Tony Silvaggio
Email: avs1@humboldt.edu
Spring 2015, CRN # 25060
Office Hours: M 1-2
Tues 3:30-4:30 & by appointment
GH 124 : M/W 3:00-4:50
Course Description
This course will introduce you to some of the basic theories of social ecological relations
and the debates among their respective adherents. You will learn about the sub-discipline
of environmental sociology, a field of inquiry that focuses on the relationship between
humans and the biophysical environment. We will examine the major theoretical
perspectives within environmental sociology, addressing the complex questions of how
societies come to understand, confront, and cope with both the sources and the
manifestations of ecological problems. The course is structured around assessing the basic
principles and positions of these modern theories on the environment, and their ability to
effectively address the environmental crisis. It will focus on understanding the social and
ecological implications of putting these theories into practice, evaluating the ways in which
they can contribute to a more ecologically sensitive relationship to the environment.
Throughout the course you will be encouraged to locate yourself in this debate, and form
your own conclusions.
Understanding the relationship between nature and human communities requires critical
thinking about both the class material and one’s own life, and maintaining an openness to
learning. You will be expected to do more than just learn “facts” to be regurgitated on a
test. Student participation will be central to the interactive format of this class, with
classroom discussions an integral part of your learning process. Please feel free to discuss
what you think, but remember to be sensitive to the diversity of experiences and
perspectives. My own personal goals for the course are for you to gain a deeper
understanding of how social, political, economic, and cultural factors shape the ways in
which humans relate to each other and the natural world. I also hope that you are able to
develop informed positions in order to answer the question, “How can humans and the
nature coexist?”
Course Objectives
After completing this course you should be able to:
 Discuss and understand the fundamental form of historical patterns of resource
exploitation and the relationship between human activities and the ecological crisis.
 Use the theories, concepts, and methods of sociology to understand the causes,
consequences and solutions to the environmental crisis.
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Understand the theoretical arguments environmental sociologists are making —
the logic of their arguments, the underlying assumptions, the internal contradictions
and difficulties the arguments encounter, and the ways in which the authors
(sometimes) support their theoretical arguments with data.
Explain how economic, cultural, and political systems contribute to the destruction
of nature and perpetuate environmentally unsustainable practices.
Think critically about your own life, how it affects and is affected by the natural
world.
Discuss different ways individuals and groups are working to fight environmental
degradation and foster social and environmental justice.
Required Readings
John Bellamy Foster. 2005. The Vulnerable Planet. Monthly Review.
David Naguib Pellow. 2007. Resisting Global Toxics: Transnational Movements for
Environmental Justice. MIT Press.
Robert L. Thayer. 2003. Lifeplace: Bioregional Thought & Practice. University of California
Press.
Kenneth A. Gould & Tammy L. Lewis. 2014. Twenty Lessons in Environmental Sociology.
Oxford University Press.
Additional readings for the course will be available on Moodle .
Other Course Resources
Scholarly journals that regularly publish articles related to environmental sociology include
the following:
Organization and Environment
Capitalism, Nature, Socialism
Social Science Quarterly
Nature and Culture Society and Natural Resources
Monthly Review
Rural Sociology
Science and Society
Course Requirements
Weekly Critical Commentaries (35%)
During the course, students will write eight (8) critical reflection/commentaries on the
entire week’s readings. These should be brief, tight, documented essays that engage the
major arguments within the readings and critically assess the discussion. The point of the
commentaries is to give you the opportunity to reflect on the main arguments, develop
your own positions on the readings, to communicate those views, and to demonstrate your
command of what we have been reading in the course. You will need to give your
commentaries a title and list the articles or books covered in your commentary at the end
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using ASA or MLA style/formatting. At the end of the commentary, students need to
formulate at least two questions to ask the class to help stimulate discussion about the
readings. Commentaries should be 2 pages (single-spaced) and typed. You can rewrite (2)
of your commentaries if you are not satisfied with your grade. Hard (paper) copies of your
commentaries are due at the beginning of class on Wednesdays. You can write your first
commentary starting in Week 2. There will be a deduction in your grade for late
commentaries.
Policy on Commentaries
Commentaries should be written carefully, checking to make sure that you are
making your point clearly. If you don't have a point to make then you know that you are in
trouble and should see me for help. I do not want regurgitation of the material. These
commentaries must be typed, proofread and definitely NOT your first draft. You are
encouraged to consult with your classmates, following the usual ethics governing such
things. Do not copy from books or the web, as this has been a disastrous tactic for students
in the past (it is called plagiarism and there is now software used to detect it). These
commentaries may not be longer than three typed pages (single spaced and 12 point font).
Submit copies in HARD COPY ONLY, as I DO NOT ACCEPT EMAIL PAPERS.
Midterm Exam (15%)
There will be one mid-term exam worth 15% of the final grade. The exam will have short
answer and essay questions. There are no make-up exams. A study guide will be placed on
Moodle one week before the exam.
Research Paper (15%) & Presentation (5%)
Students will investigate and interpret a particular issue connected to the course material.
It can be an environmental problem, proposed solution, policy debate, etc. The paper
should be between 2000-2500 words (about 8-10 double spaced pages using ASA or MLA
citation formats) with a minimum of 10 peer reviewed citations (not including course
material). Please note that each student must submit a topic statement of your paper (via
email or hard copy) by March 2nd for approval. Students will give a short presentation on
their paper the last week of classes. The final paper is due during finals week.
Group Discussion Leading (10%)
Each student will be assigned to a group (~3-4 students per group). Each group will be
responsible for leading one (1) class discussion on the material covered in the course. You
will be graded on how well you present information, how creative you are in selecting
specific topics for discussion, and how well you facilitate that discussion (engaging others,
encouraging conversations).
Content when leading discussion. The discussion group leaders must communicate
effectively a) in brief, the main points of the reading (do not regurgitate every point, simply
try to identify key themes or arguments, b) highlight what you feel are important issues
relating to the study of contemporary environmental issues for the class to discuss and
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think about, and c) raise direct questions about the material that provoke class discussion.
In your preparation, please make sure that your group covers a) thru c) above. Each
student in the group should plan on spending equal time leading the discussion and touch on
a) through c) individually to get full credit for this assignment.
Presenters are required to provide either handouts (such as an outline of discussion) or
power points for the class. If you wish to use a video, please ask me first. Videos are best
used when you show only a few minutes of them. If you would like me to help you prepare
your presentation, I will be happy to do so. I am also happy to schedule a follow-up meeting
to reflect on the presentation with you.
Evaluating the presentations: I will send you my evaluation of the presentation (by email) within a week. I will be looking to see specifically that you have satisfied the
expectations mentioned above. Each student must lead one separate session.
Attendance and Participation (10%)
Regular class attendance and meaningful participation are required for this course.
Attendance will be taken daily. Your attendance grade will be reduced if more than three
class meetings are missed. Miss more than 3 classes and your grade will drop by one half a
letter grade. Students who miss 6 classes will receive no better than a C- in the course.
Students who miss more than 6 classes (three weeks) will receive an F for the course. There
are no excused absences. It's just like a job--after you use up your sick time (3 days), it
comes out of your check. If you chronically arrive late or leave early I also reserve the
right to mark you absent. If you chronically come to class not having done the
readings or text message in class, I reserve the right to mark you absent for that day.
This course will not add to your understanding of your major unless you actually take part
in it. Nearly all class meetings will contain at least some lecture material. Lectures will
relate to the readings and go beyond it. Therefore, you will decrease your study time and
increase your comprehension of the material considerably by reading assignments before
coming to class. It is the responsibility of the student to bring up questions about the
readings. If there are few questions I assume that the material is understood; if there are
no questions I assume that the reading was not done.
Moodle
Moodle will be used to post announcements and distribute lecture related handouts, essay
assignments, study guides, additional readings and other resources as listed on the site
itself. To get assistance with Moodle contact the HELP desk.
THE USE OF ELECTRONIC EQUIPMENT IS NOT ALLOWED DURING CLASS.
This includes computers, cell phones, Blackberries/iphones, ipods/mp3 players,
voice recorders etc. Appropriate exceptions will be made for those with special
needs. If I see you fussing with any of these during our class time I reserve the right
to mark you absent for the day, so please have these tucked away in a location that
will not encourage their use.
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Grading
The goal of the writing assignments and exams described above is to facilitate your
learning and understanding of the course material. Therefore, I use a non-competitive
grade scale. This means that the grade you receive will depend entirely on your mastery of
the course material, not on how well you perform compared to others in class. If you want
to earn an “A” in this class you can anticipate spending an average of 6 to 8 hours each
week on outside classroom activities such as reading, writing, and reflecting on course
material.
*Note that I have a policy that all late assignments must be turned in, regardless of
the grade you will get. Students that fail to turn in any assignment will receive and F
for the course.
Grading Scale
A=
95=100%
C= 73-76
A- = 90-94
B+ = 87-89
B = 83-86
B- = 80-82
C+ = 77-79
C- = 70-72
D+ = 67-69
D = 63-66
D- 60-62
F = 0-59
Additional Information
HSU Learning Outcomes
This course explicitly contributes to students’ acquisition of skills and knowledge relevant
to the following
HSU Learning Outcomes:
HSU graduates will have demonstrated:
1. Effective communication through written and oral modes.
2. Critical and creative thinking skills in acquiring a broad base of knowledge and
applying it to complex issues.
3. Competence in a major area of study.
4. Appreciation for and understanding of an expanded world perspective by engaging
respectfully with a diverse range of individuals, communities, and viewpoints.
HSU graduates will be prepared to:
5. Succeed in their chosen careers.
6. Take responsibility for identifying personal goals and practicing lifelong learning.
7. Pursue social justice, promote environmental responsibility, and improve economic
conditions in their workplaces and communities.
Sociology Major Learning Outcomes
Graduates with a BA in Sociology will be able to
1. Think critically about social justice efforts and inequalities in communities and
environments.
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2. Develop a solid foundation in sociological theory.
3. Make linkages between empirical data and theoretical concepts.
4. Develop appropriate research designs and instruments to answer sociological
questions.
5. Apply appropriate techniques to the analysis and presentation of data.
6. Communicate effectively orally and in writing.
Classroom Behavior
This course may produce discomfort – sociology is considered by many to be subversive.
Sociology looks at the institutions and structures of society critically: facades are stripped
away and society is exposed for what is really is. Since we all will have something to say,
but may be saying vastly different, even contradictory things, the following few simple,
common sense guidelines will be adhered to while in this course. If everyone follows these
our class time together will be a pleasant experience for us all.
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Acknowledge that prejudice and discrimination based on race, class, sex, sexual
orientation, and physical differences exist.
Acknowledge that all of us have learned misinformation about our own group and
about members of other groups, whether we belong to a majority or a minority group,
from the mass media and other sources.
Assume that people in this class are doing the best they can do.
Never demean, devalue, or in any way “put down” people for their experiences,
backgrounds, or statements. This does not mean that you can’t disagree, only that you
do so with respect.
Please don’t interrupt. Listen before speaking.
Please arrive on time. If you must come late, please sit down as quietly as possible.
Please do not pack up your belongings before the end of class. I do keep an eye on the
clock and will let you out in time. In exchange, I ask that you refrain from shuffling
papers, etc. before class is over.
Do not be deceived by the illusion of anonymity in this class. You are visible to
everyone, so please do not talk to your friends, sleep, read newspapers, listen to music,
surf the web, etc. All of these behaviors are distracting to other students.
Please turn off all cell phones and any other little beeping, shrieking, or music-making
devices before you come to class. Absolutely no cell phone, text messaging, or laptop
use is allowed in this class. Violations will result in a deduction in your final grade.
Frequent offenders will be asked to leave the class.
Do not interrupt others or talk to your neighbor while others are speaking.
Address your fellow classmates respectfully, whether or not you agree with their
particular opinions on something.
Do not read the newspaper, work on an assignment for another class, or otherwise be
disengaged from what is going on in the classroom.
Students are responsible for knowing policy regarding attendance and disruptive
behavior: See the HSU policy
http://studentaffairs.humboldt.edu/judicial/attendance_behavior.php
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Campus Resources
Students with Disabilities: Persons who wish to request disability-related
accommodations should contact the Student Disability Resource Center in House
71, 826-4678 (voice) or 826-5392 (TDD). Some accommodations may take up to
several weeks to arrange. http://www.humboldt.edu/~sdrc/
Add/Drop policy: Students are responsible for knowing the University policy,
procedures, and schedule for dropping or adding classes.
http://www.humboldt.edu/~reg/regulations/schedadjust.html
Emergency evacuation: Please review the evacuation plan for the classroom
(posted on the orange signs), and review
http://studentaffairs.humboldt.edu/emergencyops/campus_emergency_prepared
ness.php
for information on campus Emergency Procedures. During an emergency,
information can be found campus conditions at: 826-INFO or
http://www.humboldt.edu/~humboldt/emergency
Attendance and disruptive behavior: Students are responsible for knowing
policy regarding attendance and disruptive behavior:
http://studentaffairs.humboldt.edu/judicial/attendance_behavior.php
Academic honesty: Students are responsible for knowing policy regarding
academic honesty. For more information, visit:
http://studentaffairs.humboldt.edu/judicial/academic_honesty.php
or http://www.humboldt.edu/~reg/catalog.html
Course Schedule
The course schedule is subject to change, depending on our progress in covering the
material. Any changes will be announced in class. It is your responsibility to know what is
announced in class, whether or not you are present when it is announced. Readings should
be completed prior to class which they are assigned. designates the reading material is on
Moodle.
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Week 1 Introduction to Environmental Sociology
Jan 19
No Class, MLK Day
Jan 21
Introduction to the Course; Syllabus
Week 2 Social Sciences and the Environment
Jan 26
Catton, William R. Jr. and Riley E. Dunlap. 1978. “Environmental Sociology: A
New Paradigm.” The American Sociologist 13:41-49.
Buttel, Federick. 1978 “Environmental Sociology: A New Paradigm?” The
American Sociologist 13:252-256.
Chapter 1, Twenty Lessons in Environmental Sociology.
Jan 28
Chapter 2 & 3, Twenty Lessons in Environmental Sociology.
Week 3 Economic History of the Environment
Feb 2
Chapter 1-3, The Vulnerable Planet.
Feb 4
Feb 9
Chapter 4 – 6, The Vulnerable Planet.
Week 4 Theories and Perspectives in Environmental Sociology I
Chapter 7- End, The Vulnerable Planet.
Chapter 4, Twenty Lessons in Environmental Sociology.
Feb 11
Gould, Kenneth, David Pellow, and Allan Schnaiberg. 2004.
“Interrogating the Treadmill of Production: Everything You Wanted
to Know about the Treadmill but Were Afraid to Ask.” Organization
and Environment 17(3): 296–316.
Chapter 5 & 6, Twenty Lessons in Environmental Sociology
Feb 16
Week 5 Theories and Perspectives in Environmental Sociology II
Chew, Sing. 2002. “Globalisation, Ecological Crisis, and Dark Ages.
Global Society 16(4):333-356.
Chew, Sing. 2008. Chapter 1 in Ecological Futures: What History Can Teach
Us.
Chew, Sing. 2001 “Ecological Degradation over World History”, in World
Ecological Degradation: Accumulation, Urbanization, and Deforestation,
3000BC-AD2000
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Feb 18
Arthur P.J Mol. 1997. “Ecological Modernizaton : Industrial Transformations
and Environmental Reform” Pp. 138-149, in M. Redclift, and G. Woodgate
(eds.) International Handbook of Environmental Sociology. London: Edward
Elgar.
York, Richard, Eugene Rosa, and Thomas Dietz. 2010.“Ecological
Modernization Theory: Theoretical and Empirical Challenges.” Pp. 77-90, in
M. Redclift, and G. Woodgate (eds.) International Handbook of Environmental
Sociology. London: Edward Elgar.
York, Richard, Eugene Rosa, and Thomas Dietz. 2009. “A Tale Of
Contrasting Trends: Three Measures Of The Ecological Footprint In China,
India, Japan, And The United States, 1961-2003”. Journal of World Systems
Research. 15(2):134-146.
Visit Site on Green Technology and Renewables:
http://deepgreenresistance.org/en/who-we-are/faqs/green-technologyrenewable-energy
Week 6 Theories and Perspectives in Environmental Sociology III
Feb 23
Beck, Ulrich. 2006. “Living in the World Risk Society”,
Economy and Society. 35(3):329-345.
Arthur P. J. Mol and Gert Spaargaren 1993. “Environment, Modernity, and
the Risk Society. The Apocalyptic Horizon of Environmental
Reform”. International Sociology 8:431-459.
Cable, Sherry, Shriver, Thomas, & Mix, Tamara. 2014. “Risk Society and
Contested Illness: The Case of Nuclear Weapons Workers.” In Pp. 267-285.
King, Leslie and Deborah McCarthy Auriffeille, (eds.) Environmental
Sociology: From Analysis to Action.
Feb 25
Bell, Shannon Elizabeth, & York, Richard. 2014. “Community Economic
Identity: The Coal Industry and Ideology Construction in West Virginia”. Pp.
187-208. In King, Leslie and Deborah McCarthy Auriffeille, (eds)
Environmental Sociology: From Analysis to Action.
Rikoom, J. Sanford. 2014. “Wild Horses and the Political Ecology of Natural
Restoration in the Missouri Ozarks.” Pp. 153-168, in King, Leslie and Deborah
McCarthy Auriffeille, (eds) Environmental Sociology: From Analysis to Action.
Pace, Felice. 1993. “Cultural Clearcuts: The Sociology of Timber
Communities in the Pacific Northwest”. In Devall, Bill, (eds.) Clearcut: The
Tragedy of Industrial Forestry.
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Week 7 Science, Technology and Climate Change
March 2
Chapters, 7 & 8, in Twenty Lessons in Environmental Sociology.
Norgaard, Kari. 2014. “People Want to Protect Themselves a Little
Bit: Emotions, Denial, and Social Movement Nonparticipation”. Pp. 169-185,
in King, Leslie and Deborah McCarthy Auriffeille, (eds) Environmental
Sociology: From Analysis to Action.
March 4
Chapter 14, in Twenty Lessons in Environmental Sociology.
Yearley, Steven. 2010. “Science and the Environment in the Twenty-First
Century.”, p. 212-225. in M. Redclift, and G. Woodgate (eds.) International
Handbook of Environmental Sociology. London: Edward Elgar.
Parks, Bradley C, & J. Timmons Roberts, 2010. “Structural Obstacles
to an Effective Post-2012 Global Climate Agreement: Why Social Structure
Matters and How Addressing it Can Help Break the Impasse.” Pp. 292-310 , in
M. Redclift, and G. Woodgate (eds.) International Handbook of Environmental
Sociology. London: Edward Elgar.
Week 8 Social Inequalities and Environmental Harm
March 9
Chapters 1 & 2, Resisting Global Toxics.
Midterm Exam
March 11
Chapters 3 & 4, Resisting Global Toxics.
Hooks, Gregory and Chad L. Smith. 2004. “The Treadmill of Destruction:
National Sacrifice Areas and Native Americans.” American Sociological
Review. 69: 558-575.
March 16-20 Spring Break
Week 9 Transnational Social Movements
March 23
Chapters 5 & 6, Resisting Global Toxics.
March 25
Chapters 7 Resisting Global Toxics.
Week 10 Sustainabilty and the Greening of the Economy
March 30
Chapter 19 in Twenty Lessons in Environmental Sociology
Hinton, Emma D., & Goodman, Michael, 2010. “Sustainable consumption:
developments, considerations, and new directions” pp. 245-261, in M.
Redclift, and G. Woodgate (eds.) International Handbook of Environmental
Sociology. London: Edward Elgar.
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Mantiate, Michael. 2014. “Indiviualization: Plant a Tree, Buy a Bike, Save the
World? In pp.343-363 , King, Leslie and Deborah McCarthy Auriffeille, (eds)
Environmental Sociology: From Analysis to Action.
April 1
Redclift, Michael. 2010. “The Transition out of Carbon Dependence:
The Crisis of Environment and Markets.” Pp. 121-135, in Michael Redclift and
Graham Woodgate (eds.) International Handbook of Environmental Sociology.
London: Edward Elgar.
Lang, Chris. 2012. “REDD: An Introduction”, http://www.reddmonitor.org/redd-an-introduction/
Week 11 Ecological Worldviews
April 6
Merchant, Carolyn. 1990. “Ecofeminism and Feminist Theory” Pp. 100 – 104.
In Irene Diamond and Gloria Orenstein (ed.) , Reweaving the World: The
Emergence of Ecofeminism. Sierra Club Books.
Gaard, Greta, & Gruen, Lori. 1993. “Ecofeminism: Toward Global
Justice and Planetary Health.”Society and Nature. 2:1-35
King, Ynestra. 1990. “Healing the Wounds: Feminism, Ecology, and the
Nature/Culture Dualism.” Pp. 106- 121. In Irene Diamond and Gloria
Orenstein (eds.), Reweaving the World: The Emergence of Ecofeminism. Sierra
Club Books.
Gaard, Greta. 2011. “Ecofeminism Revisited: Rejecting Essentialism and RePlacing Species in a Material Feminist Environmentalism” Feminist
Formations 23(2)pp. 26–53
April 8
Bookchin, Murray. 1993. “Social Ecology: What Is Social Ecology”,
Pp. 93-107, in Peter List (ed.) Radical Environmentalism: Philosophy and
Tactics. Wadsworth.
Bookchin, Murray. 1997 “An Ecological Society” Pp. 12- 36, in Janet
Biehl (ed.) The Murray Bookchin Reader. Cassell.
Visit Site: http://www.social-ecology.org
Week 12 Ecological Worldviews
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April 13
Bill Devall and George Sessions. 1993. “Deep Ecology”, Pp 38-46 in Peter List
(ed.) Radical Environmentalism: Philosophy and Tactics. Wadsworth.
Arne Naess. 1993. “The Shallow and the Deep Long Range Ecology
Movement: A Summary.” Pp. 17-24 in Peter List (ed.) Radical
Environmentalism: Philosophy and Tactics. Wadsworth.
Arne Naess. 1993. “Identification as a Source of Deep Ecological
Attitudes.” Pp. 24- 38, in Peter List (ed.) Radical Environmentalism:
Philosophy and Tactics. Wadsworth.
April 15
Deep Green Resistance. Selections.
List, Peter. 1993. “Selections on Bioregionalism”, Pp. 108-132, in
Peter List (ed.) Radical Environmentalism: Philosophy and Tactics.
Wadsworth.
Week 13 Environmental Movement
April 20
Dunlap, Riley E. and Angela G. Mertig. 1992. “The Evolution of the U.S.
Environmental Movement from 1970 to 1990: An Overview.” Pp. 1-10 in R.E.
Dunlap and A.G. Mertig, (eds.), American Environmentalism: The U.S.
Environmental Movement, 1970-1990. Philadelphia: Taylor and Francis.
Chapter 15 & 16, Twenty Lessons in Environmental Sociology.
April 22
Chapters 1 & 2, Lifeplace: Bioregional Thought and Practice
Week 14 Bioregionalism
April 27
Chapters 3, 4 & 5, Lifeplace: Bioregional Thought and Practice
April 29
May 4
Chapters 6 &7 Lifeplace: Bioregional Thought and Practice
Week 15 Bioregionalism
Chapters 8, 9, & 10 Lifeplace: Bioregional Thought and Practice
Begin Class Presentations
May 6
Class Presentations, continued
May 13
3:00pm – 4:50pm Final Exam Period for Class Presentations
Final Course Papers Due
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