Updated 2018-09-14 at 12:58
This is the precept by which I have lived: Prepare for the worst; expect the best; and take what comes.
– Hannah Arendt
To reverse the effects of civilization would destroy the dreams of a lot of people. There’s no way around it. We can talk all we want about sustainability, but there’s a sense in which it doesn’t matter that these people’s dreams are based on, embedded in, intertwined with, and formed by an inherently destructive economic and social system. Their dreams are still their dreams. What right do I – or does anyone else – have to destroy them.
At the same time, what right do they have to destroy the world?
― Derrick Jensen, Endgame, Vol. 1: The Problem of Civilization
Learning outcomes week 2
On completion of the course, the student should be able to:
- summarise and critically relate to different perspectives, central theories and concepts within the climate change leadership field;
- discuss and problematise current issues and research within the climate change leadership field
- identify, analyse and critically relate to power relations, ethical dilemmas and conflicts within the climate change leadership field;
An Incomplete Timeline of What We Tried – Working back from human extinction
– Debbie Urbanski, December 15 2017, Motherboard
Assignment week 2
The examination in preparation for the mandatory seminar/workshop Friday September 14 is on writing (communicating in text), formulating a story and referencing.
The text should be connect to and bring up the most important aspects of climate change and leadership, connected to the topics, concepts, theories and perspectives we have discussed during the first and second week. Remeber to use relevant references when you’re making a statement or include somebody else’s arguments.
You will write an individual text, but collaboration with others are welcome (for example getting feedback on a draft).
The essay needs to include:
1. The title My Climate Life from now until the end, your own formulated subtitle (an explanatory or alternate title) and your name.
2. Your life now/2018 – everyday life, lifestyle, dreams, ambitions – basically how you are living, your view on climate change, leadership, etc. and how you’re life is affecting the world.
3. A story of how you think the world at large, the world locally where you see yourself living in and your own life will play out.
The text should be 1500-2000 words, double spaced. Upload your text no later than Thursday September 13 at 21.00 here: www.studentportalen.uu.se (if the link doesn’t work just login to studentportalen and upload the assignment) and bring your text printed to class. The text will not be published or shared with other outside of class. Use the text and video to the left as inspiration and help.
Read/download: Grading Criteria CEMUS.
Texts (click on bold title to access the text), videos, audio and visuals
2.1 POWER, POLITICS AND CULTURE
Just 90 companies are to blame for most climate change, this ‘carbon accountant’ says
– Douglas Starr, August 25, 2016, Science
Which fossil fuel companies are most responsible for climate change? – interactive
– Duncan Clark and Kiln, November 20, 2013, Guardian
Carbon map – which countries are responsible for climate change?
– Kiln, September 23, 2014, Guardian
Richest 62 people as wealthy as half of world’s population, says Oxfam
– Larry Elliott, January 18, 2016, Guardian
Neoliberalism has brought out the worst in us
– Paul Verhaeghe, September 29, 2014, The Guardian
Part IV: Movement towards change p. 293-345, in Hällström, Niclas (ed) (2012). What Next Volume III: Climate, Development and Equity. Uppsala: Dag Hammarskjöld Foundation and What Next Forum.
Articles in The Beam #6, select at least 3 articles relating the title “Power, Politics and Culture”, such as gender, urban climate action, democracy, sustainable architecture, ideology, economy, development, etc.
A succinct account of my view on individual and collective action
– Kevin Anderson, August 24, 2016, kevinanderson.info
2.2 HURRICANE MARIA
GW Researchers: 2,975 Excess Deaths Linked to Hurricane Maria
– GWTODAY, August 29, 2018, The George Washington University
Ecological agriculture, climate resilience and adaptation – A roadmap
– Doreen Stabinsky and Lim Li Ching, 2012, in What Next Volume III: Climate, Development and Equity
IF CRISIS OR WAR COMES
– Swedish Civil Contingencies Agency, 2018, MSB
2.3 APPLE TREE
It Looks Bleak. Big Deal, It Looks Bleak.
– Interview with Joanna Macy, 2016, Ecobuddhism
Mourning Our Planet: Climate Scientists Share Their Grieving Process
– Dahr Jamail, January 25, 2015, Truthout
Arts-based Environmental Education and the Ecological Crisis
– Jan van Boeckel, 2009, in Metamorphoses in children’s literature and culture
2.4 QUESTIONS OF THE WEEK 2
Bring a question, quote, paragraph, news article, tweet/social media post, an argument, statement, theory, graph, gif-animation, artistic representation, part of video/audio, etc. from the material above and/or things brought up in class. We’ll then structure the investigative discussion from all the things you have brought to the seminar.
2.5 ASSIGNMENT WEEK 2
See at the top of the page.