Table of Contents
INSTRUCTIONS
Review the materials assigned so far and write a ~650 word response (longer entries are OK) that touches on the most important ideas/points from *EACH* day. High-scoring responses will integrate concepts from most or ALL assigned materials (although there may be some occasional discussions where you don’t incorporate the smaller/secondary readings or media if you already thoroughly covered the concepts in analyzing the primary/first reading from that day). At a minimum you must address the “main” reading (the first one listed in the module) for each day. And to earn an especially high score, you should also touch on the smaller/secondary pieces on the list for that day as well.
Any readings/films listed as "suggested further readings" or "optional" in a module will NOT count toward your score.
What do I write about?
Reading responses should record your thoughts and interpretations about what we’re reading, and further develop the methods of *PHILOSOPHIC* and *ETHICAL* analysis we’re practicing in class. What you choose to focus on is ultimately up to you, but it should be based on the assigned material, and ideally trace connections (or contrasts) between those materials. Please go beyond just summarizing the readings to really dig into the implications and philosophic dimensions of the issue. Assessment will be based on evidence that you have remained engaged in class and used each entry to develop your critical thinking, philosophic and ethical perspectives, and understanding of the issues and debates.
Before writing your entry, you should consult the reading comprehension questions (on the daily Canvas modules) that correspond to materials you discuss. While it will be helpful to take these into consideration, you are *NOT* required to respond directly to these Canvas questions; feel free to expand on issues you find personally interesting and share your unique perspective on them. Also keep in mind that strong philosophic writing often does NOT reduce an issue down to simpler terms, but rather expands on its complexity and ambiguity, revealing additional perspectives, philosophical insights, and possibilities within that work. Responses that engage complexity and nuance in these debates will generally earn a higher score.
David Suzuki: film clip from The Sacred Balance (29:00 – 38:00 only) https://alliance-primo.hosted.exlibrisgroup.com/permalink/f/kjtuig/CP71289085870001451
Question
1. In Chapter 2 (p. 53-4 hardback edition), Suzuki writes that North Americans “created a powerful myth of the primacy of the individual, free to act and move as an independent entity, But from a biological point of view, this myth is mistaken… We are not completely independent and autonomous: when we look carefully at the interactions at every level between our bodies and the elements that surround us, we see how completely we are embedded in air, all of us caught together in the same matrix.”
What are a few examples he uses in Chapter 2 to support this argument? (please avoid vague notions – your response should demonstrate that you’ve absorbed specific details from chapter 2, so focus on the actual scientific phenomena he discusses)
2. Suzuki’s book chapter discusses several factors in modern Western culture that have created a sense of disconnection from the natural world. Identify at least two.
3. One of Suzuki’s central goals is to promote "a new kind of science that approaches the traditional knowledge of indigenous communities" (47), and to refute the notion of human separateness from our environment. He elaborates on this goal on pp 17-18 and 47-49. How does Suzuki use the four sacred elements from the indigenous worldview (earth, air, water, fire) to make this point about the interdependence of all life with larger planetary elements and functions?
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