Course Title: Northwest Plants -...

Native Environmental Ethics – Spring 2017

Course NESC 410 Native Environmental Ethics (5 credits)

Meeting Details Mondays and Wednesdays from 10:00 am – 12:00 pm in NE113 (in Building 16)

Instructor InformationInstructor: Brian D. Compton, Ph.D.Office Location: Kwina Office/Classroom Complex #110 (in Building 15)Office Hours: As posted and by appointmentTelephone/Fax: (360) 392-4321Email: [email protected]: http://blogs.nwic.edu/briansblog/

ContentsDisclaimer...................................................................................................................................................................2

Course Description......................................................................................................................................................2

Online Support............................................................................................................................................................2

Course Materials.........................................................................................................................................................2

Course Outcomes........................................................................................................................................................2Power + Place = Personality..............................................................................................................................2

Outline/Schedule of Topics & Assignments.................................................................................................................3

Evaluation—Requirements, Assignments, & Grading................................................................................................6Requirements & Assignments..............................................................................................................................6Grading................................................................................................................................................................6

Appendix: Additional Syllabus Information...............................................................................................................9Science Writing Mentor Information...................................................................................................................9Course Overview.................................................................................................................................................9Course Policies..................................................................................................................................................10Institutional and Program Outcomes................................................................................................................11Rubrics...............................................................................................................................................................12References..........................................................................................................................................................13

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DisclaimerThis syllabus is tentative and subject to change by the instructor in response to class discussion, student interest, or other variables.

Course DescriptionStudy of the moral philosophy that is inherent in the traditional relationship between Native people and the natural world. Examines how the foundation of traditional tribal values influences land use and serves as the foundation for cultural and natural resource management.

Online SupportThis course is supported by the instructor's blog (see above under Instructor Information). In the event of an unscheduled college closure, check this site for course assignments and updates so that you may continue your academic progress outside of class.

Course MaterialsThis course is based on a series of weekly topics and related questions, which will be addressed in reading assignments, videos, classroom discussions, written assignments and oral presentations based in part on the materials provided by your instructor, which are listed in the references section of this syllabus.

Course OutcomesAs the result of this course students will be able to …

1. Describe the importance of Native American environmental ethics as a means to perpetuate the cultural survival of tribes.

2. Describe the importance of Native American environmental ethics as a means of maintaining reciprocal and appropriate relationships with the natural world.

3. Describe the philosophical background to Native American environmental ethics using a model such as Vine Deloria, Jr.’s Power + Place = Personality. [Deloria & Wildcat, 2001, also see below]

4. Explain the role of Native American environmental ethics as a foundation to current trends in the mainstream environmental movement.

5. Explain the desirability of Native American environmental ethics as a foundation for modern tribal resource management.

Power + Place = PersonalityNote: This model is described by Pavlik (n.d.) as follows: "Deloria defines power as being 'The living

energy that inhabits and/or composes the universe.' He define [sic, defines] place as being 'The relationship of things to each other.' Combining these two concepts Deloria arrives at the following equation: Power + Place = Personality. This equation simply means that the universe is alive, but it also contains within it the very important suggestion that the universe is personal, and therefore, must be approached in a personal manner. In this indigenous world view reciprocal relationships form the foundation of all life. – relationships [sic] that are both biological and spiritual – but most importantly, personal. Native people possessed a covenant with the natural world and all other life forms. As Vine points out in Power and Place, the human role in this covenant was to always act in an appropriate manner and to insure [sic, ensure] that relationships 'must not be let [sic, left] unfulfilled.'"

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Outline/Schedule of Topics & AssignmentsWeek 1

Course Introduction Syllabus Topics & Materials:

o PowerPoint Presentation: Indigenous Research Paradigm (based upon Shawn Wilson's Research is Ceremony)

o Reading: What is Environmental Ethics? (Callicott & Nelson, 2004, pp. 1-6)

o Small Group Discussion: Principles of Native Environmental Ethics

Assignments:o Pre-course Examination on approved

course outcomeso Short Paper #1: What is Native

Environmental Ethics? Due: Pre-course Examination at 5:00 pm

on FridayWeek 2

Topics & Materials:o Video (DVD): The Leech and the

Earthworm (Harry, Puch, & Silver, 2003)

o Class Discussion: Ethics – General Considerations

Due: Short Paper #1 at 5:00 pm on Friday

Week 3 Topics & Materials:

o Video (DVD): Seeds of Time (McLeod, 2015)

o Reading: Arctic Stronghold of World’s Seeds

Flooded After Permafrost Melts (Carrington, 2017)

Indigenous Knowledge Systems and Alaska Native Ways of Knowing (Barnhardt & Kawagley, 2005)

Power and Place: Toward Developing and Implementing

Native-based Science Education (Pavlik, n.d.)

Process of Native science (Cajete, 2000a)

Tenets of Native Philosophy (Cajete, 2000b)

Assignment:o Short Paper #2: How do we achieve a

more just world if everyone is entitled to their original ethical thinking?

Due: Short Paper #2 at 5:00 pm on FridayWeek 4

Topics & Materials:o Reading:

The Land Ethic (Leopold, 1968) Reading: Toward an American Land

Ethic (Echo-Hawk, 2013) Video (YouTube): Walter Echo-

Hawk, The Need for An American Land Ethic

Assignment:o Short Paper #3: What is your response to

Echo-Hawk's call (from Toward an American Land Ethic)?


Topics & Materials:o PowerPoint Presentation: The Origin of

Species: 150 Years Since the First Edition (Dediu, 2009)

o Class Discussion: Learn the Elements [of Reasoning] and [Intellectual] Standards ("Learn the Elements," n.d.)

o Reading: The Study of Traditional Narrative

and the Science of Human Evolution: Complementary Perspectives (Francis, 2011)

What Other Americans Can and Cannot Learn from Native American Environmental Ethics (Aftandilian, 2011)

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o Video (YouTube): 2014 Forum on Ethics & Nature:

Robin Kimmerer (Center for Humans and Nature, 2014a)

Robin Wall Kimmerer: "The Fortress, the River and the Garden: New Metaphors for Knowledge Symbiosis" (Narvaez, 2016)

Questions for a Resilient Future: Robin Wall Kimmerer (Center for Humans and Nature, 2014b)

Preparation for Mid-term Circle Assignment:

o Short Paper #4: How can you navigate/negotiate between Native and Western sciences to develop an appropriate environmental ethic?

Due: Short Paper #4 at 5:00 pm on Friday


o Reading: Aristotle on Natural Law (Shellens,

1959) Natural Law (Himma, n.d.) Natural Law, Natural Rights

(Johansen, 1998) Natural Law Theory (Moore, 2009) Natural Laws of Science: Definitions

& Examples ("Natural Laws," n.d.) What Is a Law in Science?

(Bradford, 2015) Wisdom of the Elders (Brown, 1996;

also see Suzuki & Knudtson, 1992) Due: Mid-term Circle


o Reading: The Indigenous Stewardship Model (Ross, Pickering, Snodgrass, Delcore, & Sherman, 2011b)

Assignment:

o Short Paper #5: How is Natural Law Related to Native Environmental Ethics?


Topics & Materials:o Reading:

Barriers to Integrating Indigenous Knowledge into Natural Resource Management (Ross, Pickering, Snodgrass, Delcore, & Sherman, 2011a)

Is There an Ecological Ethic? (Rolston, 1975)

Science, Ethics, and the Historical Roots of Our Ecological Crisis: Was White Right? (Sauer & Nelson, 2011)

The Historical Roots of Our Ecologic Crisis (White, 1967)

What Other Americans Can and Cannot Learn from Native American Environmental Ethics (Aftandilian, 2011)

Week 9 Topics & Materials: Reading:

o Finding Ground for a Relational Ethic (Nguyen-Vo, 2013)

o Living with the Land: Deloria, Landscape, and Religion (Schweninger, 2008)

Due: Draft formal paper at 5:00 pm on Friday


o Reading: Judeo-Christian Theology and the

Environment (Hitzhusen, 2007) The Judeo-Christian Stewardship

Attitude to Nature (Dobel, n.d.)Week 11

Course Conclusion

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Class Discussion of Final Student Papers Due: Final formal paper at 12:00 pm on

Friday

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Evaluation—Requirements, Assignments, & Grading

Requirements & AssignmentsNote: This course is based on a total of 100 possible points, including online and classroom elements as indicated below.

1. Attendance and Participation(Attendance will be recorded and reported to Enrollment Services for financial aid purposes but will not contribute points for grading purposes. That being said, attendance and participation are essential to the successful completion of this course.)

2. Pre-course Examination (10 points or 10% of final grade)(This is a brief written assignment to address the approved course outcomes. Complete assignments that address each course outcome will receive all the possible points.)

3. Short Papers (as assigned in class and described below)(Short written research reports consist of 500 words with a minimum of two (2) references. These are to be produced in accordance with APA [American Psychological Association] Style guidelines, submitted in electronic form, and to address editorial review and feedback to be eligible for full credit. They will be evaluated according to the corresponding rubric presented in the appendix to this syllabus. Complete assignments will receive all the possible points. Note: An assignment template is presented on the instructor's blog.)

a. Short Paper #1 (10 points possible for 10% of the total grade)b. Short Paper #2 (10 points possible for 10% of the total grade)c. Short Paper #3 (10 points possible for 10% of the total grade)d. Short Paper #4 (10 points possible for 10% of the total grade)e. Short Paper #5 (10 points possible for 10% of the total grade)

4. Mid-term Circle (20 points or 20% of final grade based on participation)(This will involve student participation and discussion of knowledge of a subject or to provide instruction to others with a focus on course outcomes up to the mid-term.)

5. Final Formal Paper (20 points or 20% of final grade)(This will address student responses to Walter Echo-Hawk's call for the development of a national land and sea ethic and should address each of the course outcomes.)(Formal written research reports consist of seven (7) pages, not counting the separate title page, abstract page, and references section. They should include a minimum of four (4) references. These are to be produced in accordance with APA [American Psychological Association] Style guidelines, submitted in electronic form, and to address editorial review and feedback to be eligible for full credit. They will be evaluated according to the corresponding rubric presented in the appendix to this syllabus. Complete assignments will receive all the possible points. Note: An assignment template is presented on the instructor's blog.)

GradingNote that students must complete course requirements as described in this syllabus to be eligible for receiving a grade for this course. Northwest Indian College uses the following symbols for grading courses:

A: The student has met or exceeded the highest level of the course requirements. B: The student has met the course requirements above the satisfactory level. C: The student has met the course requirements at the satisfactory level. D: The student has met the course requirements at the minimum level. However, the student has not met

all of the course requirements at the satisfactory level. F: The student has not met the course requirements at the minimum level.

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In this course, the following points and percentages will be associated with letter grades:Grade Points Earned Percentage

A 95-100 95-100%A- 90-94 90-94%B+ 86-89 86-89%B 85 85%B- 80-84 80-84%C+ 76-79 76-79%C 75 75%C- 70-74 70-74%D+ 66-69 66-69%D 65 65%D- 60-64 60-64%F 0-59 0-59%

Please also note the following important details regarding grading. Incomplete Agreement Policy Statement: If a student has been making consistent progress and has regular

attendance, but some essential requirement of the course has not been completed because of unforeseen circumstances the student has the option to request to enter into an incomplete agreement. The deadline to request an incomplete agreement is the last day of the quarter. It is the instructor’s discretion whether to accept the student’s request. When the instructor submits an incomplete agreement for a student, included should be:o The grade earned by the student on the date that the incomplete agreement is submitted,o A detailed list of remaining work to be completed, ando A deadline for the completion of that work. (The deadline is not to extend longer than two consecutive

quarters.) Grade Change Policy: Grade and designation of Incomplete recorded by the registrar at the end of a

quarter will be considered final and not be changed except in the following cases:o When a letter grade is submitted to replace the incomplete, by the instructor of record or, if the instructor

of record is no longer employed by NWIC, by the Dean of Academics.o When a grade resulting from an error, such as a computation error, is corrected by the instructor of

record; the request for change to correct these errors may only be made by the instructor of record, before the beginning of blue-slip week (second week of the quarter) or the following quarter.

o When an error committed in the administrative recording process is corrected by the registrar’s office.o When a student’s grade appeal has been adjudicated, as outlined in the grievance procedure in the

Student Handbook.Note: The Incomplete Agreement and Grade Change policies were approved in April of 2015, too late for inclusion in the print version of the 2015-2017 Northwest Indian College Catalog. Please be sure to note that information regarding incomplete grades and grade changes in the print catalog is obsolete. However, the new information does appear in the updated electronic version of the catalog available from the NWIC website. Please also note that your instructor for this course requires completion of a written Incomplete Agreement Request Form, which is available upon request, and documentation of the compelling reason for agreeing to pursue an incomplete agreement, such as evidence of medical emergency, etc.

Other Considerationso Completion of an assignment does not ensure receipt of full credit for that assignment. I will evaluate

your work for its promptness, appropriateness, completeness, quality, and relationship to one or more evaluation rubrics. All work must be completed by the start of the final class meeting or—only with

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prior permission of the instructor and because of unavoidable circumstances—by noon of the last day of the quarter unless an Incomplete Agreement is requested and completed as indicated above.

o Grade qualifiers (- or +) may accompany your final grade depending upon various factors to be determined by your instructor with respect to the promptness and quality of your efforts.

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Appendix: Additional Syllabus Information

Science Writing Mentor InformationPlease note that this course involves several writing assignments that are to be developed through collaboration with the Science Writing Mentor at Northwest Indian College, whose contact and availability information is presented below. Please consult with her for further details regarding her availability and turn-around time for reviewing and providing editorial feedback on writing assignments.

Writing Mentor: Lynda Jensen, M.A.Office Location: When not in class, Ms. Jensen is most reliably found in her office in the Testing Center

(in Building 17) or in the Science Lounge (room NE106 in Building 16).Mentor Hours: Please check with Ms. Jensen.Telephone: (360) 392-4303Email: [email protected]

Course OverviewNESC 410 will involve study of environmental ethics with a focus on Native American perspectives but also with reference to the considerable body of work relating to environmental ethics that derives from non-Native contributors. Ethics are related to philosophy. For this course, emphasis will be on ethics as related to the environment, an important topic for Native American cultures for millennia and one that received broader recognition beginning in the 1970s with awareness of the so-called environmental crisis, and which was further highlighted by the photograph taken on 7 December 1972 by the crew of the spacecraft Apollo 17 and known as "the blue marble." Widespread dissemination of this image for the first time allowed humans the ability to view the earth as a whole, leading to recognition of the finiteness of our home planet and the damage that humans have done to it. Ultimately, broader attention was given to human obligations to or for nature, i.e., to environmental ethics; a topic situated within broader philosophical concerns, especially those related to nature (Callicott & Frodeman, 2009, p. xv; Petsko, 2011).

Philosophy may be defined as "The study of the fundamental nature of knowledge, reality, and existence, especially when considered as an academic discipline" ("Philosophy," n.d.). From the Western perspective, this has been associated with "natural philosophy," or "[n]atural science [or sciences], especially physical science [or sciences]," which in turn relate to study of animate (biology) and inanimate (physics, chemistry, geology, etc.) entities ("Natural Philosophy," n.d.; "Natural Science," n.d.; and "Physical Sciences," n.d.).

Ethics may be defined as "Moral principles that govern a person’s or group’s behavior;" "The moral correctness of specified conduct;" or "The branch of knowledge that deals with moral principles" ("Ethics," n.d.).

Moral may be defined as being "[c]oncerned with the principles of right and wrong behavior and the goodness or badness of human character" ("Moral," n.d.).

Values may be defined as "[a] person's principles or standards of behavior; one's judgment of what is important in life" ("Value," n.d.).

The United Nations Declaration on the Rights of Indigenous Peoples (UNDRIP, in part): The statement that "Indigenous peoples have the right to their traditional medicines and to maintain their health practices, including the conservation of their vital medicinal plants, animals and minerals" appears in Article 24, Paragraph 1 of the UNDRIP. In addition, "Indigenous peoples have the right to maintain and strengthen their distinctive spiritual relationship with their traditionally owned or otherwise occupied and used lands, territories, waters and coastal seas and other resources and to uphold their responsibilities to future generations in this regard" appears in Article 25 of the UNDRIP. "Indigenous peoples have the right to maintain, control, protect and develop their cultural heritage, traditional knowledge and traditional cultural expressions, as well as the manifestations of their sciences, technologies and cultures, including human and genetic resources, seeds, medicines, knowledge of the properties of fauna and flora, oral traditions, literatures, designs, sports and

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traditional games and visual and performing arts. They also have the right to maintain, control, protect and develop their intellectual property over such cultural heritage, traditional knowledge, and traditional cultural expressions" appears in Article 31, Paragraph 1 in the UNDRIP (United Nations, n.d.).

Indigenous human rights, Indigenous habitat, and a land ethic: Aldo Leopold wrote that "All ethics so far evolved rest upon a single premise: that the individual is a member of a community of interdependent parts. The land ethic simply enlarges the boundaries of the community to include soils, waters, plants and animals, or collectively the land" (Aldo Leopold Foundation, n.d.). According to Walter Echo-Hawk, Pawnee attorney, author (including of the book In the Light of Justice [Echo-Hawk, 2013a]), and speaker, "… I believe that since it’s [i.e., the UNDRIP] now technically a part of U.S. Policy that as our nation begins to enter the human rights era of federal Indian law and policy and beginning to implement these Indigenous human rights as far as they include the human right, Indigenous human rights to indigenous habitat and the ways of life that go along with that, cultural ways of life that go along with indigenous habitat, that there’s a congruency between recognizing and protecting these kinds of rights and fostering the conditions for developing a land ethic." "The second problem [of seven factors or problems] in our Anthropocene Era is the destruction and degradation of the native plant communities around the world through the deforestation, clear-cutting, through steel plows being drug through fragile indigenous plant communities, through unchecked development. We are literally destroying the sacred living covering of Mother Earth acre by acre" (Thomas S. Foley Institute, 2014, also see Echo-Hawk, 2013a and 2013b).

Main goals of the course: These will include learning about the notable works and ideas of several key individuals who have addressed topics related to Native environmental ethics. This information will be considered within the context of the lands, waters, plants, and animals of cultural significance to Coast Salish and other Indigenous peoples. The sequence of presentation of materials addressed within this course is intended to lead students to form responses to Walter Echo-Hawk's call for the development of a national land and sea ethic (Thomas S. Foley Institute, 2014, also see Echo-Hawk, 2013a and 2013b).

Course Policies1. Student Rights & Responsibilities: These will be observed as described in the 2015-2017 Northwest

Indian College Catalog and in accordance with Northwest Indian College policies.2. Attendance & Participation: Regular attendance and participation are essential to your success in this

course. It is your responsibility to attend class meetings regularly and on time. If you may arrive to class late, please be mindful that the course work has already begun and that class interruptions may negatively impact your classmates’ and the instructor’s efforts regarding teaching and learning. Necessary absences should be reported to your instructor and multiple unexcused absences may result in grade reductions that could prevent you from passing this course.VERY IMPORTANT NOTE: Students must attend at least one (1) class for their financial aid to be disbursed. If attendance is not logged for a student for two (2) weeks, a return of funds must be calculated. NWIC has 45 days from the last date of attendance to return the Title IV funds. Financial Aid will check attendance every Thursday.

3. Assignments & Due Dates: All assignments are to be submitted as indicated by the instructor and in supporting course materials. You must complete your work as indicated in this syllabus and in class or you will not receive credit for that work. Unless otherwise instructed, you are required to submit your work in electronic format (i.e., Microsoft Word) via Email to Brian Compton at [email protected]. I will not accept late assignments without prior approval.

4. Evaluation & Grades: The grades that I will report on the class grade roster at the end of the quarter may be determined through evaluation as detailed in this syllabus and described in class and course materials.

5. Electronic Devices (e.g., cell phones and laptop computers): Please be sure to reserve cell phone and laptop use for outside of class unless they are being used with the instructor's approval and in direct support of your on-task course work.

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6. Email: I will use your NWIC Email address to communicate with you in this course, so you must access it to receive any messages that I send to you via that address.

Institutional and Program Outcomes

NWIC Institutional OutcomesThe institutional outcomes that this course seeks to support are:

1. Native Leadership—To Acquire a Quality Educationa. Effectively communicate in diverse situations, from receiving to expressing information, both

verbally and non-verballyb. Use analytical and critical thinking skills to draw and interpret conclusions from multiple

perspectives including Indigenous theory and methods2. Way of Life—To Give Back

a. Demonstrate knowledge of what it means to be a peopleb. Practice community building through service learning

3. Inherent Rights—To Apply Indigenous Knowledgea. Exhibit a sense of placeb. Recognize Tribal rights as they relate to human rights

4. Community Minded—To Utilize Education Through Worka. Meet the technological challenges of a modern worldb. Work cooperatively toward a common goal

Bachelor of Science in Native Environmental Science Program OutcomesThe program outcomes that this course seeks to support are:

1. Sense of Placea. Value the interrelationships between people and the environment.b. Ground and apply concepts and methodologies to place.

2. Relationalitya. Demonstrate self-location within inquiry-based research.b. Value relationality in the practice of Native Environmental Science.c. Evaluate and interpret environmental laws, policies, and acquired rights, and advocate for inherent

rights.3. Inquiry

a. Use Indigenous theories and methods to conduct inquiry-based research and evaluation that respond to the needs of Indigenous communities and serve to promote Indigenous self-determination.

b. Evaluate and use appropriate technologies for inquiry-based research in support of restoration and revitalization of the environment.

c. Evaluate and apply quantitative, qualitative, and mixed methodologies and concepts that include the synthesis of complex information.

4. Communicationa. Communicate using oral, written, and graphical (visual) methods to support Indigenous self-

determination.b. Communicate effectively to multiple audiences, including Indigenous communities, policy makers,

scientific communities, and the general public.

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Rubrics

Rubric for Short Papers

Evaluation Attribute Possible PointsComplete & Concise: All components of APA Style as indicated for the assignment are included (format, number of words or page length, references and citations, etc.) and writing is economical and direct

2

Correctness: All aspects of grammar, spelling, punctuation and word choice are present

2

Coherence (& Control): Ideas are presented logically and in a unified manner with good flow, paragraph construction, sentence content, etc.

2

Clarity: Topics and questions are addressed in a clear and unconfused manner and relate directly to the stated assignment objective(s)

2

Content: Writing shows evidence of full and complete comprehension of subject matter and ideas communicated are substantial and relevant

2

All Attributes 10 total points possible

Rubric for Formal Paper

Evaluation Attribute Possible PointsComplete & Concise: All components of APA style as indicated for the assignment are included (format, number of words or page length, references and citations, etc.) and writing is economical and direct

4

Correctness: All required components are correctly developed and presented; All aspects of grammar, spelling, punctuation and word choice are present

4

Coherence (& Control): Content is presented logically and in a unified manner with good flow, paragraph construction, sentence content, etc.

4

Clarity: Writing is clear and unconfused and relates directly to the stated assignment objective(s)

4

Content: Writing shows evidence of full and complete comprehension of subject matter and content communicated is substantial and relevant

4

All Attributes 20 total points possible

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ReferencesBradford, A. (2015, March 25). What is a law in science? Retrieved from http://www.livescience.com/Brown, P. R. F. (1996). Book review … wisdom of the elders. Retrieved from Mountain Man Graphics website:

http://www.mountainman.com.au/w_elders.htmlCajete, G. (2000a). Process of Native science. In Native science: Natural laws of interdependence (pp. 66-71).

Santa Fe, NM: Clear Light.Cajete, G. (2000b). Tenets of Native philosophy. In Native science: Natural laws of interdependence (pp. 64-

66). Santa Fe, NM: Clear Light.Callicott, J. B., & Nelson, M. P. (2004). American Indian environmental ethics: An Ojibwa case study. Upper

Saddle River, NJ: Prentice Hall.Carrington, D. (2017, May 19). Arctic stronghold of world’s seeds flooded after permafrost melts. The

Guardian, Climate Change. Retrieved from https://www.theguardian.com/environment/2017/may/19/arctic-stronghold-of-worlds-seeds-flooded-after-permafrost-melts

Center for Humans and Nature. (2014a, August 6). 2014 Forum on ethics & nature: Robin Kimmerer [Video file]. Retrieved from https://www.youtube.com/watch?v=fpldlXLnR9E

Center for Humans and Nature. (2014b, January 14). Questions for a Resilient Future: Robin Wall Kimmerer [Video file]. Retrieved from https://www.youtube.com/watch?v=y4nUobJEEWQ

Deloria, V., Jr., & Wildcat, D. (2001). Power and place: Indian education in America. Retrieved from https://nycstandswithstandingrock.files.wordpress.com/2016/10/vine-deloria-jr-daniel-r-wildcat-power-and-place-indian-education-in-america.pdf

Dobel, P. (n.d.). The Judeo-Christian stewardship attitude to nature. Retrieved from http://blogs.nwic.edu/briansblog/files/2015/04/The-Judeo-Christian-Stewardship-Attitude-to-Nature.pdf

Echo-Hawk, W. R. (2013a). In the light of justice: The rise of human rights in Native America. Golden, CO: Fulcrum.

Echo-Hawk, W. R. (2013b). Toward an American land ethic. In W. R. Echo-Hawk (Author), In the light of justice: The rise of human rights in Native America (pp. 133-155). Golden, CO: Fulcrum.

Ethics. (n.d.). Retrieved from Oxford Dictionaries website: http://www.oxforddictionaries.com/us/definition/american_english/ethics

Himma, K. E. (n.d.). Natural law. Retrieved from Internet Encyclopedia of Philosophy website: http://www.iep.utm.edu/natlaw/

Hitzhusen, G. E. (2007). Critical commentary: Judeo-Christian theology and the environment: Moving beyond scepticism to new sources for environmental education in the United States. Environmental Education Research, 13(1), 55-74. Retrieved from https://germanic.osu.edu/sites/germanic.osu.edu/files/rg_Hitzhusen.pdf

Johansen, B. E. (1998). Natural law, natural rights. In The encyclopedia of Native American legal tradition (pp. 221-223). Westport, CN: Greenwood Press.

Moore, E. (2009). Natural law theory. In J. B. Callicott & R. Frodeman (Eds.), Encyclopedia of environmental ethics and philosophy (Vol. 2, pp. 90-92) [PDF]. Retrieved from http://www.gmu.ac.ir/download/booklibrary/e-library/Encyclopedia%20of%20Environmental%20Ethics%20and%20Philosophy.pdf

Natural laws of science: Definition & examples [Video file]. (n.d.). Retrieved from http://study.com/academy/lesson/

Natural philosophy. (n.d.). Retrieved from Oxford Dictionaries website: http://www.oxforddictionaries.com/us/definition/american_english/natural-philosophy

Natural science. (n.d.). Retrieved from Oxford Dictionaries website: http://www.oxforddictionaries.com/us/definition/american_english/natural-science?q=natural+sciences

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Narvaez, D. (2016, October 3). Robin Wall Kimmerer: "The fortress, the river and the garden: New metaphors for knowledge symbiosis" [Video file]. Retrieved from https://www.youtube.com/watch?v=BSnJzvGDMVw

Pavlik, S. (n.d.). Power and place: Toward developing and implementing Native-based science education. Retrieved from Northwest Indian College website: http://blogs.nwic.edu/pavlik/files/2009/05/pavlik-developing_a_native_science_curriculum.pdf

Petsko, G. A. (2011). The blue marble. Genome Biology, 12(4), 112. http://dx.doi.org/10.1186/gb-2011-12-4-112

Philosophy. (n.d.). Retrieved from Oxford Dictionaries website: http://www.oxforddictionaries.com/us/definition/american_english/philosophy

Physical sciences. (n.d.). Retrieved from Oxford Dictionaries website: http://www.oxforddictionaries.com/us/definition/american_english/physical-sciences#physical-sciences__2

Ross, A., Pickering, K., Snodgrass, J., Delcore, H. D., & Sherman, R. (2011a). Barriers to integrating Indigenous knowledge into natural resource management. In Indigenous peoples and the collaborative stewardship of nature: Knowledge binds and institutional conflicts (pp. 95-113). Walnut Creek, CA: Left Coast Press.

Ross, A., Pickering, K., Snodgrass, J., Delcore, H. D., & Sherman, R. (2011b). The Indigenous Stewardship Model. In Indigenous peoples and the collaborative stewardship of nature: Knowledge binds and institutional conflicts (pp. 235-260). Walnut Creek, CA: Left Coast Press.

Schweninger, L. (2008). Living with the land: Deloria, landscape, and religion. In Listening to the land: Native American literary responses to the landscape (pp. 149-164). Athens, GA: The University of Georgia Press.

Shellens, M. S. (1959, January 1). Aristotle on natural law [Article, Paper 40, Natural Law Forum]. Retrieved from Notre Dame Law School website: http://scholarship.law.nd.edu/cgi/viewcontent.cgi?article=1039&context=nd_naturallaw_forum

Suzuki, D. T., & Knudtson, P. (1992). Wisdom of the elders: Honoring sacred native visions of nature. New York: Bantam Books.

Thomas S. Foley Institute. (2014, October 27). "The need for an American land ethic" with Walter Echo-Hawk [Video file]. Retrieved from https://www.youtube.com/watch?v=HNOFMHnrWTc

United Nations. (n.d.). United Nations declaration on the rights of indigenous peoples. Retrieved September 8, 2015, from United Nations department of economic and social affairs website: http://www.un.org/esa/socdev/unpfii/documents/DRIPS_en.pdf

Value. (n.d.). Retrieved from Oxford Dictionaries website: https://en.oxforddictionaries.com/definition/us/value

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