After an evening at Salmon River brewing, spent discussing the conversion process, we began bright and early with a lecture discussing the ethics of bioenergy.
As one group pointed out “science and ethics are linked; two necessary components of any decision making process. Science is the car and Ethics is the foot on the gas pedal.”
Lots of great discussions today, great prompts that led to deep discussions on how we wrestle with science vs policy/politics. “Who owns the outcome?”
Takeaway of the morning session-It is important to allow students the opportunities to identify their values and set of ethics that they work on and then how to make informed policy and scientific decisions.
Questions to consider:
How do you instill ethics into the classroom?
Does the general public have a mistrust in science, and does this change the approach to ethical considerations?
If the scientific community finds acceptable solutions to dilemmas, how do policy constraints and community backing play into the continuation of research?
Where do monetary obligations lie when funding is needed?
Is conserving energy un-American?
Should we look at scientific data or consider the ethics of the subject before approaching a problem?
The afternoon session began with a case study using Evidence based narrative curriculum. We were given an article which addressed beetle kill fuels as bioenergy and then watched a video on the same topic. Then, we broke down the article and analyzed the cost/benefits of using beetle kill for bioenergy and identified the stake holders involved. Ultimately, our goal was to analyze the messages that are delivered through media.
What do you think? What is your analysis of the two (article/video) below?
After a short break we were back at it! We had a stakeholder meeting regarding using feedstocks for biofuel. The stakeholders involved were the USDA, U.S. Military, tribes, Oil Company, Environmental NPO, and the Aviation industry. The consensus was that there are certain things that are necessary for every stakeholder to be happy when it comes to a plan.
Danica facilitating the stakeholder meeting
stakeholders presenting their policy considerations
They include the following considerations:
-proceed with caution
-use a variety of feedstock
-conserve habitat
-create new jobs
-existing infrastructure
-meets jet fuel specs
-have oversight
-no food source implications
-have military pilot program
Thoughts? Agree/Disagree? Is this achievable?
Teaching AL@MOSS 
It was an interesting read concerning science and ethics. I believe that ethics is something that a student brings into the classroom. Can those thoughts and ideas change over time and with more information from which to choose?
I also believe a misinformed or uninformed public affects scientific research and funding for what needs to be done. The information experienced in the classroom will affect the future funding of these projects.
Ethics and scientific data is an interesting debate!
I really liked the article. The beetle killed trees or “stands” really hits close to home. I’ve seen the effects of what a green lush forest killed off by beetles looks like near Redfish Lake. It’s amazing such an infestation can take over a forested area. However, the paragraphs on “ifs” made a lot of sense to me. Up to this point, I have been thinking, why not use slash piles to convert to biofuel to produce jet fuel, when those slash piles have no other purpose. So the “ifs” made me stop and think! If technology exists to utilize the waste from slash piles to convert to biofuel, if the burning is not environmentally damaging, and if local communities embrace the idea then…..it might be a good idea. But as the article states there still remains too many ifs to proceed without caution! Very interesting article!
I’m completely agree! There are a lot of interesting points brought up, along with many ifs. I’m glad there are ifs. They need to really look into and research options instead of jumping into things full speed and not weighting the options.
It is so hard to fit ethics into some curriculum. I have so much chemistry to teach that I don’t usually ask if something is a good idea or even talk much about commercial uses of chemistry other than possible jobs. The environmental science teacher at my school has a much greater opportunity to cover these ideas. Time, it is all about time for me.
I find it interesting in the article that transportation costs are the big roadblock. I wonder how close plants need to be to each other and the feedstock. This could be a great opportunity for rural communities. Boilers are easy tech to deal with compared to other ideas. Making energy locally results in less loss and greater community autonomy.
Questions to consider:
As for the ethics in my classroom, I don’t think it is my responsibility to instill ethics. It is my responsibility to instill the means for my students to find relable arguments to support the ethics students bring with them.
I don’t think there is a mistrust of science. I think people are tired of blowhards pushing agendas that erode evidence and those who fabricate data to push their agenda.
Not all scientific solutions are feasible or proven. Community support serves as a barometer for how people absorb data. People might be scientifically ignorant in some areas but they aren’t simple minded. If there isn’t common support for a solution there is probably good reason.
I’m not sure we can have a definitive answer on funding. It is dependent on the situation.
Sorry, but the energy conservation being un american is ridiculous.
Both data and ethics need to be weighed when decisions are made. That is common sense…
What i got out of the vide and article is that they seem to take what is a bad situation and make the best of it. Fortunately someone or someones realized the fuel potential of the dead trees.
Interesting questions!
I would like to address two of the questions posed: Is conserving energy un-American? There is an awareness/trend with the kids today regarding energy conservation, it is cool to conserve. However, once presented with the U.S. energy consumption data compared to other developed countries they start to back off. Once they start to look at data for other countries on the number of cars/household, the use of mass transit, living in large single family homes v. multi story buildings, and how we can reduce our consumption, reality starts to set in. Ask – What are they willing to sacrifice as an individual? The general consensus is that they want to continue to live the American lifestyle but only make small changes in their lives.
The second question is “Should we look at scientific data or consider the ethics of the subject before approaching a problem?” In the classroom it is interesting to pose the question first, have them write their analysis/solution, present the scientific data, and then pose the original question/analysis again. Many students come in to the classroom with preconceived ideas about scientific topics without an understanding of the science behind it. Once presented with the data they can start to formulate their own ideas and see the importance of developing educated opinions while balancing the needs of each shareholder. Energy is such an important topic for our students because their generation will be forced to make difficult decisions regarding the direction our country goes.
I think what you found with you students is the same trend that affects the whole country. Most people seem to like the idea of going green as long as it doesn’t cramp their style.
First off, I firmly believe that it is my responsibility as an educator to help my students learn to think ethically. That is not to force my own morality in them, but to teach them how to evaluate the consequences of their actions, both as individuals and as a society. I teach writing and literature, so this probably looks a little different than it might in a science class, but it doesn’t have to. My mantra is: “There is no right answer and there is no wrong answer, just the one you can support and the one you can’t.” At first this approach frustrates lots of the kids, but eventually they learn how to distinguish between fact and feeling using their own moral compasses. We read articles with opposing points of view, and, of course, they have to pick sides. My favorite questions to ask them are “What if?”, “And then what?” and “Why?” It drives them crazy!
On a different note, I think the thing I found most interesting is that the co-leader of the BANR project is an anthropologist whose function is to help understand and change people’s perceptions of climate change. Whether an initiative succeeds or fails is dependent upon the way it is seen by the community. For example, this winter there was a huge debate over a potential ethanol plant in Caldwell. In February, community members were finally able to convince Canyon County commissioners to reject the plans for its construction based on concerns over how noise, odor and aesthetics might affect property values. The same thing has happened in other places with proposed wind farms. People like the idea of going green, but often take a “not in my backyard” approach when it comes to implementation. In order to effect change, leaders have to affect the community’s perceptions.
Now that I have slept…questions to consider…
I don’t teach or discuss ethics, no time.
I don’t believe in the general public either. There are very vocal if small groups that do not trust science or scientists. Scientific controversy gets blown into scientists are just coming up with random ideas and it is all just theory anyway. A certain portion of my family says I’m going to hell because it said scientist on my business card, no other evidence. These people are not unintelligent, but they are not encouraged to think very far out of their boxes. An example would be the recent dust up over the Pope commenting on climate change. The people who do not trust science also seem to think that it is unamerican to believe in climate change or conservation. On the other hand there are people in the other direction using fake science to sell fake cures, or proposing what seem like draconian changes to our way of life. It is hard to get through the propaganda. How we treat these issues ethically is mired in the above. I think that different messages tailored to different populations are going to have to be used to get the conversation going in the general public and I’m afraid more disasters are going to precipitate that conversation.
Research happens in the ivory tower, some research is going to happen regardless of public opinion. Bringing research to useful technology or behavior change is another thing altogether and does require a concerted public relations effort. Think vaccines….
We all pay for all of the research, most is either tax payer funded, company funded, or non-profit funded. The bigger question is who decides what gets funded.
I agree with lkvan, Americans don’t want to give up comfortable living for conservation. we have to make comfortable living more environmentally friendly and I’m afraid that will only happen through legislation, maybe a good public information campaign would help, but behavior is hard to change and expectations are hard to manage.
Every problem has an ethical side, new ethical dilemmas frequently come up halfway through the development of a solution, and then again when the unforeseen consequences pop up. Ethical questions must be considered at every step of the research, development and application pathway, not just before or after.
Thanks for sharing those resources! The article left me with more questions than answers…which I believe is exactly how we teach ethics in the classroom. Last year when I attended the MOSS Teacher Institute, I felt a little schizophrenic because from moment to moment, my opinion changed about the pursuit of biofuels. This article did the same thing for me, and like I said before, I think this is how we teach ethics to students in our classrooms. Pose a problem or ask an essential question, provide resources for students to read and learn from, provide time to discuss the pros and cons in small groups and whole group (I truly believe learning is best when knowledge is constructed with others), and ask students to come to a conclusion at the end. The hardest part about this process is that the end result or opinion cannot be how we measure student learning. We have to be mindful throughout the process to watch the journey each learner takes. And in the end, we aren’t really “teaching ethics”, we’re providing a problem and resources for students so they can form their own opinion and construct their own ethics along the way. I have so loved watching this process from home this week! And I hope you all enjoyed your gorgeous weather… last year we had SNOW! 🙂
Funny you should say that. I felt the same way about the schizophrenic part! -Molly
I’m thinking that the ethics discussion can be taken to the classroom by having mock town meetings. The topic could be: what to do about the beetle kill trees. Show the video and have them read the article. Or read it together in class. Divide up the kids into groups for research. Have each group support different aspects and arguments. Some could arque for sustainable planting. Not having only the same trees, the same age etc planted in an area, but to diversify what grows there. Others could be concerned about the air pollution to the little town nex to a plant. Others could be for full biofuel production.
I think it’s going to be fun.
Ethics in the classroom can be influenced by a discussion of the pros and cons of a topic. What is the cause/effect of a decision? Scientific data in itself is dependable, as long as the results can be replicated. Unfortunately secondary results don’t always confirm the initial findings. One must be cautious. Policy restraints need to be taken seriously. Is there a reason for the restrains, or are they outdated. Education of the target groups, policy makers and community groups, needs to include information that will address their concerns. Americans have come a long way toward embracing conservation over the years. I don’t think this is considered an un-American trait. Scientific data and ethics go hand in hand. The endeavor is ill-fated if both issues are not addressed.
As an environmental science instructor in a field that is relatively new and developing, I feel I have an obligation to my students and former stewards of the land to continue to develop “Land Ethics”. We even start the school year by reading the “Land Ethics” from the Sand County Almanac.
I am real excited to see how far we have come with NARA in less than a decade, it is also pretty cool to see other groups of teachers coming to the same conclusions as we have over the years.
Teaching ethics in a classroom can be difficult, however, we can give students the tools and information to reach their own conclusions. The article and video were informative. I like the ideas that many of the previous posts stated about bringing this back to the classroom and have debates and/discussions.
I think that’s a big part of it, not teaching it right out, and telling the students how everything is done or how it should be done. But giving the students the resources and tools they need to come up with their own ideas. Sometimes we need to guide them, but they need to come to the decision on their own.
I think some groups have a mistrust of science. However, the students I teach are open minded and I constantly instill that as they get older, they need to start forming their own opinions and beliefs using the information they are provided and to constantly educate themselves of they don’t have enough information. I think that there are a lot of ways that you can teach ethics. One of my favorite resources is Project Wild, they have an ethical dilemma game in their activity guide where students have to read and discuss different scenarios and see what they would do. There is a lot of room for discussion and they get to defend themselves.