It can be a challenge to design activities in which everyone feels engaged, but Liberating Structures has a number of great suggestions for format, invitations, and content that can ensure that everyone has a stake in the proceedings. Contributed: give the whole class a task that can only be accomplished by everyone fulfilling their assigned role. Another one: use ‘lecture reaction’ where students take on the roles of ‘questioners’, ‘example givers’, ‘divergent thinkers’ or ‘agreers’ and discuss in small groups accordingly. I also assign the role of ‘researchers’ who can google or search for interesting information and share it with the class.
2. Explain Yourself
Stating your purpose clearly, for the course, and for the learner, is an important first step in helping to establish a connection.
3. Make it Worth it
Accountability is important to helping learners engage. Using quizzes or surveys to gauge the level of knowledge without giving the impression of ‘judgement’ means keeping these low-stakes and fun. IFAT (Immediate Feedback Assessment Technique) scratch cards encourage teams to arrive at consensus before answering.
4. Apply Knowledge
Asking learners to think about a situation, case, or example immediately after explaining a concept can help concretize the material and aids retention. Contributed variation: invite learners to attend a professional meeting or to interview a practitioner in the field of study. Use ‘finger signals’ instead of clickers for multiple choice or true or false questions (students hold up fingers against their chest so others can’t see, to indicate the correct choice).
5. Be Organized
It sounds trite, but having an agenda for the class and carefully signposting each activity shows respect for learners’ time. Include an opening, buildup and closing at the very least. Contributed variation: use a one-minute paper to have learners identify the ‘Muddiest Point’ and address next class.
6. Use Metaphors
Solving a tough problem can be like unravelling a ball of string. Metaphors help learners to connect the familiar with the unfamiliar. Contributed variation:use a ‘Snowball’ technique with this one.
7. Use Mystery
Don’t give away the ‘answers’ prematurely! Build up to the big reveal with hints and clues. Variation: Picture prompts, in which an image is presented without explanation, asks students to identify/explain, discuss and describe any structures or processes shown (can be written or discussion format).
8. Be Unexpected
Use incongruity, contrasts and comparisons to spur thinking. It doesn’t have to be flashy or shocking, just curious or odd. Contributed variation: use movement, have students move to different areas of the classroom for group work, writing comments on sticky notes, posting under categories, etc.
9. Use Visuals
A picture speaks volumes. Well, you knew that…but visual culture in the age of Instagram is even more vital. Contributed variation: give learners objects to ‘play with’ during long lectures (colouring, playdough). Use demonstrations.
10. Vary Your Voice
For most people, this requires increasing your volume and variability in a conscious way. It may seem uncomfortable at first, but listeners will thank you. Contributed variation: be enthusiastic and show your passion! Capture the emotional content in your subject to create a hook.
A few years ago, I visited the Mauritshuis Museum in Den Haag, Netherlands, where I learned about the famous Vermeer painting Girl With a Pearl Earring. With the painting before me, an app guided me through its history, stories of the painter, and offered comparative works to explore right on my phone. This is just one example of how the internet of things can assist with learning. The Internet of Things refers to the idea that everything becomes a node on a network. It is focused on the use of smart sensing for pervasive connectivity and ubiquitous computing (University of Wisconsin-Madison).
While estimates vary, it is expected that the expectation of internet connectivity for many everyday devices will begin to impact education within 4-5 years. Although opinions vary on the speed of roll out, many observers note the rapid development of sensor, miniaturization, mobile and wearable technology as key drivers. Business Insider predicts that “there will be 34 billion devices connected to the internet by 2020, up from 10 billion in 2015. IoT devices will account for 24 billion, while traditional computing devices (e.g. smartphones, tablets, smartwatches, etc.) will comprise 10 billion (Greenough and Camhi, 2016). “These developments emerge from outside the education sector, and to the extent they have implications for everyday life, work, consumption, decisionmaking and service provision, they will also impact the education sector. Specifically, the Internet of Things intersects with personalized learning and adaptive technologies by creating new opportunities for real-time data to impact learning. It may also impact blended learning, since connectivity creates “Hypersituational” (Educause) learning environments such as augmented reality.
These developments emerge from outside the education sector, and to the extent they have implications for everyday life, work, consumption, decisionmaking and service provision, they will also impact the education sector.
These new blended learning environments allow for wider exploration of the physical and virtual worlds in synchronous and asynchronous formats. For example, students can tour physical spaces with supplementary sound, text, video, or interactive elements (QR codes or Google Glass). Students can create projects that integrate crowd-sourced or networked data from physical systems in real-time. Similarly, redesigned learning spaces may be affected by the IofT because of the integration of physical and virtual worlds that is made possible by interconnectivity. As well, IofT may boost a focus on place-based education by localizing some aspects of the learning experience and making use of the environment in innovative ways. Another area of potential high impact is environmental, economic, and social sustainability, as the IofT has the potential to make every institutional operation more efficient by more closely integrating systems, from building temperatures to classroom scheduling and parking.
The power and appeal of the IofT lies in its flexibility and convenience. For learners, great benefits arise from improved efficiency and responsiveness of systems to real-time demands. On the other hand, hesitations are widespread and may slow the adoption of IofT in the education sector. Chief among these concerns are privacy, security, automation of decision making, and information overload (Pew Research Centre). Networked systems are vulnerable to hacking or infiltration by phishing or scam artists. Personal information is more vulnerable on a network, and algorithms are imperfect sources of analysis for decision making. The ability to collect data on physical and emotional states has severe implications for personal security and privacy. At the same time, if the IofT grows as many predict it will, students will need to acquire new technical and social skills for employability. IofT will require people to manage data, interpret and apply information, make ethical judgements, and effectively share and contextualize information. How might you put the Internet of Things to use in your classroom?
This post is inspired by a short conversation I had months ago about climate change. It went something like this:
Hello passerby, do you want to learn more about sustainability?
Passerby: why yes, I am very interested in that topic. I always keep a clean house, I compost so I don’t waste food, I ride my bike as much as possible, and I use organic products, so I am definitely living sustainably.
Me: that’s interesting and very commendable! Have you thought about how you can contribute to the cause?
Passerby: well, I feel like I’m doing everything I should, and if everybody lived the way I do, we’d all be better off, but I can’t tell other people how to live. Besides, all that stuff about climate change just doesn’t seem to be based on fact.
Since ‘the great hunkerdown’ began, I’ve been thinking about this point of view alot. I see similar, if more extreme, ideas being circulated in the media. There’s an invisible line drawn between ‘my world’ and ‘what I’m responsible for’ and ‘the world of others’ and ‘what they are responsible for’. An individualistic approach to problems is our reflexive reaction in the Anglo settler countries of the developed industrialized world. Individualistic liberalism dictates that the line of ethical responsibility for others is determined by each person, as they make free decisions based on their own values and interests.
There’s something to be said for the power of this idea and its influence on liberal culture. After all, it is liberalism which first originated the modern language of rights and constructed a political space for imagining an ethic of agency which has been highly effective, at least within its own parameters.
It is appropriate to imagine that collective problems can be solved by individual action, indeed it is difficult to imagine how any progress can be made absent people ‘buying in’ to it, for example by changing their own consumption patterns.
Those countries around the world that ignored individual freedoms in favour of panicked enforced lockdowns in response to the pandemic will likely pay a high price in legitimacy, which will be costly in the end. Those countries that have enjoined their populations to ‘do the right thing’ have implicitly drawn on people’s genuine fears of their own contagion rather than a commitment to civic duty.
In the developed world, we should all pay deep respect and homage to the Italians for their sacrifice in helping us to learn that we were vulnerable. However, those countries that have relied almost exclusively on fears, without any reference to civic duty, have fared even worse than Italy, because in a liberal culture the absence of a sense of civic duty means that individual freedoms end up trumping everything else. Now more than ever, the paradoxical nature of individual freedom, based on a confident sense of security and separateness, is being laid bare.
It is liberalism which first originated the modern language of rights and constructed a political space for imagining an ethic of agency which has been highly effective, at least within its own parameters.
The gaps and limits of liberalism are being made visible, even obvious, as the logic becomes extended to its absurdities and extremes. Why not me first? Why care about others, isn’t that their job? My house is in order, I am healthy, I am reducing my footprint, I’m doing the right thing, I’m not the threat, why do I have to pay a price?
A really clear gap of liberal culture as it lives today, is its lack of any distributional ethics. Liberal thinking is essentially blind to the question of how security, or any other value, should be distributed. Since the only value worth distributing is individual freedom, and the only way to measure it is by each persons’ values and preferences, there is little to no room for considering exactly how equitable social distribution might actually work to enhance individual freedoms. The idea that each person’s freedom will be enhanced when decisions are made equitably, with the collective interest in mind, is alien and foreign.
The passerby who cares deeply about the cleanliness of her own household, and believes she alone deserves the benefit of her efforts, is blind to the myriad ways in which her choices are supported by the collective decisions of the past (and the present) that have made those choices possible. Indeed, the entire institutional structure of individual choices enjoyed today by those who most strongly defend their ‘freedoms’ has been made possible by the collective decisions of societies in the past (not by individuals). Ultimately, in history, it is only collective action that lasts, since the length of individual lifetimes is too short for leaders to see their ideas become permanently embedded. Thatcher had it exactly wrong: it’s not that there is no such thing as society, in the end there is only society.
Ultimately, in history, it is only collective action that lasts, since the length of individual lifetimes is too short for leaders to see their ideas become permanently embedded. Thatcher had it exactly wrong: it’s not that there is no such thing as society, in the end there is only society.
The cracks in this edifice are showing. The maldistribution of security, including the inequitable distribution of (in)vulnerability, is becoming glaringly obvious. The invisible line between ‘immunity’ and ‘vulnerability’ is being revealed for what it is: a collective construction. Immunity/vulnerability is a paradox. Immunity is always dependent, derivative of the vulnerability of and to others. The confidence in individual choice that liberalism empowers is at its core a function of the maldistribution of social vulnerability. Immunity can never be ‘just for me’ if it is to be a real thing and not an illusion or myth.
My protest to be mask-free is predicated on the existence of modern medical knowledge, nurses, doctors, and ventilators which can catch me if I fall. My resolve to open my business profitably is predicated on the willingness of customers to take risks AMA (against medical advice). All of this means that I have to be very strident to convince enough of the community to my side if I’m going to make a go of it.
My sense of safety in my own home, my ‘home immunity’ is predicated on the risks and vulnerability of service workers, first responders, grocery clerks, truck drivers, payroll clerks, meat plant workers, sewage workers, and an army of government employees. My insistence that I am only responsible for my own house is predicated on the edifice of social protections that society has established collectively. This edifice includes the effort and sacrifice of climate activists who may eventually contribute to finding a collective solution to the threat of climate change without my help.
If and when solutions are found, as a liberal focused on the ethics of individualism, I would have no qualms in making a claim for the immunity created by the vaccine for myself and my household. Similarly, I would have no qualms about defending my right to enjoy the benefits of a livable planet, including my freedom, as long as someone else pays the price. The question is, would anybody care enough about me to listen?
In the community I come from, life centres around Okanagan Lake. The Okanagan Valley is a spectacular vista of rounded hills, distant mountains, sparkling waters, and a unique ecosystem for human and non-human life to adapt and thrive.
Despite its apparent permanence, the Valley and the Lake are fragile and vulnerable ecosystems experiencing accelerating pressures from unsustainable patterns of settlement, travel, and economic development. The Valley is vulnerable to insect damage, invasive species, extinctions, drought, fire, flooding, and water contamination. Virtually all of these threats arise from human activities in one way or another.
Looking at it from a birds’ eye view, the Valley is a whole ecosystem, yet the laws that govern it, and those that determine its future, are piecemeal. As I have written before, movements to protect the Valley and the planet can build on holistic thinking using the political and social revolution in human rights. ‘Rights language’ can be used to transform the current framework of laws, policies, and decision making procedures that govern development.
The Valley is a whole ecosystem, yet the laws that govern it, and those that determine its future, are piecemeal.
The progress of human rights is one of the most vital political stories of human history. The broad recognition of rights has a natural logic of expansion and consolidation. Progress comes in waves and is often beaten back by counter-movements, nevertheless, rights language often reemerges in new clothes when violations are at their worst. Violence and abuse trigger a reaction toward conscience and care, and new rights become recognized and affirmed following the worst atrocities.
What does ‘rights language’ bring to environmental causes that other arguments may overlook? Arguments from science, expertise, economic interest and values are sometimes disembodied, ephemeral, remote. An appeal to ‘rights’ triggers foundational debates: the questions become fundamental to identity and society because many rights are enumerated and protected by constitutional law, and because Canadian society has made a point of ensuring that people know and understand what rights are.
As Canadians we also understand that rights have intrinsic value. Most agree that we would prefer to live in a society that recognizes and respects rights, rather than one that does not. While we may not all comprehend the statistical probabilities of climate models or the technicalities of a carbon tax as a policy instrument, we understand ‘rights’. They are a thing. Rights are personal.
Rights are powerful because they are inherently subversive and simultaneously affirming. Raising an issue of water as a right raises questions about the status quo. What are all of the ways that water is freshened, used, transferred, polluted, and acted upon? It prompts rethinking the economic premises of water management. Rights language also prompts us to recognize the intrinsic value of existence. In other words,the recognition of a right elevates the ethical value of a rights holder in the view of the government and society. For example, the right to exist is one of the most fundamental rights possible. A right to exist implies the logical necessity of respecting that existence by not threatening or undermining the integrity and dignity of the rightsholder.
While we may not all comprehend the statistical probabilities of climate models or the technicalities of a carbon tax as a policy instrument, we understand ‘rights’. They are a thing. Rights are personal.
Rights language is also ethical and cultural. The current imbalance between human development and natural protection, evidenced by the global scale of pollution, is at least in part a product of the tendency to view nature in purely instrumental terms. In Western cultural constructions, nature is inert, a dumping ground for human wastes, or a storehouse of potential resources ready for extraction. Nature has not even been seen as a player in the cycle, much less as a rights holder.
The degradation of nature is simultaneously and unavoidably the degradation of humans. Since nature is a closed system, wastes and depletion will circle back to impact human welfare. The Anthropocene is signalling not the supremacy of humans over nature, but rather the exact opposite: the re-embedding of humans back into nature. We are now as much a product of our own activities as we are of natural processes. The world is now fully ‘human’ in at least one sense: the fates of human and nonhuman alike are interlaced in a way not seen before in history. Human and nonhuman fates are planetary in scale.
Restoring balance means revisiting the roots of the gap between humans and nature, the original split that divided the world and made degradation possible, and even celebrated it. That split is symbolized in three ways: 1. the assumption of anthropocentric dominance, 2. the neglect of nature’s intrinsic value, and 3. the separation and distancing of humans from the ecosystems that sustain them (both physical and psychological) .
Laws and politics have tended to wipe nature out of the ethical universe by limiting legal standing to parties with property interests. In other words, the legal conversation about value, loss and damage takes place only among those who are deemed to have an interest, namely, property owners. Even the representation of the public interest is narrowly circumscribed by the necessity of showing direct property-like profits or losses, rather than a public interest in a long-term trust relationship with nature.
While present and recognized in law, the notion of a public trust has not proven to be an effective shield against destruction in the long term, primarily because it can always be trumped or replaced by a new property claim. In addition, property claims are themselves partial since they divide nature up into parcels of utility based on their value to particular property interests. Sky, land, water, and underground are all seen in terms of different types of access, use, and ownership rights.
Solutions to this problem already exist in law, but they are currently found only in isolated and disjointed legal opinions and cases, both locally and around the world. Recently the question of nature rights has risen in prominence in political discussions, partly due to the rising awareness of the planetary nature of environmental damage being experienced in the Anthropocene, and partly due to the increasing recognition of indigenous rights and the distinctly contrasting worldview of nature that such rights represent.
The Whanganui River decision in New Zealand, the rise of Buen Vivir in Ecuador, the Ganges decision and others are pushing back against the notion that nature is nothing more than property, sink, or resource. At the heart of this counter-narrative is the recognition that humans and nature are together, with common fates and interests, and that the inclusion of nature as member of the human family, worthy of respect, care and affection, is essential to human survival. This is represented by indigenous worldviews in varying ways around the world and set down in the UN Declaration of the Rights of Indigenous Peoples as well as many other international legaldeclarations and treaties. Both humans and nature have a right to exist, what is needed (even if it is a first step) is the recognition and affirmation of these new rights in politics, law, and development planning.
This is no small thing, so what are the problems? One may object to the recognition of nature as a rights-holder on various grounds. One objection is that extending rights to nature means the diminution of existing human rights. However, this is not a new argument. This argument is familiar to historians, who documented them in response to the expansion and extension of rights to slaves, women, unpropertied males, and ethnic and religious groups. In every case the historical extension of rights did not result in the reduction of existing rights protections, but instead allowed for the more fulsome exercise of existing rights. This is because the pattern and framework of rights growth reinforces and legitimizes that a universe of moral beings and rights holders exists and is deserving of respect.
Another objection is that nature rights are expensive. Indeed, it is hardly arguable that valuable social and political goals are costly. The question of how to pay for rights has rarely been a strong argument against the recognition of rights, however. Few would argue today that the cost of freeing slaves, or protecting children from abuse are not worth the price of rights enforcement. As well, the social, political and even economic benefits of rights recognition spill over into remarkable new avenues of growth and development. Protecting the right of the lake to flow, to provide recreation and fish and a rich environment has immense economic benefits that should also be taken into account when considering the balance sheet of rights recognition.
Finally, a last objection is that recognizing the rights of a lake necessarily undermines the value of other beings who may be more ‘appropriate’ or ‘deserving’ of rights due to their similarity with or affinity for humans. Why should lakes have rights that are not extended to whales, elephants, monkeys or dogs, all of whom demonstrate more ‘human-like’ characteristics such as family relationships, intelligence, and emotions and feeling? What about microbes or farm animals? What about Mars or the moon or other distant territories? Why lakes and not mountains, or deserts, or garbage piles?
These are all valid and complex issues which should be deliberated and which will likely be decided and come before the courts in the next few years. Awareness is growing about how humans and nonhumans should be governed in a truly planetary ecosystem. It’s important to keep in mind that rights recognition is about governing human action, limiting and allowing different kinds of human interaction with the nonhuman world.
Such rules governing human interactions with the nonhuman world already exist, whether they are laws against animal abuse, or rules about mountain climbing or fishing or logging or nature reserves. The issue is that these rules are currently one-dimensional, shaped disproportionately by property and the need to prove an interest in that property. The rules are insufficiently permanent and not based on inter-generational ethics, and they rely on an out of date worldview of nature, one that is amply demonstrating its failures to protect humans and nature every day.
Rights recognition is about governing human action, limiting and allowing different kinds of human interaction with the nonhuman world.
Rights for lakes will help the larger conversation about how to move beyond the exclusiveness of property, to recognize the limits of the planet and the power of nature to act on human societies. Rights for lakes will reiterate the intrinsic value of the nonhuman world. They won’t solve every problem, but not much can be started without them.
On June 8th and 9th 2018, researchers, students, community members and practitioners gathered at Okanagan College to explore ways of articulating and sharing ethical international development ideas and practices. 50 attendees from across North America joined with leaders locally at Okanagan College’s Kelowna campus for an intensive 2-day conference and dialogue on equality, inclusion, and human dignity. Scholars and practitioners interacted in engaging sessions on gender, local governance, corporate social responsibility (CSR) and the United Nations Sustainable Development Goals (SDGs).
Keynote speaker Chloe Schwenke, former Director of the Global Program on Violence, Rights, and Inclusion at the International Center for Research on Women (ICRW), shared her experiences advocating for a human rights framework for development in the Obama Administration. A second Keynote with Michael Simpson, Executive Director of the BC Council for International Cooperation, built on the themes of leadership and change in a ‘Talkshow’ style interview that engaged the audience in generating new avenues of inquiry.
In addition to providing a summary resource to share the highlights from the two day Conference, the purpose of these Proceedings is to contribute toward a network in which dialogue between scholarly insights and practical development work can improve the participation of people experiencing poverty, social marginalization, discrimination, and oppression both at home and abroad.
For more information and to view the Proceedings, visit the Conference webpage.
Enjoy my talk on March 11th at Okanagan College in Penticton! Since the mid-20th century observers have been debating the rise, peak and decline of the United States as the world’s leading superpower. In this session, we will go beyond Trumpism to look at the deeper underlying economic, political and social factors that have led up to the current era of US leadership (or lack of), and ask what might be the impact of these changes on the rest of the world, especially Canada. Is the US in decline? What might that ‘look like’ in the years to come? How bad (or good) can it get?
The atmosphere on Mars is composed of 96% carbon dioxide, with an average temperature of minus 80 degrees Fahrenheit. Only 16 of the 39 total Mars missions have been successful. Mars is about as far from habitable as we can imagine any environment. Pretty inhospitable, right? So what is it about Mars that captures the imagination of the public?
As our own planet degrades, are we simply casting around for any alternative, no matter how challenging or unlikely? Afloat on a sinking lifeboat, are we (and by ‘we’ I mean the world’s 2% who have any hope of escaping) planning on being castaways for generations into the future? I think not. I think Mars has appeal for other reasons, and these date back to the era of colonialism in the late 19th century.
Colonialism was the ultimate escape from the uncomfortable truths of home, it glorified a narrative of supremacy and heroism.
From the 1870s to the 1890s European powers fought, pillaged, destroyed, and exploited the peoples and territories variously under their control around the world. Africa in particular was an object of focus, a field of colonial competition and experimentation. Although the forces at work driving colonialism were at least partially strategic, they were also cultural, gaining importance due to broad social trends that gave meaning and legitimacy to an otherwise obviously violent project. At least part of the drive to dominate was an awareness of the losses at home, the shortage of resources and the decline of life quality that had accompanied industrialism. Colonialism was the ultimate escape from the uncomfortable truths of home, it glorified a narrative of supremacy and heroism.
The natural world played an important part in this project. Colonialism was celebrated in the drawing rooms and smoking rooms of English nobility, adorned with the heads of hunting trophies, some beautiful, some made fearsome to elevate the social status of the hunter. The larger and more dangerous the prey, the more remote and unforgiving the location, the more revered was the hunter who made the shot. Check this piece by Maximilian Werner to see how this biosocial dynamic, including its gender dimension, still holds sway. The exercise of domination over nature embedded a narrative of triumph over adversity, struggle and reward, similar to the social Darwinist theories of racial superiority which were also gaining traction as more remote peoples and lands came under colonial control.
As England degraded physically and the environment became more and more polluted by coal smoke, with forests long since cut down and cities overrun with poor migrating for work in the industrial centres, a movement arose to preserve and protect the countryside and the rural way of life. Romantics painted a rosy picture of the village, with quaint gardens and carefully tended homes, and mourned the loss of Hobbiton (OK, that came later, but you catch my drift).
For the colonial mindset, nature could be only two things: it was either a garden, or a wilderness. The garden metaphor viewed the colonies as representative of the quiet English countryside, well tended and cared for, planted and grown with care using the knowledge of scientific methods to regulate the relationships between species. Ecological science, and particularly amateur collectors, made a strong impression by carefully gathering, cataloguing and classifying every new species and specimen ‘discovered’ in the remotest outposts of empire. The endless frontiers would provide valuable information from which to garner wisdom about what had gone wrong in England, and the urge to recreate the Garden of Eden (to somehow earn a ‘do-over’) was strong.
The incorrigibility of Mars is no barrier, in fact it is the fuel for a profound sense of longing and loneliness. Mars is the frontier we’ve already destroyed on Earth, the potential garden which we’ve already mismanaged.
On the other hand, the wilderness represented those areas yet to be tamed. Large areas of Africa were virtually uninhabitable due to disease, climatic hardships, wild animals, and dangerous and resentful local populations. The causes of these hardships were unknown, but not unknowable. Setbacks were common, and did incur some measure of humility and respect for the mystery of nature and the depth of the challenge of controlling what were essentially uncontrollable forces. In the Western part of North America, wilderness was much less threatening, and its imminent loss inspired a sense of strong protection, even reverence, for the ‘natural cathedral’. In Africa, the drive to protect wilderness took the form of hunting reserves where wild animals were protected and cultivated. In North America, it took the form of the creation of national parks with mountain vistas which would be destinations for leisure and health as well as hunting.
So how does the present-day vision of Mars come into this? The colonial imagination of the garden or the wilderness is still present in Western, now in many senses, global culture. Mars is the new canvas for the population to project its longings and dreams, and accuracy is still no part of the picture at all, just as it was with Africa. The incorrigibility of Mars is no barrier, in fact it is the fuel for a profound sense of longing and loneliness. Mars is the frontier we’ve already destroyed on Earth, the potential garden which we’ve already mismanaged.
In an Anthropocene epoch, when nothing on Earth is outside of human influence or touch, our own planet disappoints. As the quintessential mysterious unknown, great status and wealth is to be gained by the race to conquer Mars, regardless of whether it turns out well. Just as the drive to dominate ultimately undermined colonialism itself, so may the urge to colonize Mars destroy not only Mars, but also end up undermining efforts to protect what is left of the only home we’ve ever known. One can argue this point, and perhaps I might be too pessimistic. Might Mars end up being a wellspring of information that might be leveraged to save ourselves and our own planet? Can we learn the real lessons of the wilderness and the garden? I fear instead that we are not departing from the past but recreating it, not because poor Mars might end up being another junkyard (although it’s on the way already) but because we have yet to demonstrate the moral fortitude to be able to see ourselves in Mars.
Alternative facts, misdirection, and outright propaganda seem to dominate the news media landscape today in a way that is quite different from the past. How can viewers and listeners navigate the flood of untruths? Can democracy survive the viral uptake of social media memes and myths?
I can only imagine how dizzying it must be to try to make sense of climate science as a non-climate scientist. My background and training doesn’t really equip me to engage in a discussion about the accuracy of climate models, the relative importance of various gas emissions in affecting degrees of heating, or the significance of sea ice extent in the summer in the Arctic. In fact, my engagement as a political scientist in these debates would be highly counterproductive to the discussion and would contribute zero to the stock of climate knowledge as it pertains to the prognosis for the earth.
The Nature of Science and the Science of Nature
One of the mistakes we often make is confusing scientific debates with political ones. This is what fed the ‘climategate’ debacle and what continues to make any whiff of scientific controversy pure oxygen for climate skeptics. However, criticisms of scientists (as opposed to science) mistake the forest for the trees. Scientists are not ‘debating’ the climate so much as they are refining the cumulative knowledge that is their scientific purview, a body of knowledge which is the culmination of centuries of practice, experimentation, rigid application of standards, and a continual cycle of testing and iteration that has stood the test of time. One might also add the contribution of the body of indigenous knowledge that arises from centuries of close experience with changing ecosystems. This knowledge has provided a proven basis for human survival and thriving through millennia of climate changes.
One of the mistakes we often make is confusing scientific debates with political ones.
These methods of knowledge production have produced our most reliable and predictable technologies, things that we use every day without questioning or even knowing anything about their scientific basis. When we check our phones for the correct time or our GPS to figure out how to get to Auntie’s house for dinner, we don’t interrogate the motivations that drive scientists to do their thing, we just make use of it. We’ve forgotten that accurate clocks and navigation systems are the products of the same efforts and methods that produce climate knowledge.
What Role for Political Science?
So, where does that leave me? Shifting the lens means looking at how people learn, where their confidence in their knowledge comes from, and assessing their claims on the basis of mutual respect for each others’ life experience and formal and informal learning.
Assessing claims over time gives better confidence in their robustness, but it doesn’t necessarily lead to truth. Knowledge is socially produced, and so helping to understand how and why social innovation happens is one way that political scientists can contribute to our understanding of climate change.
This is the purview of political science – at the core we political scientists are about improving our knowledge about how people learn, how they come to their beliefs, and how decisions result from that interaction.
What Political Science Might Say
Here’s what political scientists might conclude about the current debates over climate change:
Climate change is a complex of human and nature interactions, incorporating both ecosystem and social system changes. Ask a biologist – life has shaped the planet as much as the planet has shaped life.
Humans deploy information as a tool to resolve psychological and social problems, such as cognitive dissonance or hypocrisy.
Humans deploy information as a tool to foment problems because it brings them social benefits such as inclusion and acceptance into a group they aspire to. This observation applies to scientists as well as everyone else, but scientific testing is explicitly designed to moderate and reduce the impact of this human tendency on the knowledge produced.
Human social reactions to emerging threats vary hugely based on their perceptions, but depend inordinately on social relationships. Human social innovations in response to climate change may be classified into two broad forms: social control or mobilization.
Those furthest from the object of knowledge (non-scientists, the wealthy and geographically mobile) will be just as likely to experience dissonance but will prefer social control strategies over mobilization
Mobilization does not require special knowledge or access, nor does it require knowledge to be certain or definitive
Social benefits and costs will not be distributed evenly, leading to further pressures on decision making, as sorting these out distracts from collective action
Cognitive dissonance and time pressures leads human decision making groups to narrow the range of choices available in ways that make decisions ultimately less adaptive and optimal.
Knowledge is socially produced, and so understanding how and why social innovation happens is one way that political scientists can contribute to our understanding of climate change.
What to Do?
Some of these observations are more pessimistic, and some are more optimistic, when it comes to the prospects for taking climate action. On the pessimistic side, widespread and deep questioning of the basis of human knowledge is most counterproductive when humans most need to grow their knowledge in order to act effectively. On the other hand, the prospects for collective mobilization may grow over time as climate change impacts become more widely felt.
We are in a novel historical moment which challenges the full range of human ingenuity. Whether mobilization or social control will win out is an open question. I’d speculate that social innovations tend to be more adaptive in a stable climate than they are in a rapidly-changing climate. I know which I’d prefer, but history (if it continues at all) will be the ultimate judge.
This presentation takes a practical look at recent trends in the world and analyze whether the world is getting better or worse. We will look at trends in democracy, human rights and freedoms, economic growth and inequality, environmental degradation and climate change, human health, population, and governance, among others.