Bøker i Ecology and Ethics-serien

This book is about Madeleine Slade (1892-1982) and Catherine Mary Heilemann (1901-1982), two English associates of Mohandas K. (Mahatma) Gandhi (1869-1948), known in India as Mira Behn and Sarala Behn. The odysseys of these women present a counternarrative to the forces of imperialism, colonialism, capitalism, and globalized development. The book examines their extraordinary journey to India to work with Gandhi and their roles in India's independence movement, their spiritual strivings, their independent work in the Himalayas, and most importantly, their contribution to the evolution of Gandhian philosophy of socio-economic reconstruction and environmental conservation in the present Indian state of Uttarakhand. The author shows that these women developed ideas and practices that drew from an extensive intellectual terrain that cannot be limited to Gandhi's work. She delineates directions in which Gandhian thought and experiments in rural development work and visions of a new society evolved through the lives, activism, and written contributions of these two women. Their thought and practice generated a new cultural consciousness on sustainability that had a key influence in environmental debates in India and beyond and were responsible for two of the most important environmental movements of India and the world: the Chipko Movement or the movement against commercial green felling of trees by hugging them, and the protest against the Tehri high dam on the Bhagirathi River. To this day, their teachings and philosophies constitute a useful and significant contribution to the search for and implementation of global ideas of ecological conservation and human development. 

This fifth volume in the Ecology and Ethics series integrates key concepts of the previous four volumes by addressing biocultural conservation through novel educational methods. In Field Environmental Philosophy (FEP), the authors undertake two complementary tasks. First, they address a problematic facet of education as an indirect driver of a global change and biocultural homogenization. Second, they contribute to solve the former problems by introducing the FEP method as well as other educational approaches from around the world that value and foster conservation of biological and cultural diversity. A particular emphasis is therefore on the integration of sciences, arts, humanities, and ethics into educational practices that involve the participation of local communities with their diverse forms of ecological knowledge and practices. The book is divided into four parts. Part I introduces FEP concepts and practices that involve a 4-step cycle of transdisciplinary research, poeticcommunication through composition of metaphors, design of field activities guided with an ecological and ethical orientation, and participation in biocultural conservation activities. Part II exposes problems as well as solutions in formal education (from preschool to higher education) and non-formal education to respect biocultural diversity. Parts III & IV provide case studies developed at long-term socio-ecological research (LTSER) sites, botanical gardens, and other platforms for non-formal education that contribute to biocultural conservation.This book supports a paradigm shift addressing still understudied indirect drivers of global change to foster the conservation of biological and cultural diversity. It is a valuable asset for scientists and practitioners in science and humanities education.