Unit Guide

General Information

Unit convenor and teaching staff	Unit convenor and teaching staff Niko Antalffy niko.antalffy@mq.edu.au
Prerequisites	Prerequisites
Corequisites	Corequisites
Co-badged status	Co-badged status
Unit description	Unit description This unit examines the relationship between science and society through environmental sustainability. It focuses on two big questions: 1. How can we understand science and scientific developments as social processes and institutions? 2. How can we understand the implications of scientific advance and insights on society? There are three broad sections, each looking through the lens of science and the environment: 1. How has science produced knowledge? - discussion of the scientific project and Modernity; the nature of scientific knowledge and its relationship to mastering nature and developing technology; 2. The political economy of science - examining how the funding of science and the use of scientific technologies for production influence the development of scientific knowledge (from corporations, governments, universities, NGOs, UN/WHO/UNESCO and IPCC, etc); some particular mention of these dynamics and climate change; and 3. Incorporating science into policy - examines how policy makers and governments translate scientific knowledge into policy. What is the role of scientific projections (like those given by the IPCC), how do politicians and bureaucracies attempt to interpret science, especially in a context of political contestation?

Important Academic Dates

Information about important academic dates including deadlines for withdrawing from units are available at https://www.open.edu.au/student-admin-and-support/key-dates/

Learning Outcomes

On successful completion of this unit, you will be able to:

* explore and explain the relationships between society, science and technology * situate ‘science’ in relation to the social production of environmental knowledge * appreciate historically changing conceptions of science and their implications for environmental understandings and sustainability * identify social, scientific, economic, political and ecological interdependencies * understand the way scientific knowledge is produced and its place in public policy contestation * appreciate complexity and uncertainty in environmental sustainability decisions * understand the place of values in the production of knowledge and the way the environment is conceived * appreciate the variety of formal and informal inputs into environmental decision making processes in relation to the case of climate change policy * appreciate the value of indigenous knowledge systems in re-thinking western notions of sustainability.

Assessment Tasks

Name	Weighting	Hurdle	Due
Participation	15%	No	ongoing
Environmental issue analysis	25%	No	Week 6
Weekly Quiz	20%	No	ongoing
Report	40%	No	end of semester

Participation

Due: ongoing
Weighting: 15%

15% online tutorial participation (Weeks 2-11)

On successful completion you will be able to:

* explore and explain the relationships between society, science and technology * situate ‘science’ in relation to the social production of environmental knowledge * appreciate historically changing conceptions of science and their implications for environmental understandings and sustainability * identify social, scientific, economic, political and ecological interdependencies * understand the way scientific knowledge is produced and its place in public policy contestation * appreciate complexity and uncertainty in environmental sustainability decisions * understand the place of values in the production of knowledge and the way the environment is conceived * appreciate the variety of formal and informal inputs into environmental decision making processes in relation to the case of climate change policy * appreciate the value of indigenous knowledge systems in re-thinking western notions of sustainability.

Environmental issue analysis

Due: Week 6
Weighting: 25%

Summary of a book on the environment, chosen from the supplementary list or in consultation with your tutor (600 words); due Fri, Week 6.

Topic: Select one book on the environment from the supplementary list and do the following:

Identify and describe the book’s topic
Summarise its contents, enlisting the most important ideas and discussion points in a logical, coherent, structured way

Assessment criteria:

Correct identification of topic and main points in your book
Comprehension of the book’s content and the overall quality of your writing

On successful completion you will be able to:

* explore and explain the relationships between society, science and technology * situate ‘science’ in relation to the social production of environmental knowledge * appreciate historically changing conceptions of science and their implications for environmental understandings and sustainability * identify social, scientific, economic, political and ecological interdependencies * understand the way scientific knowledge is produced and its place in public policy contestation * appreciate complexity and uncertainty in environmental sustainability decisions * understand the place of values in the production of knowledge and the way the environment is conceived * appreciate the variety of formal and informal inputs into environmental decision making processes in relation to the case of climate change policy * appreciate the value of indigenous knowledge systems in re-thinking western notions of sustainability.

Weekly Quiz

Due: ongoing
Weighting: 20%

Weekly online quizzes will appear on iLearn from Week 2 to Week 11. These will incorporate weekly lecture topics and material from the weekly reading. Each quiz will be worth 2 points, adding up to 20% of your overall mark over 10 weeks. These will have to be completed within a set time period following the lectures.

On successful completion you will be able to:

* explore and explain the relationships between society, science and technology * situate ‘science’ in relation to the social production of environmental knowledge * appreciate historically changing conceptions of science and their implications for environmental understandings and sustainability * identify social, scientific, economic, political and ecological interdependencies * understand the way scientific knowledge is produced and its place in public policy contestation * appreciate complexity and uncertainty in environmental sustainability decisions * understand the place of values in the production of knowledge and the way the environment is conceived * appreciate the variety of formal and informal inputs into environmental decision making processes in relation to the case of climate change policy * appreciate the value of indigenous knowledge systems in re-thinking western notions of sustainability.

Report

Due: end of semester
Weighting: 40%

Report (40%)

A number of short essays, altogether adding up to 2000 words.

On successful completion you will be able to:

* explore and explain the relationships between society, science and technology * situate ‘science’ in relation to the social production of environmental knowledge * appreciate historically changing conceptions of science and their implications for environmental understandings and sustainability * identify social, scientific, economic, political and ecological interdependencies * understand the way scientific knowledge is produced and its place in public policy contestation * appreciate complexity and uncertainty in environmental sustainability decisions * understand the place of values in the production of knowledge and the way the environment is conceived * appreciate the variety of formal and informal inputs into environmental decision making processes in relation to the case of climate change policy * appreciate the value of indigenous knowledge systems in re-thinking western notions of sustainability.

Delivery and Resources

READINGS

Week 1

1. Hannigan, J A (1995) ‘Social Construction of Environmental Problems’, in Hannigan, J A

(1995) Environmental Sociology – A Social Constructionist Perspective, Routledge, New

York: 38-57. COMPULSORY

2. Martell, L (1994) ‘Ecology and Industrialism’, in Martell, L (1994) Ecology and Society – An

Introduction, Polity Press, Cambridge: 24-33. COMPULSORY

Week 2

Pepper, David (1996) ‘Defining Environmentalism’, in Pepper, David (1996) Modern

Environmentalism – An Introduction, Routledge, London: 10-16. COMPULSORY

Week 3

1. Williams, M (2000) ‘Where did science come from’, in Science and Social

Science: An Introduction, London: Routledge: 8-27. COMPULSORY

2. Pepper, David (1996) ‘Pre-Modern and Modern Ideas about Nature and Science – the

roots of technocentrism’, in Pepper, David (1996) Modern Environmentalism – An

Introduction, Routledge, London: 124-163. SUPPLEMENTARY

Week 4

Dovers, Stephen (2005) ‘Thinking about Policy’, in Dovers, Stephen (2005) Environment and

Sustainability Policy: Creation, Implementation, Evaluation, The Federation Press, Sydney:

18-37. COMPULSORY

Week 5

Berkes, Fikret (1999) ‘Context of Traditional Ecological Knowledge’ and ‘Toward a unit of

mind and nature’, in Berkes, F (1999) Sacred Ecology: Traditional Ecological Knowledge

and Resource Management, Taylor & Francis, London: 3-14 and 163- 183. COMPULSORY

Week 6

1. Bulkeley, Harriet (2001) ‘Governing Climate Change: The Politics of Risk Society?’, in

Transactions of the Institute of British Geographers, Vol 26, No 4: 430-447. COMPULSORY

2. Gidley, Jennifer et al (2009) ‘Participatory Futures Methods: Towards Adaptability and

Resilience in Climate-Vulnerable Communities’, in Environmental Policy and Governance,

No 19: 427-440. SUPPLEMENTARY

3. Grundmann, Reiner (2007) ‘Climate change and knowledge politics’, in Environmental

Politics, Vol 16, No 3: 414-432. SUPPLEMENTARY

4. Haas, Peter M (2005) ‘Science and international environmental governance’, in

Dauvergne, Peter (ed) Handbook of Global Environmental Politics, Edward Elgar

Publishing, Cheltenham, UK: 383-401. SUPPLEMENTARY

5. Beder, Sharon (2009) ‘Industry Conjurers’, in Overland, Vol 195, Winter 2009: 54-58.

ADDITIONAL

Week 7

1. Chapin, S F et al (2000) ‘Consequences of changing biodiversity’, Nature, Vol 405, 11 May

2000: 234-242. COMPULSORY

2. Connelly and Smith (1999) ‘Introduction’, in Politics and the Environment – From Theory

to Practice, Routledge, London: 2-9. SUPPLEMENTARY

Week 8

1. Carson, Lyn et al (2002) ‘Community Consultation in Environmental Policy Making’, in The

Drawing Board: An Australian Review of Public Affairs, Vol 3, No 1, July 2002: 1-13.

COMPULSORY

2. Muir, Cameron (2010) ‘Feeding the world – our great myth’, in Griffith Review, No 27,

Autumn 2010: 59-73. ADDITIONAL

3. Ritter, David (2010) ‘Fishing like there’s no tomorrow – behind our seafood feast’, in

Griffith Review, No 27, Autumn 2010: 122-130. ADDITIONAL

Week 9

Irwin, Alan (2001) ‘Sustainability as Social Challenge’, in Sociology and the environment,

Polity, Oxford: 31-49. COMPULSORY

Week 10

1. Dovers, Steve (2008) ‘Urban water: policy, institutions and governance’, in Troy, P (ed)

Troubled waters: confronting the water crisis in Australia’s cities, ANU E-Press, Canberra:

81-98. COMPULSORY

2. Miller, Chris (2011) ‘Struggling in the face of complexity – water reform in the Murray-

Darling Basin’, in Griffith Review, No 32, Autumn 2011: 213-224. ADDITIONAL

Week 11

1. Lowe, Ian (2005) ‘Radically rethinking a sustainable future’, in Griffith Review, Edition 2,

Dreams of Land, 2005: 1-5. COMPULSORY

2. Williams, Robyn (2011) ‘Science without a capital S’, in Griffith Review, No 31, Autumn

2011: 102-110. ADDITIONAL

Week 12

Murray, Paul (2011) ‘Awareness: Personalizing Sustainability’, in The Sustainable Self – a

personal approach to sustainability education, EartScan, London: 27-63. COMPULSORY

Week 13

No set reading… please review previous readings.

Unit Schedule

LECTURES
Week 1	Introduction + Main environmental concepts	Marc Torka
Week 2	Frameworks: understanding science and the environment	Marc Torka
Week 3	Science in society	Marc Torka
Week 4	Science as industry	Marc Torka
Week 5	The environmental crisis, its origins and components	Marc Torka
Week 6	Climate change	Marc Torka
Week 7	Biodiversity	Marc Torka
Week 8	Environmental policy and values	Marc Torka
Week 9	Environment and health	Marc Torka
Week 10	Water	Marc Torka
Week 11	Science and the future & recap on course themes	Marc Torka
Week 12	Environmental activism and sustainability	Marc Torka
Week 13	No lecture No tutorial this week	-

Learning and Teaching Activities

Quizzes

Policies and Procedures

Late Submission - applies unless otherwise stated elsewhere in the unit guide

Unless a Special Consideration request has been submitted and approved, (a) a penalty for lateness will apply – two (2) marks out of 100 will be deducted per day for assignments submitted after the due date – and (b) no assignment will be accepted more than seven (7) days (incl. weekends) after the original submission deadline. No late submissions will be accepted for timed assessments – e.g. quizzes, online tests.

Extension Request

Special Consideration Policy and Procedure (https://staff.mq.edu.au/work/strategy-planning-and-governance/university-policies-and-procedures/policies/special-consideration)

The University recognises that students may experience events or conditions that adversely affect their academic performance. If you experience serious and unavoidable difficulties at exam time or when assessment tasks are due, you can consider applying for Special Consideration.

You need to show that the circumstances:

were serious, unexpected and unavoidable
were beyond your control
caused substantial disruption to your academic work
substantially interfered with your otherwise satisfactory fulfilment of the unit requirements
lasted at least three consecutive days or a total of 5 days within the teaching period and prevented completion of an assessment task scheduled for a specific date.

If you feel that your studies have been impacted submit an application as follows:

Visit Ask MQ and use your OneID to log in
Fill in your relevant details
Attach supporting documents by clicking 'Add a reply', click 'Browse' and navigating to the files you want to attach, then click 'Submit Form' to send your notification and supporting documents
Please keep copies of your original documents, as they may be requested in the future as part of the assessment process

Outcome

Once your submission is assessed, an appropriate outcome will be organised.

OUA Specific Policies and Procedures

Withdrawal from a unit after the census date

You can withdraw from your subjects prior to the census date (last day to withdraw). If you successfully withdraw before the census date, you won’t need to apply for Special Circumstances. If you find yourself unable to withdraw from your subjects before the census date - you might be able to apply for Special Circumstances. If you’re eligible, we can refund your fees and overturn your fail grade.

If you’re studying Single Subjects using FEE-HELP or paying up front, you can apply online.

If you’re studying a degree using HECS-HELP, you’ll need to apply directly to Macquarie University.

Macquarie University policies and procedures are accessible from Policy Central. Students should be aware of the following policies in particular with regard to Learning and Teaching:

Academic Honesty Policy http://mq.edu.au/policy/docs/academic_honesty/policy.html

Assessment Policy http://mq.edu.au/policy/docs/assessment/policy_2016.html

Grade Appeal Policy http://mq.edu.au/policy/docs/gradeappeal/policy.html

Complaint Management Procedure for Students and Members of the Public http://www.mq.edu.au/policy/docs/complaint_management/procedure.html

Disruption to Studies Policy (in effect until Dec 4th, 2017): http://www.mq.edu.au/policy/docs/disruption_studies/policy.html

Special Consideration Policy (in effect from Dec 4th, 2017): https://staff.mq.edu.au/work/strategy-planning-and-governance/university-policies-and-procedures/policies/special-consideration

In addition, a number of other policies can be found in the Learning and Teaching Category of Policy Central.

Student Code of Conduct

Macquarie University students have a responsibility to be familiar with the Student Code of Conduct: https://students.mq.edu.au/support/student_conduct/

Results

Results shown in iLearn, or released directly by your Unit Convenor, are not confirmed as they are subject to final approval by the University. Once approved, final results will be sent to your student email address and will be made available in eStudent. For more information visit ask.mq.edu.au.

Student Support

Macquarie University provides a range of support services for students. For details, visit http://students.mq.edu.au/support/

Learning Skills

Learning Skills (mq.edu.au/learningskills) provides academic writing resources and study strategies to improve your marks and take control of your study.

Student Services and Support

Students with a disability are encouraged to contact the Disability Service who can provide appropriate help with any issues that arise during their studies.

Student Enquiries

For all student enquiries, visit Student Connect at ask.mq.edu.au

IT Help

For help with University computer systems and technology, visit http://www.mq.edu.au/about_us/offices_and_units/information_technology/help/.

When using the University's IT, you must adhere to the Acceptable Use of IT Resources Policy. The policy applies to all who connect to the MQ network including students.

Graduate Capabilities

Creative and Innovative

Our graduates will also be capable of creative thinking and of creating knowledge. They will be imaginative and open to experience and capable of innovation at work and in the community. We want them to be engaged in applying their critical, creative thinking.

This graduate capability is supported by:

Learning outcome

* explore and explain the relationships between society, science and technology * situate ‘science’ in relation to the social production of environmental knowledge * appreciate historically changing conceptions of science and their implications for environmental understandings and sustainability * identify social, scientific, economic, political and ecological interdependencies * understand the way scientific knowledge is produced and its place in public policy contestation * appreciate complexity and uncertainty in environmental sustainability decisions * understand the place of values in the production of knowledge and the way the environment is conceived * appreciate the variety of formal and informal inputs into environmental decision making processes in relation to the case of climate change policy * appreciate the value of indigenous knowledge systems in re-thinking western notions of sustainability.

Assessment task

Participation

Capable of Professional and Personal Judgement and Initiative

We want our graduates to have emotional intelligence and sound interpersonal skills and to demonstrate discernment and common sense in their professional and personal judgement. They will exercise initiative as needed. They will be capable of risk assessment, and be able to handle ambiguity and complexity, enabling them to be adaptable in diverse and changing environments.

This graduate capability is supported by:

Learning outcome

* explore and explain the relationships between society, science and technology * situate ‘science’ in relation to the social production of environmental knowledge * appreciate historically changing conceptions of science and their implications for environmental understandings and sustainability * identify social, scientific, economic, political and ecological interdependencies * understand the way scientific knowledge is produced and its place in public policy contestation * appreciate complexity and uncertainty in environmental sustainability decisions * understand the place of values in the production of knowledge and the way the environment is conceived * appreciate the variety of formal and informal inputs into environmental decision making processes in relation to the case of climate change policy * appreciate the value of indigenous knowledge systems in re-thinking western notions of sustainability.

Assessment tasks

Participation
Environmental issue analysis
Report

Commitment to Continuous Learning

Our graduates will have enquiring minds and a literate curiosity which will lead them to pursue knowledge for its own sake. They will continue to pursue learning in their careers and as they participate in the world. They will be capable of reflecting on their experiences and relationships with others and the environment, learning from them, and growing - personally, professionally and socially.

This graduate capability is supported by:

Learning outcome

* explore and explain the relationships between society, science and technology * situate ‘science’ in relation to the social production of environmental knowledge * appreciate historically changing conceptions of science and their implications for environmental understandings and sustainability * identify social, scientific, economic, political and ecological interdependencies * understand the way scientific knowledge is produced and its place in public policy contestation * appreciate complexity and uncertainty in environmental sustainability decisions * understand the place of values in the production of knowledge and the way the environment is conceived * appreciate the variety of formal and informal inputs into environmental decision making processes in relation to the case of climate change policy * appreciate the value of indigenous knowledge systems in re-thinking western notions of sustainability.

Assessment tasks

Environmental issue analysis
Report

Discipline Specific Knowledge and Skills

Our graduates will take with them the intellectual development, depth and breadth of knowledge, scholarly understanding, and specific subject content in their chosen fields to make them competent and confident in their subject or profession. They will be able to demonstrate, where relevant, professional technical competence and meet professional standards. They will be able to articulate the structure of knowledge of their discipline, be able to adapt discipline-specific knowledge to novel situations, and be able to contribute from their discipline to inter-disciplinary solutions to problems.

This graduate capability is supported by:

Learning outcome

* explore and explain the relationships between society, science and technology * situate ‘science’ in relation to the social production of environmental knowledge * appreciate historically changing conceptions of science and their implications for environmental understandings and sustainability * identify social, scientific, economic, political and ecological interdependencies * understand the way scientific knowledge is produced and its place in public policy contestation * appreciate complexity and uncertainty in environmental sustainability decisions * understand the place of values in the production of knowledge and the way the environment is conceived * appreciate the variety of formal and informal inputs into environmental decision making processes in relation to the case of climate change policy * appreciate the value of indigenous knowledge systems in re-thinking western notions of sustainability.

Assessment tasks

Environmental issue analysis
Weekly Quiz
Report

Critical, Analytical and Integrative Thinking

We want our graduates to be capable of reasoning, questioning and analysing, and to integrate and synthesise learning and knowledge from a range of sources and environments; to be able to critique constraints, assumptions and limitations; to be able to think independently and systemically in relation to scholarly activity, in the workplace, and in the world. We want them to have a level of scientific and information technology literacy.

This graduate capability is supported by:

Learning outcome

* explore and explain the relationships between society, science and technology * situate ‘science’ in relation to the social production of environmental knowledge * appreciate historically changing conceptions of science and their implications for environmental understandings and sustainability * identify social, scientific, economic, political and ecological interdependencies * understand the way scientific knowledge is produced and its place in public policy contestation * appreciate complexity and uncertainty in environmental sustainability decisions * understand the place of values in the production of knowledge and the way the environment is conceived * appreciate the variety of formal and informal inputs into environmental decision making processes in relation to the case of climate change policy * appreciate the value of indigenous knowledge systems in re-thinking western notions of sustainability.

Assessment tasks

Environmental issue analysis
Weekly Quiz
Report

Problem Solving and Research Capability

Our graduates should be capable of researching; of analysing, and interpreting and assessing data and information in various forms; of drawing connections across fields of knowledge; and they should be able to relate their knowledge to complex situations at work or in the world, in order to diagnose and solve problems. We want them to have the confidence to take the initiative in doing so, within an awareness of their own limitations.

This graduate capability is supported by:

Learning outcome

* explore and explain the relationships between society, science and technology * situate ‘science’ in relation to the social production of environmental knowledge * appreciate historically changing conceptions of science and their implications for environmental understandings and sustainability * identify social, scientific, economic, political and ecological interdependencies * understand the way scientific knowledge is produced and its place in public policy contestation * appreciate complexity and uncertainty in environmental sustainability decisions * understand the place of values in the production of knowledge and the way the environment is conceived * appreciate the variety of formal and informal inputs into environmental decision making processes in relation to the case of climate change policy * appreciate the value of indigenous knowledge systems in re-thinking western notions of sustainability.

Assessment tasks

Weekly Quiz
Report

Effective Communication

We want to develop in our students the ability to communicate and convey their views in forms effective with different audiences. We want our graduates to take with them the capability to read, listen, question, gather and evaluate information resources in a variety of formats, assess, write clearly, speak effectively, and to use visual communication and communication technologies as appropriate.

This graduate capability is supported by:

Learning outcome

* explore and explain the relationships between society, science and technology * situate ‘science’ in relation to the social production of environmental knowledge * appreciate historically changing conceptions of science and their implications for environmental understandings and sustainability * identify social, scientific, economic, political and ecological interdependencies * understand the way scientific knowledge is produced and its place in public policy contestation * appreciate complexity and uncertainty in environmental sustainability decisions * understand the place of values in the production of knowledge and the way the environment is conceived * appreciate the variety of formal and informal inputs into environmental decision making processes in relation to the case of climate change policy * appreciate the value of indigenous knowledge systems in re-thinking western notions of sustainability.

Assessment tasks

Participation
Report

Engaged and Ethical Local and Global citizens

As local citizens our graduates will be aware of indigenous perspectives and of the nation's historical context. They will be engaged with the challenges of contemporary society and with knowledge and ideas. We want our graduates to have respect for diversity, to be open-minded, sensitive to others and inclusive, and to be open to other cultures and perspectives: they should have a level of cultural literacy. Our graduates should be aware of disadvantage and social justice, and be willing to participate to help create a wiser and better society.

This graduate capability is supported by:

Learning outcome

* explore and explain the relationships between society, science and technology * situate ‘science’ in relation to the social production of environmental knowledge * appreciate historically changing conceptions of science and their implications for environmental understandings and sustainability * identify social, scientific, economic, political and ecological interdependencies * understand the way scientific knowledge is produced and its place in public policy contestation * appreciate complexity and uncertainty in environmental sustainability decisions * understand the place of values in the production of knowledge and the way the environment is conceived * appreciate the variety of formal and informal inputs into environmental decision making processes in relation to the case of climate change policy * appreciate the value of indigenous knowledge systems in re-thinking western notions of sustainability.

Assessment task

Participation

Socially and Environmentally Active and Responsible

We want our graduates to be aware of and have respect for self and others; to be able to work with others as a leader and a team player; to have a sense of connectedness with others and country; and to have a sense of mutual obligation. Our graduates should be informed and active participants in moving society towards sustainability.

This graduate capability is supported by:

Learning outcome

* explore and explain the relationships between society, science and technology * situate ‘science’ in relation to the social production of environmental knowledge * appreciate historically changing conceptions of science and their implications for environmental understandings and sustainability * identify social, scientific, economic, political and ecological interdependencies * understand the way scientific knowledge is produced and its place in public policy contestation * appreciate complexity and uncertainty in environmental sustainability decisions * understand the place of values in the production of knowledge and the way the environment is conceived * appreciate the variety of formal and informal inputs into environmental decision making processes in relation to the case of climate change policy * appreciate the value of indigenous knowledge systems in re-thinking western notions of sustainability.

Assessment tasks

Environmental issue analysis
Weekly Quiz
Report