In this paper, I undertake a conceptual analysis of ordinary usages of the concepts of “litter” and “pollution.” If “litter” or “pollution” applies to space debris in its various contexts, then in dealing with space debris as an ethical concern, we may more neatly apply arguments for the wrongness of litter and pollution to these new contexts. After engaging in a conceptual analysis of “litter” and “pollution,” I consider whether these concepts apply to space debris, examining three contexts: (1) surface (...) debris on Moon and Mars, (2) intentionally crashing objects into gas giants, ice giants, and stars, and (3) the pressing issue of orbital space debris. I conclude by finding that neither “litter” nor “pollution” cleanly applies to any of these three contexts. (shrink)

The places where humans meet other animals matter. This is especially true when considering encounters with animals in captivity. Myriad factors come into play in these instances, not the least of which involve the physical structures of each place and the kinds of organized activities that are offered, encouraged or discouraged there. Motivated by a strong desire to get up close to a dolphin, many people seek out tourism activities offering opportunities to "swim with dolphins." But what is the nature (...) of these swim-with-dolphin programs and how are they actually experienced by participants? If people are seeking genuine, spontaneous contact with a dolphin, does the place and activity of encounter make a .. (shrink)

This paper argues that environmental virtue ethics requires the adoption of an ethical ideal in order to guide the identification and practice of virtues. I recommend friendship as one such ideal due to emphasis such an ideal places upon the quality of the relationship with nature rather than the evaluation of individual actions. After describing the value of friendship as an ethical ideal, I respond to some of the objections that have been raised against it in the context of environmental (...) virtue. (shrink)

In this paper I attempt to develop several ways Merleau-Ponty's ontology might contribute to an environmental ethic through a redefinition of his concept of flesh in terms of a general theory of affectivity. Currently accepted interpretations of the concept such as those in Abram, Toadvine, Barbaras, and Dastur rely upon conceiving flesh as a perceptual experience. I contest this interpretation and argue that a more productive conception of flesh emerges when understood in terms of Heidegger's philosophy. The paper concludes with (...) a consideration of the normative significance of flesh by examining the role of “wildness“ within a place-based ethic. (shrink)

I consider the case of the “simplest” living beings—bacteria—and examine how their embodied activity constitutes an organism/environment interaction, out of which emerges the possibility of learning from an environment. I suggest that this mutual co-emergence of organism and environment implies a panbiotic educational interaction that is at once the condition for, and achievement of, all living beings. Learning and being learned from are entangled in varied ways throughout the biosphere. Education is not an exclusively human project, it is part of (...) the ancient evolutionary process of elaborating and diversifying the relational possibilities inherent in metabolism that has brought forth our diverse and flourishing world.ed from context, “education” appears as a set of ways in which humans actively engage and take responsibility for the learning outcomes of relationships with each other. Insofar as we consider this distinction absolute rather than a performed construct to be assessed by its consequences, we blind ourselves to the educative dimension of other species as well as our many miseducative engagements with them. If learning processes are inherent and constitutive of ecological communities, education theorists should devote their pedagogical sensitivities and insights to the crucial challenge of developing educative sustainable human–nature relations. (shrink)