Wednesday, August 5, 2020
Ricardo Rozzi1, Alejandra Tauro2, Valentina Gonzalez-Morales3, Danqiong Zhu4, Rika Tsuji5, Travis Wright3,6, Benn Johnson7, Kelli P. Moses8, Terrance Caviness III9, Roy May Jr.10, Irene Klaver11, Noa Avriel-Avni12, Carol Brewer13, Alan Berkowitz14 and Francisca Massardo3,15, (1)Department of Philosophy & Religion Studies, University of North Texas, Denton, TX, (2)IIES (Instituto de Investigaciones eb Ecosistemas y Sustentabilidad), Universidad Nacional Autonoma de Mexico, Morelia, Mexico, (3)Parque Omora, Instituto de Ecologia y Biodiverisdad, Puerto Williams, Chile, (4)University Of North Texas (UNT), Denton, (5)Philosophy and Religion, University of North Texas, Denton, TX, (6)Philosophy, University of North Texas, Denton, TX, (7)Philosophy & Religion, University of North Texas, Denton, TX, (8)Sub-Antarctic Biocultural Conservation Program, Universidad de Magallanes, Omora Ethnobotanical Park, University of North Texas, Institute of Ecology & Biodiversity, Puerto Williams, Chile, (9)Universidad de Magallanes, Puerto Williams, Chile, (10)Departamento Ecuménico de Investigaciónes (DEI), San José, Costa Rica, (11)Philosophy and Religion Studies, UNT Philosophy Of Water Project, Denton, TX, (12)Environmental Education Research and Ecology, Dead Sea & Arava Science Center (Ramon), Israel, (13)University of Montana, Berthoud, CO, (14)Cary Institute of Ecosystem Studies, Millbrook, NY, (15)Subantarctic Biocultural Conservation Program, Universidad de Magallanes, Puerto Williams, Chile
To address the complexity of the data revolution at long-term socio-ecological (LTSER) research sites we need both “technological sensors” and “conceptual lenses.” In this task, environmental philosophy, environmental engineering, and ecological sciences play complementary roles. With this vision, at Chilean LTSER sites we initiated Field Environmental Philosophy courses to educate students in the composition of metaphors that express their key findings in research. Students practice a 4-step science/humanities/conservation cycle through which they compose metaphors and narratives that combine imagination and discovery in science, enhance communication with the public, and integrate facts, values and action into biocultural research, education and/or conservation.
