What forces shape who we are? The word “force” is a broad term that could refer to physical laws, natural processes, or social influences. In this unit, we will examine each of these forces and the ways in which they interact with each other to produce the external aspect of the human condition. Topics may include cooperation and conflict, globalization, climate change, communications technologies, political and economic systems, racism, resistance, and genocide. (Unit description)
Unit 3 is organized around the guiding question, what forces shape our world? In Module 10, we investigate the anthropocentric phenomenon of climate change, consider the ways in which the climate crisis is affecting life on earth, and reflect on how and why we might address this existential threat moving forward.
In this journal activity, you are asked to reflect on the ideas and information offered by Davidson’s article, “Climate Change,’ and Suzuki’s article, “It’s Time For a New Economic Paradigm.” The goal of this discussion activity is to develop a deeper understanding of the connections between human activity and the climate crisis, and to reflect on how your own life both shapes and is shaped by this powerful force.
Begin by reading Davidson’s article, “Climate Change,” which provides you with a scientific overview of this phenomenon, and Suzuki’s article, “It’s Time For a New Economic Paradigm,” which explores different ways of thinking about our relationship to the planet. Then, work through the Module 10 Learning Materials, which will guide you through some of the key ideas and information offered in your readings, and provide you with some additional resources to explore.
Then, using proper sentence and paragraph structure, post a response of approximately 10-12 sentences to the following questions:
Begin by identifying three distinct ways that your own lifestyle contributes to anthropogenic climate change. Use the scientific analysis offered by your readings to precisely explain how each example you’ve identified impacts the natural environment. To what extent and in what ways does your own lifestyle reflect an anthropocentric understanding of the relationship between humanity and our natural environment, as discussed by Suzuki? How might a shift to biocentrism, as advocated by Suzuki, change your lifestyle? Are these changes you are or would be willing to make? Explain why or why not.
Be sure to use details and examples drawn from the article, and the learning materials to support your ideas, and demonstrate your understanding of course content.
Resources to write on: http://www.thecanadianencyclopedia.ca/en/article/climate-change/
Idea about the module:
Learning Outcomes
This unit will help students meet the following course learning outcome:
Analyze how environmental, cultural, political, and economic systems interact in order to assess the challenges involved in developing a sustainable futur
Explain how power is distributed, maintained, and enforced for the purposes of identifying examples of the ways in which people react to that power.
Utilize critical reading strategies in order to explain, apply, and analyze key concepts in academic resources.
Evaluate their relationships to society and the physical world in order to assess how these relationships will affect their lives as global citizens.
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