可持续发展观导论

张知博

目录

  • 1 Brief Introduction to Sustainable Development
    • 1.1 Course Promotional Mini-Video
    • 1.2 Brief Introduction to Sustainable  Development
    • 1.3 Lead-in Case
    • 1.4 In Class Activities
    • 1.5 After-Class Activities
    • 1.6 Key Terms
    • 1.7 References
  • 2 Chapter 1 Towards sustainable development
    • 2.1 Learning Objectives
    • 2.2 Before-Class Learning
      • 2.2.1 Text 1:The road to sustainable development
      • 2.2.2 Text 2: The 1992 Rio Earth Summit and after
      • 2.2.3 Text 3: Millennium Development Goals
      • 2.2.4 Text 4: The Sustainable Development Goals (SDGs)
      • 2.2.5 Text 5: Capital and the ‘capitalization’ of sustainable development
      • 2.2.6 Text 6: Sustainable development as a ‘dialogue of values’
    • 2.3 In-Class Discussion
    • 2.4 After-Class Output Project
      • 2.4.1 Environmental Management on Global Level;
      • 2.4.2 Envronmental Management on National Level
      • 2.4.3 Environmental Management on  Enterprise Level
    • 2.5 Summary & Homework
    • 2.6 Key Terms
    • 2.7 References
  • 3 Chapter 2 ： Worldviews and ethical values: towards an ecological paradigm
    • 3.1 Learning Objectives
    • 3.2 Before-Class Learning
      • 3.2.1 Text 1: Sustainability and sustainable development
      • 3.2.2 Text 2: Paths, perspectives and worldviews
      • 3.2.3 Text 3: Deep and shallow ecology
      • 3.2.4 Text 4: Social ecology
      • 3.2.5 Text 5: Bioregionalism
      • 3.2.6 Text 6: Systems thinking and complexity
      • 3.2.7 Text 7:The promise of new technology
    • 3.3 In-Class Discussion
    • 3.4 After-Class Output Project
    • 3.5 Summary and Homework
    • 3.6 Key Terms
    • 3.7 References
  • 4 Chapter 3 ： Cultural and Contested understandings of Science and Sustainability
    • 4.1 Learning Objectives
    • 4.2 Before-Class Learnimg
      • 4.2.1 Text 1:From dialogue to learning: “sustainability” as a heuristic
      • 4.2.2 Text 2: Science, politics and climate change
      • 4.2.3 Text 3 : The 2015 Paris Climate Agreement: COP21
      • 4.2.4 Text 4: The precautionary principle
      • 4.2.5 Text 5: Sustainability science: birth of a new discipline
      • 4.2.6 Text 6:  Science, knowledge and sustainability
    • 4.3 In-Class Discussion
    • 4.4 After-Class Output Project
    • 4.5 Summary and Homework
    • 4.6 Key Terms
    • 4.7 References
  • 5 Chapter 4 Connecting Social with Environmental Justice
    • 5.1 Learning Objectives
    • 5.2 Before-Class Learnimg
      • 5.2.1 Text 1:  The Relationship between Human Society and the Environment
      • 5.2.2 Text 2: Human Social Behavior Affecting the Environment
      • 5.2.3 Text 3:  Connecting Social with Environmental Justice
      • 5.2.4 Text 4: The Role of New Digital Media on Environmental Justice
      • 5.2.5 Text 5: Environmental Justice and Sustainable Development
      • 5.2.6 Text 6: The Idea of “the commons” in Social Capital
      • 5.2.7 Text 7: Critique on Achievement of the Environmental Justice Movement
      • 5.2.8 Text 8: Evaluation on Migration in Sustainable Development
      • 5.2.9 Text 9: Ecological Debt and Human Development
    • 5.3 In-Class Discussion
    • 5.4 After-Class Ourput Project
    • 5.5 Summary and Homwork
    • 5.6 Key Terms
    • 5.7 References
  • 6 Chapter 5: Sustainable development, politics and governance
    • 6.1 Learning Objectives
    • 6.2 Before-Class Learning
      • 6.2.1 Text 1: Human Agency and Sustainable Development
      • 6.2.2 Text 2: Ecological Democratization
      • 6.2.3 Text 3:  Extending Democracy to the Workplace
      • 6.2.4 Text 4: Governance, Democracy and Eco-welfare
      • 6.2.5 Text 5: Global Civil Society and World Civic Politics
      • 6.2.6 Text 6: Greenpeace International and the Politics of Perspective Change  Greenpeace International, originating in Canada, in the late 1960s with a small but highly visible direct protest action agains...
    • 6.3 In-Class Discussion
    • 6.4 After-Class Output Project
    • 6.5 Summary and Homework
    • 6.6 Key Terms
    • 6.7 References
  • 7 Chapter 6: Conservation and Sustainable Development
    • 7.1 Learning Objectives
    • 7.2 Before-Class Learning
      • 7.2.1 Text 1: Natural Ecology in the Present Earth
      • 7.2.2 Text 2: IUCN Red List
      • 7.2.3 Text 3: The Intergovernmental Platform on Biodiversity and Ecosystem Services (IPBES)
      • 7.2.4 Text 4: The Political Ecology of Conservation and Development
      • 7.2.5 Text 5: Capitalism and Conservation
      • 7.2.6 ​  Text 6: Urban Biodiversity
    • 7.3 In-Class Discussion
    • 7.4 After-Class Output Project
    • 7.5 Summary and Homework
    • 7.6 Key Terms
    • 7.7 References
  • 8 Chapter 7 Envisioning sustainable societies and urban areas
    • 8.1 Learning Objectives
    • 8.2 Before-Class Learning
      • 8.2.1 Text 1:  Sustainable Societies
      • 8.2.2 Text 2: Sustainability from the perspective of Production and consumption
      • 8.2.3 Text 3:  Urban Areas
    • 8.3 In-Class Discussion
    • 8.4 After-Class Output Project
    • 8.5 Summary and Homework
    • 8.6 Key Terms
    • 8.7 References
  • 9 Chapter 8  Communication and Learning for Sustainability
    • 9.1 Learning Objectives
    • 9.2 Before-Class Learning
      • 9.2.1 Text 1: New Media and Sustainable Development
      • 9.2.2 Text 2: The Examples of GamesTelevisions and Advertisements
      • 9.2.3 Text 3:  The Features of “Education for Sustainable Development ” 
    • 9.3 In-Class Discussion
    • 9.4 After-Class Output Project
    • 9.5 Summary and Homework
    • 9.6 Key Terms
    • 9.7 References
  • 10 Chapter 9 Leading the Sustainability Process
    • 10.1 Learning Objectives
    • 10.2 Before-Class Learning
      • 10.2.1 Text 1:  Leadership in Organizations and Society of Sustainable Development
      • 10.2.2 Text 2:  Some Representative Views with the UN PRME Initiative
    • 10.3 In-Class Discussion
    • 10.4 After-Class Output Project
    • 10.5 Summary and Homework
    • 10.6 Key Terms
    • 10.7 References
Summary and Homework

Summary:

This chapterexamines some of the practical ways in which we can work towards achieving a greater degree of sustainability in our social and economic practices. However, ecological principles come to have a practical importance as do ideas and conceptions of sufficiency, innovation and well-being, for without understanding, these tools would be literally meaningless.

It is, therefore, important that we understand what the ideas and concepts refer to and how best to measure or assess the effects of their implementation. However, measurement can take different forms and should not be automatically associated with quantification.Not everything that existed can be weighed or counted.

Homework: 

Review Chapter 7 and preview Chapter 8.