Psychology 318 Ecological Psychology
Carson-Newman College - Fall 2002

 

"The earth is what we all have in common...it is what we are made of and what

we live from...we cannot damage it without damaging those with whom we share

it...There is an uncanny resemblance between our behavior toward each other

and our behavior toward the earth...By some connection that we do not

recognize, the willingness to exploit one becomes the willingness to exploit

the other...It is impossible to care for each other more or differently than

we care for the earth."

--Wendell Berry

INSTRUCTOR

* Guy L. (Larry) Osborne, Ph.D., Professor of Psychology

* Mailing address:  Box 72022 Carson-Newman College, Jefferson City, TN 37760. 

* Office:  Chambliss Building Room 20 (basement)

* Phone:  865-471-3470

* Web Page:  http://news.cn.edu/losborne

* E-mail:  LOsborne@cn.edu

OFFICE HOURS

Please make an appointment in advance by signing up on my office door or by speaking with me in person. Other times available as needed.

COURSE DESCRIPTION

An exploration of the interconnections of human behavior and well-being with the natural environment, with special emphasis on the Southern Appalachian bioregion and Upper Tennessee Valley.  More specifically, we will attempt to do the following:

    *  Examine research and theory from the social sciences about how our attitudes, values, and behaviors in connection with the natural environment develop and change, including a look at the New Ecological Paradigm.

    *  Evaluate research and theory about the "biophilia" hypothesis, which states that human beings have an innate need to affiliate with life and the natural world, and that we suffer to the extent we are cut off from this affiliation.

    *  Consider the paradox of environmentally destructive behavior from a psychological point of view.  Why is it that human beings continue to degrade the air, water, and land of our one and only habitat?  What kinds of behavioral interventions can environmental psychology offer that can prove effective in reversing this pattern?  

    *  Study structural-developmental theory based on the works of Piaget, Kohlberg, and others, that provides a cogent framework for understanding the complexities of biophilia and environmentally destructive behavior.

    *  Examine special topics in ecological psychology of interest to the class.  Examples--ecofeminism, environmental racism, ecopsychology, whole systems design, sustainable building, Creation spirituality.

    *  Become more informed about what we can do at the personal level as individual consumers and citizens to help the environment.

    *   "Know Your Bioregion" through fieldtrips and a research project to learn about the bioregion in which we are living, working, and going to school--Southern Appalachia, the Upper Tennessee Valley, the Holston River watershed, Jefferson County. 

    *  Have the experience of living sustainably in community for one weekend through a retreat at Narrow Ridge Earth Literacy Center.  Narrow Ridge is a land trust and educational facility in Grainger County that is totally "off-grid" in terms of electrical power, that recycles everything (and I mean everything), and whose buildings are made largely of locally grown and renewal materials and constructed in such a way as to take advantage of the natural heating and cooling capacities of the Earth.  We will prepare our own meals and eat wholesome and delicious organic food grown low on the food chain.  We will learn about Narrow Ridge's various programs, such as its recent efforts in community-supported agriculture, and its foundational philosophy that emphasizes humanity's spiritual connections with Earth as part of God's good Creation.  A very important goal of this weekend is to have fun!  

TEXTS

*  Kahn, Peter H., Jr. (2001) The Human Relationship with Nature: Development and Culture  Cambridge: MIT Press.

*  Brower, Michael, and Leon, Warren (1999) The Consumer's Guide to Effective Environmental Choices: Practical Advice from the Union of Concerned Scientists.  New York: Three Rivers Press.

*  The Earth Charter, available on line at <http://www.earthcharterusa.org/>.

*  Additional articles and hand-out materials will be distributed in class.

COURSE REQUIREMENTS

1. Attendance/Participation (50 pts) -  This course is set up to involve you in class discussion and activities.  It is not intended to be a distance learning or independent study experience.  So class attendance and participation will be graded.  Absences due to illness or personal emergency will not count against you if you make up the work for that class in a timely manner.  Please see me as soon as possible to arrange make-ups. 

2. Tests (300 pts) - There will be three tests and a final exam.  Tests 1 and 2 count 100 points each and cover material for classes 1-10 and 11-20, respectively, during our study of the Kahn text.  Test 3 counts 50 points and covers material from our study of the Brower and Leon text at the retreat.  The final exam is comprehensive and counts 50 points.  It will be open-book and essay questions about the main ideas and themes of the course.

3. Class Journal  (100 pts) - Keep a journal of your class notes, written assignments, course-related observations, and reflections.  This is to be personal writing to document what you learn through the readings, class activities, and retreat.  Here are some specific guidelines:  (1) Clearly date and title each entry.  (2) Handwriting is ok as long as it is legible and not obviously rushed.  (Otherwise, please type your work.)  (3)   Include an entry for each class in which there is an assignment or activity other than a test or working on the Bioregion project.  (4) For notes, include a thorough outline or narrative sketch of the highlights of the class or activity along with your own questions or comments.  (5) Also include at least 10 weekly observations or reflections linking the course with your own experiences or thoughts in the "real world."  These should be in the neighborhood of 1-2 pages in length.  

4. "Know Your Bioregion" Project (100 pts) - - This last requirement is a research project of your own design that addresses a topic of importance to the class on the theme of "Knowing your bioregion."  Work in groups of  3-4.  Report your team's results in poster format at the C-N Psychology Student Research Conference.  Also report it in written or power-point format in combination with the other teams in class for an identified audience.  A variety of types of projects are possible. We will spend time in class to help you get going and provide support along the way.

5.  Retreat and Course fee--A unique aspect of the course will be a weekend retreat at Narrow Ridge Earth Literacy Center.  A special fee in the range somewhere in the vicinity of $50-75 is required to underwrite the cost of travel, food, and accommodations for the retreat weekend.  The specific amount will be calculated on the basis of course enrollment.  Any unused fees will be returned to you.  Students are expected to plan their semester to be able to attend this retreat.  In cases of personal hardship or health-related reasons, talk with me and we will try to work out a substitute activity.  All students are required to pay the fee regardless of whether or not you attend the retreat.

COURSE GRADE

Attendance/participation	50
Tests	300
Class Journal	100
Know Your Bioregion Project	100
	-----
Total Possible	550

A : 95 - 100% (495 - 550 pts)
B : 85 - 94% (440 - 494 pts)
C : 70 - 84% (385- 439 pts)
D : 50 - 70% (330 - 384 pts)
F : below 50% (0 - 329 pts)

* Extra-Credit - Extra-credit points also may be earned by doing an approved service-learning activity or participating in approved course-related special events. Extra-credit opportunities will be mentioned in class and may also be proposed by the student. Generally 2.5 points are awarded for each clock hour of activity. To get credit, check with me to make sure what you are doing is ok; then afterwards, write up a 1/2 - 1 page description of what you did and learned and turn it in within a week of the activity to which you wish to receive the credit. Total extra-credit points possible = 15.

COURSE POLICIES

* Late work - Make-up any late work as soon as possible. To be fair to those persons who got the job done on time, late work is penalized 10% per day, except when you are having an illness or personal emergency. Whatever the circumstances, for it to count you will need to have all late work made-up or turned in to me no later than Reading & Study Day (before final exams). After that, it will not be counted in your grade.

* Final exam period - Attendance for the full final exam period as given in the college schedule of classes is required. Begin absent for the final exam will lower your exam grade one letter grade.

*Schedule and assignments - To be announced in class. You are responsible for getting this information including any changes that are made whether or not you are present.

* Learning disabilities and other needs - If you have a disability or special circumstance that may affect your class performance, please let me know early in the semester rather than later. I will try to accommodate in accord with practices suggested by the advisor for special needs populations in the Academic Support Center. Documentation of learning disabilities is required. See the Academic Support Center for further information, assistance, and referral.

* Attendance - I will monitor attendance according to college policy. Be aware that there are no "excused absences" in college. Every absence counts as an absence, even when it is due to an illness, emergency, or college-related activity. You are responsible for all material and announcements made in each class. Being late or leaving early counts as a half absence.

* Honor code - Psychology has a code of ethics that applies to professionals and students alike. Plagiarism, cheating, and other types of academic dishonesty are serious violations of the Honor Code for this course. Consequences can range from failing the exam or paper, failing the entire course, and being denied letters of recommendation from psychology faculty, to suspension from the college. The Honor Code for this course is that all work you submit is your own; that you neither give nor receive inappropriate help in preparing for or taking the tests; that you do your fair share of the group research project. 

* Civility and respect for differences - Psychology is a values-based discipline promoting respect for human rights and the dignity of all persons, and tolerance for others different from ourselves. Tolerance is extended to others regardless of race, ethnicity, handicap, age, religious or political affiliation, gender, sexual orientation, or social class. Note that tolerance does not require acceptance or approval or that you stifle vigorous analysis and debate; only that you extend the caring and respect to others that you wish for yourself.  We can be tough on ideas but gentle with each other. If a fellow student or I offend you, speak directly to that person first and see if you can work it out. I will afford you the same courtesy.

* Academic freedom  - Academic freedom is extended to faculty and students alike. Each one of us is free to hold and express our own convictions and to question any idea under discussion without limitation or recrimination. As the teacher, I will ask you to consider a wide range of viewpoints relevant to our studies, some of which may be different or even offensive in comparison to what you are used to hearing. While we may not always agree or feel comfortable with such discussions, this freedom is essential to our identity as a liberal arts college. As the teacher I am free to teach in a manner consistent with my chosen field and my personal conscience. As a student you are free to agree or challenge the ideas under consideration without penalty of any kind or negative impact on your grade.

* Student-instructor meetings - I encourage you to talk with me outside class about personal matters, class-related issues, suggestions, or criticisms of my teaching, career questions, questions about majoring in psychology, or other matters in which I might be helpful. Definitely come and see my if you are having grade problems in class, the sooner the better.

* Student responsibility for changes in the syllabus - The syllabus is a tentative plan for the term. I reserve the right to modify it if needed to accomplish course objectives, and will announce that in class. Be aware that you are responsible for knowing about any such changes whether or not you are here that day.