Field Environmental Philosophy

Dr. Ricardo Rozzi is a Chilean ecologist and philosopher, full professor in the Department of Philosophy and Religion at the University of North Texas, USA, and the University of Magallanes, Chile; Director of the Cape Horn International Center (CHIC), Puerto Williams, Chile, and Vice- President of the Center for Environmental Philosophy (CEP), Denton, Texas, USA.Dr. Alejandra Tauro is a biologist, professor at the El Colegio de Puebla AC., and a researcher at the National Science and Technology Council, Mexico and at the Cape Horn International Center (CHIC), Chile.Dr. Noa Avriel-Avni is a researcher of environmental education and human-environment relations in the desert; A member of Dead Sea & Arava Science Center R&D, the Ministry of Science and Technology of Israel.T Wright is a doctoral candidate at the University of North Texas’ Department of Philosophy and Religion.  Roy H May Jr is a research associate at the Departamento Ecuménico de Investigaciones in San José, Costa Rica.

• Chapter 1. Introduction to Field Environmental Philosophy: A New Methodological Approach for Biocultural Education and Conservation.- Part I: FIELD ENVIRONMENTAL PHILOSOPHY: CONCEPTS AND CASE STUDIES.- Chapter 2. Introduction Part I. Field Environmental Philosophy: Concepts and Case Studies.- Chapter 3. The Multiple Lenses of Ecotourism with a Hand-Lens: Fundamental Concepts and Practices.- Chapter 4. Underwater with a Hand Lens: Ecological Sciences and Environmental Ethics to Value Freshwater Biodiversity.- Chapter 5. Sub-Antarctic High Andean “Gardeners:” Cultivating Caring Relationships.- Chapter 6. “Pay attention, dive with eyes wide open:” a Field Environmental Philosophy activity to foster reciprocity between people and nature.- Chapter 7. The Eyes of The Tree: Applying Field Environmental Philosophy to Tackle Conservation Problems at Long Term Socio-Ecological Research Sites.- Chapter 8. Starfishes and Sky Stars: Field Environmental Philosophy Education and Ecotourism Experiences in Baja California, México.- Chapter 9. Biocitizen’s Approach to Biotic Wonder, Citizenship, and Field Environmental Philosophy.- Chapter 10. Inter-species and Inter-cultural Encounters: The Education and Biocultural Ethics Program of the Omora Ethnobotanical Park.- Chapter 11. Beyond Field Environmental Philosophy: Integrating Science Education and Technology.- Part II: EDUCATION “ON THE RAZOR’S EDGE”.- Chapter 12. Introduction Part II. Education “On the Razor’s Edge”.- Chapter 13. Liberation Philosophy and Biocultural Education. A Latin American Journey.- Chapter 14. Collaborative Action Research for Biocultural Heritage Conservation.- Chapter 15. Education as a Driver of Extinction of Experience or Conservation of Biocultural Heritage.- Chapter 16. Aldo Leopold as Educator: His Legacy for Field Environmental Philosophy.- Chapter 17. Leopold’s Cultural Harvest, Biocultural Tourism and Field Environmental Philosophy.- Chapter 18. A Material Ecological Ethic for Biocultural Education: Relations Between Life on Earth and Humanity.- Chapter 19. Challenging the Dominant Grand Narrative in Global Education and Culture.- Part III: BIOCULTURAL RECONNECTION. RECOVERING THE SENSE OF COMMUNITY THROUGH EDUCATION.- Chapter 20. Introduction Part III. Biocultural Reconnection. Recovering the Sense of Community Through Education.- Chapter 21. Small, Silent and (In)Significant: Childhood as a Minoritarian Experience of Education.- Chapter 22. Communities of Philosophical Inquiry for the Empowerment of Ecological Agency.- Chapter 23. Biocultural Resilience Through Educational Tourism in Cholula, Mexico.- Chapter 24. Collaborative Action Research with the Jotï in Venezuela: Experiences in Autoethnography and TEK Vitality Assessment.- Chapter 25. Hand-Print CARE: Intergenerational and Plural Knowledge in Schools.- Chapter 26. The Enviro-Champs Movement: Co-Researching Transformation Through Training Processes in a Post COVID World.- Part IV: INTRODUCTION TO PLATFORMS FOR INTEGRATING THE SCIENCES, ARTS, AND HUMANITIES INTO PARTICIPATORY EDUCATION.- Chapter 27. Introduction Part IV. Introduction to Platforms for Integrating the Sciences, Arts, and Humanities into Participatory Education.- Chapter 28. Bridge the Channel, Enhance the Inclusivity: A Comparison Between Flagship Species-Centered and Moss-Centered Conservation in Chile and China.- Chapter 29. Biocultural Conservation in Biosphere Reserves in Temperate Regions of Chile, Estonia, Germany, and Sweden.- Chapter 30. Mindfulness and Reconnection with Freshwater Ecosystems at the Meadows Center Education Program.- Chapter 31. Nature, Humans, and Education: Ecohumanism as an Integrative Guiding Paradigm for Values Education and Teacher Training in Israel.- Chapter 32. The H.J. Andrews Experimental Forest Long-Term Ecological Research Program, Oregon, USA: A Historical Biocultural Perspective.- Chapter 33. Screens on Trails: Digital Environmental Science, Arts, And Humanities Learning for Biocultural Conservation.- Chapter 34. Reframing Sense of Place: A Goal for Environmental Education and an Indicator Supporting Social-Ecological Resilience.