.
Chapter
16. Aldo Leopold as Educator: His Legacy for Field Environmental Philosophy.-
Chapter
17. Leopolds Cultural Harvest, Biocultural Tourism and Field
Environmental Philosophy.
Chapter
18. A Material Ecological Ethic for
Biocultural Education: Relations Between Life on Earth and Humanity.
Chapter
19. Challenging the Dominant Grand Narrative in Global Education and
Culture.- Part III: BIOCULTURAL RECONNECTION. RECOVERING THE SENSE OF
COMMUNITY THROUGH EDUCATION.
Chapter
20. Introduction Part III. Biocultural
Reconnection. Recovering the Sense of Community Through Education.
Chapter
21. Small, Silent and (In)Significant: Childhood as a Minoritarian Experience
of Education.
Chapter
22. Communities of Philosophical Inquiry for the
Empowerment of Ecological Agency.
Chapter
23. Biocultural Resilience Through
Educational Tourism in Cholula, Mexico.
Chapter
24. Collaborative Action
Research with the Jotļ in Venezuela: Experiences in Autoethnography and TEK
Vitality Assessment.
Chapter
25. Hand-Print CARE: Intergenerational and
Plural Knowledge in Schools.
Chapter
26. The Enviro-Champs Movement:
Co-Researching Transformation Through Training Processes in a Post COVID
World.- Part IV: INTRODUCTION TO PLATFORMS FOR INTEGRATING THE SCIENCES,
ARTS, AND HUMANITIES INTO PARTICIPATORY EDUCATION.
Chapter
27. Introduction
Part IV. Introduction to Platforms for Integrating the Sciences, Arts, and
Humanities into Participatory Education.
Chapter
28. Bridge the Channel,
Enhance the Inclusivity: A Comparison Between Flagship Species-Centered and
Moss-Centered Conservation in Chile and China.
Chapter
29. Biocultural
Conservation in Biosphere Reserves in Temperate Regions of Chile, Estonia,
Germany, and Sweden.
Chapter
30. Mindfulness and Reconnection with
Freshwater Ecosystems at the Meadows Center Education Program.
Chapter
31.
Nature, Humans, and Education: Ecohumanism as an Integrative Guiding Paradigm
for Values Education and Teacher Training in Israel.
Chapter
32. The H.J.
Andrews Experimental Forest Long-Term Ecological Research Program, Oregon,
USA: A Historical Biocultural Perspective.
Chapter
33. Screens on Trails:
Digital Environmental Science, Arts, And Humanities Learning for Biocultural
Conservation.
Chapter
34. Reframing Sense of Place: A Goal for Environmental
Education and an Indicator Supporting Social-Ecological Resilience.
Dr. Ricardo Rozzi is a Chilean ecologist and philosopher, full professor in the Department of Philosophy and Religion at the University of North Texas, USA, and the University of Magallanes, Chile; Director of the Cape Horn International Center (CHIC), Puerto Williams, Chile, and Vice- President of the Center for Environmental Philosophy (CEP), Denton, Texas, USA.
Dr. Alejandra Tauro is a biologist, professor at the El Colegio de Puebla AC., and a researcher at the National Science and Technology Council, Mexico and at the Cape Horn International Center (CHIC), Chile.
Dr. Noa Avriel-Avni is a researcher of environmental education and human-environment relations in the desert; A member of Dead Sea & Arava Science Center R&D, the Ministry of Science and Technology of Israel.
T Wright is a doctoral candidate at the University of North Texas Department of Philosophy and Religion.
Roy H May Jr is a research associate at the Departamento Ecuménico de Investigaciones in San José, Costa Rica.
