David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Jack Alan Reynolds
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Ethics and Behavior 6 (1):29 – 53 (1996)
Twenty-nine environmental activists (mean age, 49.8) responded in writing to questions on influences that gave rise to environmental ethics in their own lives. Answers represented all phases of the lifespan. Through a qualitative analysis, six principle themes emerged: (a) deep environmental concern and an affiliation with nature often began in early childhood; (b) a combination of intellectual or academic and direct experiences with nature contributed to the development of environmental ethics; (c) familial and extra familial models were influential; (d) for some, environmental ethics was tied to spiritual, cultural, or religious feeling; (e) the development of environmental ethics was linked with identity and generativity issues; and (f) historical events interacted with individual development in the formation of an environmental ethics. These themes are discussed in terms of continuities and discontinuities in lifespan development, the role of the family and of history, and the relation between reason and emotion in the development of an environmental ethics.
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References found in this work BETA
Eugene C. Hargrove (1992). Foundations of Environmental Ethics. Philosophy East and West 42 (1):175-177.
Henry M. Wellman (1990). The Child's Theory of Mind. Monograph Collection (Matt - Pseudo).
Citations of this work BETA
Michael W. Pratt, Joan E. Norris, Susan Alisat & Elise Bisson (2012). Earth Mothers (and Fathers): Examining Generativity and Environmental Concerns in Adolescents and Their Parents. Journal of Moral Education 42 (1):12-27.
Philip G. Laird (2003). Bridging the Divide: The Role of Perceived Control in Mediating Reasoning and Activism. Journal of Moral Education 32 (1):35-49.
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