Leigh Price – författare

This book throws light onto the nature and causes of three different but strongly interconnected crises in contemporary societies worldwide: an economic crisis, an ecological crisis and a normative (moral and political) crisis. These crises are reflected in the profoundly inequitable distribution of wealth, resources and life opportunities around the world. If we follow the causal roots of these crises, we are led back to an inherent dynamic in the capitalist economic system itself, discursively expressed as neoclassical, mainstream economics. For instance, by conflating human needs with market demand, mainstream economics disregards the needs of those who do not have sufficient purchasing power, as well as any needs that cannot be quantified or monetised in some way. Mainstream economics also ignores the notion of natural limits. Furthermore, it seems that everything that is quantifiable is potentially for sale and this results in the substitution of nature, indigenous cultural traditions and various life forms with commodities and ‘human capital’. The latter is defined as the skills instrumental for continual economic growth. Besides critiquing the academic discipline of economics, this book also points to a number of dysfunctional and crisis-prone structures and practices of substantive economic life. It will be of interest to students and scholars working in philosophy, economics and environmental studies.

This book throws light onto the nature and causes of three different but strongly interconnected crises in contemporary societies worldwide: an economic crisis, an ecological crisis and a normative (moral and political) crisis. These crises are reflected in the profoundly inequitable distribution of wealth, resources and life opportunities around the world. If we follow the causal roots of these crises, we are led back to an inherent dynamic in the capitalist economic system itself, discursively expressed as neoclassical, mainstream economics. For instance, by conflating human needs with market demand, mainstream economics disregards the needs of those who do not have sufficient purchasing power, as well as any needs that cannot be quantified or monetised in some way. Mainstream economics also ignores the notion of natural limits. Furthermore, it seems that everything that is quantifiable is potentially for sale and this results in the substitution of nature, indigenous cultural traditions and various life forms with commodities and ‘human capital’. The latter is defined as the skills instrumental for continual economic growth. Besides critiquing the academic discipline of economics, this book also points to a number of dysfunctional and crisis-prone structures and practices of substantive economic life. It will be of interest to students and scholars working in philosophy, economics and environmental studies.

Southern Africa, where most of these book chapters originate, has been identified as one of regions of the world most at risk of the consequences of environmental degradation and climate change. At the same time, it is still seeking ways to overcome the century long ravages of colonial and apartheid impositions of structural and epistemic violence. Research deliberations and applied research case studies in environmental education and activism from this region provide an emerging contextualized engagement that is related to a wider internationally articulated quest to achieve social-ecological justice, resilience and sustainability through educational interventions.

This book introduces a decade of mainly southern African critical realist environmental education research and thinking that asks the question: "How can we facilitate learning processes that will lead to the flourishing of the Earth’s people and ecosystems in more socially just ways?" The environmental education research topics represented in this book are wide-ranging. However, they all exhibit the common theme of social justice and wanting to create change towards a better future. All the authors have used critical realist or critical realist-influenced research methodologies. Offering contributions from a small but growing community of researchers working with critical realism in the global South, this book will be of interest to students, scholars and practitioners in the areas of environmental education, sustainability, development and the philosophy of critical realism in general.

Southern Africa, where most of these book chapters originate, has been identified as one of regions of the world most at risk of the consequences of environmental degradation and climate change. At the same time, it is still seeking ways to overcome the century long ravages of colonial and apartheid impositions of structural and epistemic violence. Research deliberations and applied research case studies in environmental education and activism from this region provide an emerging contextualized engagement that is related to a wider internationally articulated quest to achieve social-ecological justice, resilience and sustainability through educational interventions.

This book introduces a decade of mainly southern African critical realist environmental education research and thinking that asks the question: "How can we facilitate learning processes that will lead to the flourishing of the Earth’s people and ecosystems in more socially just ways?" The environmental education research topics represented in this book are wide-ranging. However, they all exhibit the common theme of social justice and wanting to create change towards a better future. All the authors have used critical realist or critical realist-influenced research methodologies. Offering contributions from a small but growing community of researchers working with critical realism in the global South, this book will be of interest to students, scholars and practitioners in the areas of environmental education, sustainability, development and the philosophy of critical realism in general.

In this book, the authors provide a much-needed general theory of interdisciplinarity and relate it to health/wellbeing research and professional practice. In so doing they make it possible for practitioners of the different disciplines to communicate without contradiction or compromise, resolving the tensions that beset much interdisciplinary work.

Such a general theory is only possible if we assume that there is more to being (ontology) than empirical being (what we can measure directly). Therefore, the unique approach to interdisciplinarity applied in this book starts from ontology, namely that there is a multimechanismicity (a multiplicity of mechanisms) in open systems, and then moves to epistemology. By contrast, the mainstream approach, which fails to acknowledge ontology, is “unserious” and tends to result in a methodological hierarchy, unconducive of interdisciplinarity, in which empiricist science is overtly or tacitly assumed to be the superior version of science.

This book is primarily aimed at those people interested in improving health and wellbeing – such as researchers, policy-makers, educators, and general practitioners. However, it will also be useful to academics engaged in the broader academic debate on interdisciplinary metatheory.