Students enrolled in my PHIL 322: Environmental Ethics should finish the semester with deep ethical reservations about the way of life they have taken for granted for most of their lives and with a measure of resolve to change some of their habits and life expectations. This essay first discusses how pursuit of these pedagogical goals already has resulted in curricular changes in the direction of greater inclusivity. I then review compelling reasons for further changes brought forcefully to my attention during my participation in the May 2016 Mellon Grant sponsored workshop on inclusive pedagogy, led by philosophy Prof. David Concepción. The curricular changes prompted by this workshop, I then show, brought about a transformation in the fundamental ethical issues examined in the class, which, in turn, led to the development of a field experience requirement. After a review of class members’ reflections on the effectiveness of their time in the field as a learning experience, I finish the essay with some reflections on how I might more effectively assess the learning fostered by this requirement.
Wright, Charles W.
"Ethics in the Field: Notes on Making Environmental Ethics More Inclusive,"
Vol. 30, 165-191.
Available at: https://digitalcommons.csbsju.edu/headwaters/vol30/iss1/18