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Předmět, akademický rok 2018/2019
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Contemporary Cultural Ecology - ATKV00090
Anglický název: Contemporary Cultural Ecology
Zajišťuje: Ústav etnologie (21-UETN)
Fakulta: Filozofická fakulta
Platnost: od 2011
Semestr: zimní
Body: 0
E-Kredity: 4
Způsob provedení zkoušky: zimní s.:ústní
Rozsah, examinace: zimní s.:2/0 Zk [hodiny/týden]
Počet míst: neurčen / neurčen (neurčen)
Minimální obsazenost: neomezen
Stav předmětu: nevyučován
Jazyk výuky: čeština
Způsob výuky: prezenční
Úroveň:  
Garant: PhDr. Mgr. Jan Vávra, Ph.D.
Rozvrh   Nástěnka   
Cíl předmětu
Poslední úprava: PhDr. Barbora Půtová, Ph.D., Ph.D. (02.09.2011)
Course description
The relationship between human society and nature has many aspects. Contemporary cultural

ecology represents approach which is trying to investigate as much of these various aspects of

this relationship as possible. In the course there are presented different theoretical approaches

to human-environment relationship, as well as diverse case studies from the history and our

presence. Five main topics which form the structure of the course can be briefly summarized

as follows:

1) Social sciences and the environment
There are presented the most important environmentally oriented disciplines of

social sciences (roots of social and cultural ecology, human ecology,

environmental sociology) and their relationship to biological ecology. There are

discussed differences between ecology and environmentalism and thoughts of

selected important environmental philosophers are introduced.

2) History of cultural landscape
The first question is: What is it landscape? Then we can ask what is it cultural

landscape. History of cultural landscape in Czech is presented along with the

cultural influence on landscape and natural influence on society. How does our

landscape perception differ from the perception of other historical eras?

3) World development and ecological footprint
How much “natural goods and services” do we need for our life? How can we

measure it? Which states are the most demanding and which least? Is Gross

National Product good indicator of countries’ wealth or do we need better

indicators? How do they work?

4) Energy demand and climate change
Climate change is not only natural phenomenon but also a great political and social

issue. How does climate change “work”? What do people think about it? How can

individual contribute to climate change or how can help to solve the problem?

How big are CO2 emissions of European households? And African? And yours?

5) Sustainable development
Sustainable development (SD) - possible solution for next generations or just a

sexy phrase? Roots of SD and important political agreements. What are the three

pillars of SD? And what is the relationship between them?

The typical lesson will start with students’ Powerpoint presentation of topic selected

beforehand and will continue with the lecture of the teacher and the discussion. Usually, there

is some preparation needed for the lesson discussion (short reading, data mining, etc.). At

least one field trip will take place in the semester (maybe more - according to weather

conditions and other circumstances).

Literatura
Poslední úprava: PhDr. Barbora Půtová, Ph.D., Ph.D. (02.09.2011)
Recommended reading
The reading list contains some of relevant interesting literature. Required readings selected

from the list (with appropriate page range) will be announced in advance and given to

students in electronic form or in hard copy.

Beck, U. (2010), Climate for Change, or How to Create a Green Modernity? Theory, Culture

and Society 27 (2-3): 254-266

Available through SAGE Publications

Bičík, I., Jeleček, L. and Štěpánek, V. (2001), Land-use changes and their social driving

forces in Czechia in the 19th and 20th centuries. Land Use Policy 18 (1): 65-73

Available through ScienceDirect

Dunlap, R., Catton Jr., W. (1979), Environmental Sociology. Annual Review of Sociology 5:

243-273

Available through EBSCOhost

Daly, H. (1974), The World Dynamics of Economics Growth. The Economics of the Steady

State. The American Economic Review 64 (2): 15-21

Available through EBSCOhost

Ewing, B., Moore, D., Goldfinger, S., Oursler, A., Reed, A. and Wackernagel, M. (2010), The

Ecological Footprint Atlas 2010. Oakland: Global Footprint Network

http://www.footprintnetwork.org/images/uploads/Ecological Footprint Atlas 2010.pdf

Fischer, A., Peters, V., Vávra, J., Neebe, M., Megyesi, B. (2011), Energy use, climate change

and folk psychology: Does sustainability have a chance? Results from a qualitative study in

five European countries. Global Environmental Change 21 (3): 1025-1034

Available through ScienceDirect

Intergovernmental Panel for Climate Change (2007), Fourth Assesment Report - Climate

Change 2007: Synthesis Report Summary for Policymakers

http://www.ipcc.ch/pdf/assessment-report/ar4/syr/ar4_syr_spm.pdf

3

Lothian, A. (1999), Landscape and the philosophy of aesthetics: is landscape quality inherent

in the landscape or in the eye of the beholder? Landscape and Urban Planning 44 (4): 177-198

Available through ScienceDirect

Naess, A. (1973), The Shallow and the Deep, Long-range Ecology Movement. A summary.

Inquiry 6 (1-4): 95-100

Naughton, J. (2001), A brief history of the Czech lands. James Naughton’s personal pages at

Oxford University

http://users.ox.ac.uk/~tayl0010/history.htm

United Nations (1987), Our Common Future: Report of the World Commission on

Environment and Development

http://worldinbalance.net/intagreements/1987-brundtland.php

White, Jr., L. (1967), The Historical Roots of Our Ecological Crisis. Science 155 (3767):

1203-1207

Požadavky ke zkoušce
Poslední úprava: PhDr. Barbora Půtová, Ph.D., Ph.D. (02.09.2011)
Course requirements
At least 70 % attendance.

Active class participation (and preparation - reading, etc.).

Each student should present one Powerpoint presentation.

Each student should write 1 or 2 short writings (essay or report).

Grading policy
Class activity and preparation (25 %)

Writings (30 %)

Presentation in class (25 %)

Short final test (20 %)

 
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