IBESS - Topic 7 Review: Chapter 2
Topic 7: Environmental Value Systems (6 hours)
Obj.
7.1.1
Assessment Statement
State what is meant by an environmental value system.
6 Review Points
Notes
This is a particular world view or set of paradigms that
shapes the way an individual or group of people
perceive and evaluate environmental issues. This will be
influenced by cultural (including religious), economic
and socio‑political context.
An environmental value system is a system in the sense
that it has inputs (for example, education, cultural
influences, religious doctrine, media) and outputs (for
example, decisions, perspectives, courses of action)
determined by processing these inputs.
Int: Ecosystems may often cross national boundaries
and this may lead to conflict arising from the clash of
different value systems about exploitation of resources
(for example, ocean fishing and whaling).
7.1.2
7.1.3
7.1.4
7.1.5
7.1.6
Outline the range of environmental philosophies with
reference to figure 6.
Discuss how these philosophies influence the decision‑
making process with respect to environmental issues
covered in this course.
Outline key historical influences on the development of
the modern environmental movement.
Compare and contrast the environmental value systems
of two named societies.
Justify your personal viewpoint on environmental
issues.
Consider major landmarks, for example, Minamata,
Rachel Carson’s Silent Spring, Bhopal, whaling (Save the
Whale), Chernobyl, leading to environmental pressure
groups, both local and global, the concept of
stewardship and increased media coverage raising
public awareness.
The societies chosen should demonstrate significant
differences, for example:
• First Nation Americans and European pioneers
operating frontier economics, which involved
exploitation of seemingly unlimited resources
• Buddhist and Judaeo‑Christian societies
• Communist and capitalist societies.
Students should be encouraged to reflect upon where
they stand on the continuum of environmental
philosophies with regard to specific issues arising
throughout the syllabus, for example, population
control, resource exploitation, sustainable
development, and so on.
Int: The environmental philosophy of an individual, as
with that of a community (see 7.1.1), will inevitably be
shaped by cultural, economic and socio-political
context. Students should recognize this and appreciate
that others may have equally valid viewpoints (aims 4
and 7).
Paper 1 Response Practice
1.
Explain, using a named farming system, how
(a)
a technocentric approach can aid soil conservation.
(3)
technology and scientific techniques used to overcome soil
degradation problems thus conserving soil;
modern plowing technology and practise, e.g. contour plowing;
the use of new crop strains, e.g. genetically modified grain;
the development of new devices, e.g. windbreaks and strategic
shelter belts;
Accept other reasonable answers.
b)
3 max
an ecocentric approach can aid soil conservation.
ecocentric approach conservative;
reluctant to adopt new technology;
adopt solutions that are holistic and environmentally friendly;
e.g. application of organic fertilizers/crop rotations/shelter
belts/farming on a smaller scale/non-industrial farming;
reluctance to use heavy machinery due to soil compaction
and energy issues;
Accept other reasonable answers.
3 max
(3)
Paper 2 Response Practice (NO REVIEW POINTS AWARDED)
“Protecting the environment is a luxury that only the most economically developed countries of the
world can afford.”
(a)
State whether an ecocentrist or a technocentrist is more likely to agree with the statement
above. Justify your answer.
(2)
technocentrist because they tend to argue that economic
development should precede environmental protection;
and argue that society can find solutions for environmental
problems through technology which comes when the economy is strong;
would point to “success” stories like Canada and Scandinavia
who have good environmental records and are economically developed;
2 max
(b)
Discuss the arguments for and against the statement above. In your answer you should refer
to examples from both more economically developed and less economically developed
countries.
(10)
Arguments in favour of the statement:
costly to change technology to more environmentally sustainable
forms e.g. new power stations or investment in renewable
technologies such as solar;
often LEDCs rely on weak pollution laws to attract multinationals
to locate there;
so if they set environmental controls they will lose jobs and
income vital for development;
rights to emit CO2 for example can be bought and sold (richer
countries can afford to buy the right to emit more CO2) which
has implications for industrial development;
often countries with best record of environmental protection are
the most developed economically e.g. Scandinavia;
people in poverty will often be forced to act with short-term
perspective e.g. unsustainable use of forests in order to survive;
it is not fair to expect LEDCs to protect the environment, as richer
countries didn’t when they were going through their industrial
revolutions;
Arguments against:
some of the most economically developed countries have huge
ecological footprints and are very wasteful e.g. US, UK, Japan;
unsustainable use of the environment will only bring short-term
economic growth not long-term economic growth;
often the most sensible users of the environment are people
who are considered “undeveloped economically”;
e.g. indigenous tribes in Amazonia/street kids recycling waste;
people in poverty are often more intimately dependent on their
environment – vital to protect it to help them;
surely we can and should learn from the mistakes made by richer
countries?;
(very anthropocentric view) what about the rights of other living
species to be unmolested?;
environmental damage will have a knock-on effect on human
societies that cannot wait until everyone has developed before
we address it e.g. loss of species diversity once gone its gone;
environment is the source of our resources for development so
it is vital that the two go hand in hand – sustainable development;
(c)
10 max
For an environmental issue you have studied, describe the roles of different groups in the
management of this issue. In your answer you could consider local, national and international
groups.
(5)
Responses will depend on the choice of environmental issue but
for full marks candidates should be able to name specific groups
e.g. actual NGOs and international bodies rather than simply
identify broad groups such as “local people” and “charities”.
e.g. issue: depletion of stratospheric ozone
UNEP’s involvement in forging specific international agreements;
role of NGOs and pressure groups in monitoring, raising awareness
and lobbying for solutions;
discussion of steps taken by national governments to comply
with international agreements;
local campaigns to encourage sunscreen use e.g. “slip, slop, slap”
educational campaign in Australia;
role of scientists e.g. at the Antarctic stations in studying the
ozone hole;
5 max
Expression of ideas (3)
(Total 20 marks)