In Thinking Like a Climate Hannah Knox confronts the challenges that climate change poses to knowledge production and modern politics. Drawing on ethnographic fieldwork among policy makers, politicians, activists, scholars, and the public in Manchester, England—birthplace of the Industrial Revolution—Knox explores the city's strategies for understanding and responding to deteriorating environmental conditions. Climate science, Knox argues, frames climate change as a very particular kind of social problem that confronts the limits of administrative and bureaucratic techniques of knowing people, places, and things. Exceeding these limits requires forging new modes of relating to climate in ways that reimagine the social in climatological terms. Knox contends that the day-to-day work of crafting and implementing climate policy and translating climate knowledge into the work of governance demonstrates that local responses to climate change can be scaled up to effect change on a global scale.

Bringing together ecology, evolutionary moral psychology, and environmental ethics, J. Baird Callicott counters the narrative of blame and despair that prevails in contemporary discussions of climate ethics and offers a fresh, more optimistic approach. Whereas other environmental ethicists limit themselves to what Callicott calls Rational Individualism in discussing the problem of climate change only to conclude that, essentially, there is little hope that anything will be done in the face of its "perfect moral storm" (in Stephen Gardiner's words), Callicott refuses to accept this view. Instead, he encourages us to look to the Earth itself, and consider the crisis on grander spatial and temporal scales, as we have failed to in the past. Callicott supports this theory by exploring and enhancing Aldo Leopold's faint sketch of an Earth ethic in "Some Fundamentals of Conservation in the Southwest," a seldom-studied text from the early days of environmental ethics that was written in 1923 but not published until 1979 after the environmental movement gathered strength.

The story of how economic reasoning came to dominate Washington between the 1960s and 1980s—and why it continues to constrain progressive ambitions today For decades, Democratic politicians have frustrated progressives by tinkering around the margins of policy while shying away from truly ambitious change. What happened to bold political vision on the left, and what shrunk the very horizons of possibility? In Thinking like an Economist, Elizabeth Popp Berman tells the story of how a distinctive way of thinking—an “economic style of reasoning”—became dominant in Washington between the 1960s and the 1980s and how it continues to dramatically narrow debates over public policy today. Introduced by liberal technocrats who hoped to improve government, this way of thinking was grounded in economics but also transformed law and policy. At its core was an economic understanding of efficiency, and its advocates often found themselves allied with Republicans and in conflict with liberal Democrats who argued for rights, equality, and limits on corporate power. By the Carter administration, economic reasoning had spread throughout government policy and laws affecting poverty, healthcare, antitrust, transportation, and the environment. Fearing waste and overspending, liberals reined in their ambitions for decades to come, even as Reagan and his Republican successors argued for economic efficiency only when it helped their own goals. A compelling account that illuminates what brought American politics to its current state, Thinking like an Economist also offers critical lessons for the future. With the political left resurgent today, Democrats seem poised to break with the past—but doing so will require abandoning the shibboleth of economic efficiency and successfully advocating new ways of thinking about policy.

Drawing on ethnographic research with policy makers, politicians, activists, scholars, and the public in Manchester, England, Hannah Knox confronts the challenges climate change poses to knowledge production and modern politics.

The key to creating wonder and empathy in class? Questions! Socrates believed in the power of questions rather than the efficiency of lecturing his students. And yet, if we revere Socrates as one of the greatest teachers in history, how did we get so far away from his method of inquiry? Shanna Peeples, 2015 National Teacher of the Year, is here to flip the script and show you how teachers can create a welcoming and engaging atmosphere that encourages student questions and honors their experiences. This resource provides Practical strategies for creating a classroom that runs on dialogue, curiosity, inquiry, and respect An enhancement to your existing curriculum, regardless of content area or grade level, with examples and advice from award-winning teachers Questions of increasing depth paired with sample texts to increase student engagement with your content Step-by-step lessons for generating and using students’ questions as a way of assessing their thinking, and helping them guide that thinking into new learning aligned to state standards Lesson extensions for English language learners, special education students, and gifted and talented students Writing suggestions, in-class debate questions, and scoring rubrics for each content area Recommended multimedia texts grouped by big questions Detailed protocols for using inquiry with adults as a base for Professional Learning Communities, for guiding staff meetings, and for creating inquiry groups around common areas of practice Your students’ deepest wonderings can point toward learning experiences that allow them to practice the work of citizenship grounded in empathy. Let the questions begin!

"This book offers a short, spirited defense of rhetoric and the liberal arts as catalysts for precision, invention, and empathy in today's world. The author, a professor of Shakespeare studies at a liberal arts college and a parent of school-age children, argues that high-stakes testing and a culture of assessment have altered how and what students are taught, as courses across the arts, humanities, and sciences increasingly are set aside to make room for joyless, mechanical reading and math instruction. Students have been robbed of a complete education, their imaginations stunted by this myopic focus on bare literacy and numeracy. Education is about thinking, Newstok argues, rather than the mastery of a set of rigidly defined skills, and the seemingly rigid pedagogy of the English Renaissance produced some of the most compelling and influential examples of liberated thinking. Each of the fourteen chapters explores an essential element of Shakespeare's world and work, aligns it with the ideas of other thinkers and writers in modern times, and suggests opportunities for further reading. Chapters on craft, technology, attention, freedom, and related topics combine past and present ideas about education to build a case for the value of the past, the pleasure of thinking, and the limitations of modern educational practices and prejudices"--

This book applies a critical perspective to anthropogenic climate change and the global socio-ecological crisis. The book focuses on the critical anthropology of climate change by opening up a dialogue with the two main contending perspectives in the field, namely the cultural ecological and the cultural interpretive perspectives. Guided by these, the authors take a firm stance on the types of changes that are needed to sustain life on Earth as we know it. Within this framework, they explore issues of climate and social equity, the nature of the current era in Earth’s geohistory, the perspectives of the elite polluters driving climate change, and the regrettable contributions of anthropologists and other scholars to climate change. Engaging with perspectives from sociology, political science, and the geography of climate change, the book explores various approaches to thinking about and responding to the existential threat of an ever-warming climate. In doing so, it lays the foundation for a brave new sustainable world that is socially just, highly democratic, and climatically safe for humans and other species. This book will be of interest to researchers and students studying environmental anthropology, climate change, human geography, sociology, and political science.

Thinking Like a Watershed points our understanding of our relationship to the land in new directions. It is shaped by the bioregional visions of the great explorer John Wesley Powell, who articulated the notion that the arid American West should be seen as a mosaic of watersheds, and the pioneering ecologist Aldo Leopold, who put forward the concept of bringing conscience to bear within the realm of "the land ethic." Produced in conjunction with the documentary radio series entitled Watersheds as Commons, this book comprises essays and interviews from a diverse group of southwesterners including members of Tewa, Tohono O'odham, Hopi, Navajo, Hispano, and Anglo cultures. Their varied cultural perspectives are shaped by consciousness and resilience through having successfully endured the aridity and harshness of southwestern environments over time.

Over the past several decades, writers such as Margaret Atwood, Paolo Bacigalupi, Octavia E. Butler, and Kathy Jetn̄il-Kijiner have explored climate change through literature, reflecting current anxieties about humans' impact on the planet. Emphasizing the importance of interdisciplinarity, this volume embraces literature as a means to cultivate students' understanding of the ongoing climate crisis, ethics in times of disaster, and the intrinsic intersectionality of environmental issues. Contributors discuss speculative climate futures, the Anthropocene, postcolonialism, climate anxiety, and the usefulness of storytelling in engaging with catastrophe. The essays offer approaches to teaching interdisciplinary and cross-listed courses, including strategies for team-teaching across disciplines and for building connections between humanities majors and STEM majors. The volume concludes with essays that explore ways to address grief and to contemplate a hopeful future in the face of apocalyptic predictions.

When we imagine the polar regions, we see a largely lifeless world covered in snow and ice where icebergs drift listlessly through frozen waters, like solitary wanderers of the oceans floating aimlessly in total silence. But nothing could be further from the truth. This book takes us into the fascinating world of icebergs and glaciers to discover what they are really like. Through a series of historical vignettes recalling some of the most tragic and most exhilarating encounters between human beings and these gigantic pieces of matter, and through vivid descriptions of their cycles of birth and death, Olivier Remaud shows that these entities are teeming with many forms of life and that there is a deep continuity between iceberg life and human life, a complex web of reciprocal interconnections that can lead from the deadliest to the most vital. And precisely because there is this continuity, icebergs and glaciers tell us something important about life itself – namely, that it thrives in the most unexpected of places, even where there seems to be no life at all. At a time when we are increasingly aware that the melting of ice sheets, glaciers and sea ice is one of the many disastrous consequences of global warming, this beautiful meditation is a poignant reminder of the interconnectedness of all life and the fragility of the Earth’s ecosystems.