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Lisa Kretz
University of Evansville
  1. Hope in Environmental Philosophy.Lisa Kretz - 2013 - Journal of Agricultural and Environmental Ethics 26 (5):925-944.
    ABSTRACT. Ecological philosophy requires a significant orientation to the role of hope in both theory and practice. I trace the limited presence of hope in ecological philosophy, and outline reasons why environmental hopelessness is a threat. I articulate and problematize recent environmental publications on the topic of hope, the most important worry being that current literature fails to provide the necessary psychological grounding for hopeful action. I turn to the psychology of hope to provide direction for conceptualizing hope and actualizing (...)
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    The Oppression of Nonhuman Life.Lisa Kretz - 2018 - Environmental Ethics 40 (3):195-214.
    Karen Warren’s work has helped to transform the landscape of environmental philosophy, contributing theoretical grounding for Western ecofeminism and opening the range of theoretical perspectives one can adopt when doing Western environmental ethics. Although her work is laudable, there are substantive worries about how potential subjects of oppression are characterized in her later work. Warren’s work and relevant secondary literature can be used as a foil to illuminate inadequate justification for the failure to include all living entities as potential subjects (...)
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    Emotional Responsibility and Teaching Ethics: Student Empowerment.Lisa Kretz - 2014 - Ethics and Education 9 (3):340-355.
    ‘This class is so [insert expletive] depressing.’ I overheard a student communicating this to a friend upon exiting one of my ethics courses and I wondered how my classes could generate a sense of empowerment rather than depression, a sense of hope rather than despair. Drawing from David Hume's and Martin Hoffman's work on the psychology of empathy and sympathy, I contend that dominant Western philosophical pedagogy is inadequate for facilitating morally empowered students. Moreover, I stipulate that an adequate analysis (...)
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    Teaching Being Ethical.Lisa Kretz - 2015 - Teaching Ethics 15 (1):151-172.
    Teaching ethics at the university level in the Western tradition tends to focus on teaching ethical theories, or—in the case of applied ethics—applying theories. Success in ethics courses is occasioned by the ability to articulate, and in some cases apply, ethical theories. Ratiocination about ethics is the focus. I contend that in so far as one of the goals of ethical education is becoming more ethical, current pedagogical models leave much to be desired. This paper makes a case for teaching (...)
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  5. A Shot in the Dark: The Dubious Prospects of Environmental Hunting.Lisa Kretz - 2010 - In Nathan Kowalsky (ed.), Hunting Philosophy for Everyone: In Search of the Wild Life. Wiley-Blackwell.
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    Conscious Evolution.Lisa Kretz - 2013 - The Montreal Review.
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    Commentary on Matthew Butkus' ‘Biodiversity, Ethics, and Human Health’.Lisa Kretz - 2015 - Ethics, Policy and Environment 18 (1):34-37.
  8.  3
    C. Tyler DesRoches, Frank Jankunis and Byron Williston (Eds), Canadian Environmental Philosophy.Lisa Kretz - 2021 - Environmental Values 30 (2):261-263.
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    Debiasing the Philosophy Classroom.Lisa Kretz - 2017 - Teaching Philosophy 40 (1):11-35.
    This paper is situated at the intersection of ethics, pedagogy, and bias. Various challenges for pedagogy that are posed by explicit and implicit bias are discussed. Potential solutions to such challenges are then explored. These include practices such as enhanced thought experiments, interviews, research projects, in-depth role-playing, action projects, and appropriately morally deferential experiential service-learning. Moral imagination can be beneficially stretched through adopting differing moral lenses and engaging and encouraging multiple empathizing; art and literary narrative provide helpful tools to this (...)
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  10. Ethics, Emotion, Education, and Empowerment.Lisa Kretz - 2020 - Lexington Books.
    This book argues that dominant approaches to teaching ethics fail to adequately support ethical action because empowered action requires intentional emotional engagement and oppressive forces have worked against affective pedagogy. Lisa Kretz argues in favor of pedagogical approaches that empower students to be ethically engaged activists.
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  11.  20
    Environmental Skill: Motivation, Knowledge, and the Possibility of a Non-Romantic Environmental Ethics by Mark Coeckelbergh.Lisa Kretz - 2016 - Ethics and the Environment 21 (1):109-118.
    In Environmental Skill: Motivation, Knowledge, and the Possibility of a Non-Romantic Environmental Ethics, Mark Coeckelbergh presents an expansive approach to rethinking the ontological, epistemic, and ethical relationships humans have with the environment. It is a book with a wide historical scope rooted in the Western tradition, and it seeks to address the gap between humans’ ecological ideals and environmental practices.The text begins with an exploration of the psychological conditions for environmental change. Coeckelbergh seeks to bridge the gap between what we (...)
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    Global Citizenship Education and Scholars for Syria: A Case Study.Lisa Kretz, Kristen Fowler, Kendra Mehling, Gail Vignola & Jill Griffin - forthcoming - Teaching Ethics.
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  13.  89
    Peter Carruthers and Brute Experience: Descartes Revisited.Lisa Kretz - 2004 - Essays in Philosophy 5 (2):1-13.
    Peter Carruthers argues in favour of the position that the pains of non-human animals are nonconscious ones, and from this that non-human animals are due no moral consideration.1 I outline Carruthers’ argument in Section II, and call attention to significant overlap between Carruthers’ standpoint regarding non-human animals and Rene Descartes’ position. In Section III I specify various ways Carruthers’ premises are undefended. I argue that we are either forced to take seriously an absurd notion of pain experience that fails to (...)
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    The Allegory of the Alien Invasion.Lisa Kretz - 2015 - Philosophy Now 106:21-21.
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  15. The Allegory of the Alien Invasion.Lisa Kretz - 2013 - Journal of Critical Animal Studies 11 (1):133-35.
    For much of human history knowledge was communicated orally. Moral understandings were shared, developed and contextualized from generation to generation. Current moral theorists have argued that storied accounts may better serve to motivate ethical action and engage emotionally than standalone arguments. Over the years I found myself developing a story – which I spoke aloud to students in my introductory classes when we are starting work on non-human animal ethics, altering it and layering on elements year after year. Below is (...)
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    “Tovar Cerulli’s The Mindful Carnivore: A Vegetarian’s Hunt for Sustenance.”.Lisa Kretz - 2014 - Environmental Ethics 36 (1):119-122.