The Trumpeter - Journal of Ecosophy (Athabasca University)
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Review of Timothy Leduc. Climate, Culture, Change: Inuit and Western Dialogues with a Warming North. Ottawa, University of Ottawa Press: 2010.
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Fusing the Love of Wisdom with the Dwelling Place of Home in the Classroom: A Rhizomic Journey
Get PDFThrough the use of narrative, this paper considers how the notions of ecosophy have been played out in the classrooms where the author has been both a teacher and a learner. In each of the stories, building community, while fostering a sense of belonging in our dwelling place of home, was an ontological necessity. The horizontal, or rhizomic movement inside this type of learning environment did not lead to an order of sameness but rather to the instability of difference. How one negotiates this instability of difference can perhaps have the greatest impact on the people we teach and learn alongside and on ourselves
Ecophenomenology as Ecosophical Education: The Liminality of Swamps
Get PDFEdmund Husserl, oft described father of phenomenology, issued forth a call over 100 years ago to "return to the things themselves" in an attempt to combat the prevailing and dominating tendency of philosophy over-theorizing the world. True to his call, this paper illustrates a phenomenological investigation into the author's relationship with a fifth generation family farm in southwestern Ontario. Specially, direct and immediate encounters within a swamp as margin/al land will be explored in an attempt to characterize liminal experience as a rich site for phenomenological exploration. Revealings of the general character of liminality shed further insights into ecophenomenology as a philosophy attempting to abridge the philosophical movements of naturalism and intentionality; to more adequately pursue the relationalities between humans and their world. In the end, such a philosophy exemplifies how meditative thinking and language create the House-of-our-Being, a powerful and necessary antidote to human rootlessness and homelessness, in turn, the key to ecosophical education
“Ecotage, Ecodefense, and Deep Ecology”
Get PDFThis essay considers carefully Derek D. Turner’s critique of certain arguments for eco-sabotage that are rooted in the philosophical views of deep ecology supporters. Concentrating on the texts of Arne Naess, it is explained that there are two relatively distinct non-consequentialist justifications of ecotage that can be derived from his writings, and that these are connected to two relatively distinct notions of “identification” that can be found therein. After reviewing the first of these justifications, and Turner’s commentary on it, the second is detailed, and argued to be less problematic than Turner’s analysis might be taken to suggest. This leads to the conclusion that, while more questions would need to be answered in order to claim that a particular act of ecotage is morally justified, Turner’s critique does not suffice to establish that deep ecological saboteurs are definitively in the wrong
A Dialogue with Arne Naess on Social Ecology and Deep Ecology (1988-1997)
Get PDFBetween 1988 and 1997 Arne Naess and I carried on a correspondence concerning the relationship between deep ecology and social ecology. The exchange constituted a very constructive dialogue that focused not only on divergences but also on convergences and common ground between these ecophilosophies. In this article I discuss the major issues raised in our correspondence and reflect on their continuing relevance to dialogue and debate among ecophilosophies
Take a Walk on the Wild Side: Teaching pragmatism, deep ecology, and local exploration
No full textGiven the recent and well-deserved public attention to issues surrounding anthropogenic global climate change it should be obvious that teaching environmental ethics is one way professional philosophers can make a valuable social contribution. At the same time, environmental ethics is a relatively new branch of moral thought, one that has seen significant development and diversification. The urgent need to teach environmental ethics and the rapid development of ideas in the field combine to make it imperative that, on occasion, those who teach environmental ethics revisit ideas about how and what they should be teaching
Bent like a Bow by Nature: A Mother/Daughter Bond
Get PDFThis paper traces an ecosophical journey between a mother and her daughter. It begins and ends on the shore of Lake Ontario, but the essence of their soulcentric experience inextricably permeates their lives