1. Learning Unit 2: Human Environment

2. Disclaimer
Please note that the following PowerPoint representation DOES NOT replace the official Study Material. The purpose of this additional resource is to support, assist and enrich your learning experience

3. Learning Outcomes Compare the various environmental schools of thought
Evaluate the reasons for the differences between the "rich North" and the "poor South"
Analyse why some environmental schools of thought are classified as technocentric and others as ecocentric

4. Human-induced imbalances
Pages in Middleton
Urban and rural areas develop different economically in both the North and the South
Most rural people in the South do not have access to economic power
Corruption and centralized control over finances means that rural populations do not have control over resources and how they are managed.
Poor and marginalized groups in the South do not have ownership of land and are dependent on ‘common property resources’
When common resources are used, there is a danger of overexploiting them – the tragedy of the commons.
Rural people living in chronic poverty tend to live in areas with low agricultural or resource potential
The poor and disadvantaged, are both the victims and the agents of environmental degradation.

5. Human-induced imbalances
The poor, and in particular, women, may only have access to environmentally sensitive areas or low-quality resources.
They tend to suffer from declines in productivity due to soil erosion and deforestation.
Poverty may also mean that they do not have another option but to exploit the resources available to them.
Environmental degradation can become a positive feedback mechanism in the poverty-environment relationship

6. Pages 31-32 and 54 in Middleton
Tragedy of the commons
Pages and 54 in Middleton
“The commons” refers to the resources that are shared by all of humanity and do not belong to individuals or sovereign states.
The “tragedy of the commons” refers to the fact that when no regulations exist or where regulations cannot be implemented, no one will take care of a particular resource and only uses the resources for their own benefit until the resource is depleted or severely damaged.
The lack of economic value (price tag) on resources such as the air, oceans and fisheries also leads to their depletion.

7. Environmental schools of thought
Pages and 54 in Middleton
Technocentric
Ecocentric
Two main opposing perspectives/attitudes towards human technology and its ability to affect, control and protect the environment

8. Technocentric Views humans as separate from, and superior to, nature
Technology and economics will provide the answers to environmental problems
Cornucopian worldview: any problems can easily be solved by human ingenuity and the economy. There are no limits to economic growth
Cornucopians argue that resources are there to be used for economic growth and technology will provide substitutes when resources are depleted

9. Technocentric Human dominance over nature
Low priority given to ecosystem functions and resource depletion
The natural environment is a resource for human use
Material and economic growth for increasing human populations
Belief in ample reserves of resources
High technological progress and solutions
Examples: Consumerism and growth in consumption

10. Ecocentrism
Deep ecologists argue for minimal use of resources, preservation of resources and the intrinsic value of natural regardless of human perceptions
Humans are subject to nature, rather than in control of it
All nature has intrinsic worth: all species are equal
Earth’s resources are limited
Human interaction with the natural world should not impair the functioning of natural biological processes

11. Ecocentrism
Low impact technology and self-reliance is more desirable than technological control of nature
Appropriate technology and non-dominating science
Fundamental changes are needed along with the redistribution and decentralization of power
Simple material needs: goal of self-realization