ESS
Introduction to ESS
Topic 1.1: Perspectives
Intro to IB ESS
Component | Time and marks | Details | % of qualification |
Paper 1 (unseen case study | SL (1 hr) | Unseen case study. Questions will be based on the analysis and evaluation of the data in the case study. All questions are compulsory. | 25 |
Paper 2 | SL (2 hrs) | Section A (40 marks) comprises short-answer and data-based questions. Section B: structured essay questions One from a choice of two (20 marks SL) | 50 |
IA | SL (10 hrs) | This component is internally assessed by the teacher and externally moderated by the IB at the end of the course. The internal assessment consists of one task: the individual investigation. | 25 |
The focus of the course
Where do the circles overlap?
1.1 Values | Perspectives | Worldviews
How do different perspectives develop?
How do perspectives affect the decisions we make
concerning environmental issues?
Guiding questions
Application of skills
Design and carry out questionnaires/surveys/interviews, using online collaborative survey tools, to correlate perspectives with attitudes towards particular environmental or sustainability issues. Select a suitable statistical tool to analyse this data. Students may use and develop behaviour-time graphs to show lifestyle changes. Application of skills: Interpret behaviour-time graphs. Examples could include specific changes, such as smoking, littering, eating meat or how traditional lifestyles in indigenous cultures are being replaced by modern ones. |
Terminology
Key Term | Definition |
perspective | A perspective is how a particular situation is viewed and understood by an individual. It is based on a mix of personal and collective assumptions, values and beliefs |
Arguments | A perspective is not the same as an argument. Arguments are made to support a personally held perspective or to counter a different one |
Values | Values are qualities or principles that people feel have worth and importance in life |
Values surveys | Values surveys can be used to investigate the perspectives shown by a particular social group towards environmental issues |
Worldview | Worldviews are the lenses shared by groups of people through which they perceive, make sense of and act within their environment. They shape people’s values and perspectives through culture, philosophy, ideology, religion and politics |
environmental value system | An environmental value system is a model that shows the inputs affecting our perspectives and the outputs resulting from our perspectives |
technocentric | Technocentrism assumes all environmental issues can be resolved through technology |
anthropocentric | Anthropocentrism views humankind as being the central, most important element of existence, and it splits into a wide variety of views |
ecocentric. | Ecocentrism sees the natural world as having pre-eminent importance and intrinsic value. |
Lesson 1 objectives
Objective | Guidance |
1.1.1 A perspective is how a particular situation is viewed and understood by an individual. It is based on a mix of personal and collective assumptions, values and beliefs. | Personal perspectives give rise to a wide range of different positions on environmental and social issues. Perspectives also influence people’s choices and actions. |
1.1.2. Perspectives are informed and justified by sociocultural norms, scientific understandings, laws, religion, economic conditions, local and global events, and lived experience, among other factors. | A perspective is not the same as an argument. Arguments are made to support a personally held perspective or to counter a different one. |
1.1.3 Values are qualities or principles that people feel have worth and importance in life. | Values affect people’s priorities, judgements, perspectives and choices. They are individual but are shared with, and shaped by, others in a community. |
1.1.4 The values that underpin our perspectives can be seen in our communication and actions with the wider community. The values held by organizations can be seen through advertisements, media, policies and actions. | Different values often lead to tensions between individuals and between organizations. |
How many brand logos �can you identify and name in less than 3 minutes?
Only turn this page over when instructed to do so.
ROUND 1
How many brand logos �can you identify and name in less than 3 minutes?
Only turn this page over when instructed to do so.
ROUND 2
Why do you think you know so many (or so few) of each?��Why is it important to know
(or is it even important)?
1.1 Values | Perspectives | Worldviews
Any individual
within a culture is going to have
his or her own personal interpretation of the collective cultural code; however, the individual's worldview
has its roots in the culture - that is, in the society's shared values and customs.
To understand how and why worldviews clash, we need to understand
how the customs, values and beliefs
of each culture differ
from each other.
1.1 Values | Perspectives | Worldviews
1.1 Values | Perspectives | Worldviews
PERSPECTIVES:
are individual interpretation of situations, they are based on both personal and societal values and beliefs which are informed by:
VALUES:
are qualities or principles that have worth and importance in our life - they are individual but are shared and shaped by societies (communities), values underpin our perspectives and can be seen in our communication, actions and behaviour
Case Study 1: Harambe the Gorilla
Lesson 2 objectives
Objective | Guidance |
1.1.6 Worldviews are the lenses shared by groups of people through which they perceive, make sense of and act within their environment. They shape people’s values and perspectives through culture, philosophy, ideology, religion and politics. | With the development of the internet and social media, one’s perspective can be influenced by a far greater variety of worldviews than just that of the local community. Consequently, models that attempt to classify perspectives, though helpful, are invariably inaccurate as individuals often have a complex mix of positions. |
1.1.7 An environmental value system is a model that shows the inputs affecting our perspectives and the outputs resulting from our perspectives. | A value system has inputs (for example, information from media, education, worldviews) and outputs (for example, our judgements, positions, choices and actions). |
1.1.8 Environmental perspectives (worldviews) can be classified into the broad categories of technocentric, anthropocentric and ecocentric. | These are not exclusive categories; a variety of alternative schemes exist. There are many ways to classify our perspectives; these models are useful but imperfect, as individuals often have a complex range of positions that change over time and context. Technocentrism assumes all environmental issues can be resolved through technology. Anthropocentrism views humankind as being the central, most important element of existence, and it splits into a wide variety of views. Ecocentrism sees the natural world as having pre-eminent importance and intrinsic value. |
Thinking about perspectives
The Intergovernmental Science-Policy Platform on Biodiversity and Ecosystem Services (IPBES) produces reports for policy makers and alongside the IPCC was awarded the the 2022 Gulbenkian Prize for Humanity. It's an incredibly important organisation but perhaps not as well known as its cousin the IPCC (Intergovernmental Panel on Climate Change).
While watching, think about a sentence or context that resonated with you the most?
Summary
The IPBES Values Report highlights the importance of considering the diverse values of nature in decision-making, beyond just market-based considerations.
The report emphasizes the need to recognize and respect different worldviews and knowledge systems, particularly those of indigenous peoples and local communities, to ensure more inclusive and equitable policies.
Shifting decision-making towards a broader understanding of nature's values, including those aligned with sustainability principles, is crucial for achieving sustainable development goals and creating a more just and equitable future for both people and nature.
1.1 Values | Perspectives | Worldviews
Worldviews
Worldview’s are society's collective lenses shared by groups of people through which they see, make sense of and act within their environment
Worldviews shape people's values and perspectives through culture, philosophy, ideology, religion and politics; so they influences the inputs to an individual's perspective
The internet and social media, influence a person's perspective with a far greater variety of worldviews than just that of the local community
Real-world example- the Maldives
The Maldives in known for it’s low-lying islands and so rising sea level poses a significant threat to the country’s existence. It is becoming increasingly vulnerable to coastal erosion, flooding and saltwater intrusion into freshwater sources.
Oracy- How do different perceptions of climate change affect the urgency with which the Maldives and other countries (maybe your own?) take action, and why might some countries feel more pressure to act than others?
Discuss this infographic model
What types of worldviews are identified? - how do they link with values?
Discuss this infographic
What types of worldviews are identified? - how do they link with values?
With the development of the internet and social media, one’s perspective can be influenced by a far greater variety of worldviews than just that of the local community. Consequently, models that attempt to classify perspectives, though helpful, are invariably inaccurate as individuals often have a complex mix of positions.
Pluricentric refers to a worldview that recognises multiple centers of authority, culture, or value. It acknowledges diversity within a system, where different groups or cultures hold their own unique perspectives and practices.
Cosmocentric is a worldview that places the cosmos or the universe at the center of understanding. It sees all living beings as interconnected parts of a larger whole, emphasising harmony and balance within the natural world.They can be understood as bridging bio/ecocentric and
pluricentric world-views.
Life frames of nature's values allow the organisation and communication of the richness of the relationships between people and nature. A set of life frames (e.g., living from, with, in and as nature) can be used to organise and reflect distinct sets of values found in the typology.
The Venn diagram from the IPBES report illustrates the connection (how these layers interact) between worldviews, knowledge systems, broad values, specific values, and value indicators, leading to different perspectives on nature.
Worldviews are like lenses through which people perceive, make sense of and act upon the world.
Knowledge Systems are dynamic bodies of knowledge, practices and beliefs, pertaining to the relationships of living beings, including people, with one another and with nature, embedded in worldviews.
Scientific knowledge systems entail explicit knowledge derived from applying formal and generalizable methods.
Indigenous and local knowledge, which includes traditional knowledge, is highly diverse, grounded in territory and sociocultural identity and is based on different knowledge types (e.g., written, oral, visual, tacit, practical).
Broad Values are general moral guiding principles and life goals (e.g. freedom, justice, responsibility, harmony with nature, harmony with Mother Earth, health, prosperity) informed by people's worldviews and beliefs.
Specific Values are judgements regarding nature's importance in particular situations. They can be grouped into instrumental, intrinsic and relational values.
Instrumental values relate to things that are a means to a desired end and tend to be associated with nature (e.g. as asset, capital, resources) and its contributions to people.
Intrinsic values relate to the values of nature expressed of any reference to people as valuers and include entities such as habitats or species that are worth protecting as ends in and of themselves.
Relational values refer to the meaningfulness of people-nature interactions, and interactions among people (including across generations) through nature (e.g., sense of place, spirituality, care, reciprocity).
Value Indicator are quantitative measures and qualitative descriptors that reflect nature's importance to people. Indicators are generally grouped as biophysical, monetary and sociocultural.
Video + discussion
Life frames of nature's values allow the organisation and communication of the richness of the relationships between people and nature. A set of life frames (e.g., living from, with, in and as nature) can be used to organise and reflect distinct sets of values found in the typology.
Answers:
Agroforestry: Integrating trees with crops and livestock to create sustainable and productive ecosystems.
Restorative Grazing: Using livestock in a way that mimics natural patterns to regenerate grasslands and restore soil health.
Water Management: Indigenous methods like terracing and check dams help to conserve water, reduce erosion, and enhance soil fertility.
2) Harmony with nature/ Prosperity/ Responsibility?
Enhancing Biodiversity: Controlled burns and agroforestry practices promote diverse ecosystems by creating habitats for multiple species.
Soil Health: Restorative grazing and agroforestry help improve soil structure, fertility, and organic matter content.
Water Retention: Water management techniques like terracing enhance the soil's ability to retain water, reducing erosion and supporting plant growth.
Resilience: These practices increase the resilience of ecosystems to climate change and other disturbances.
3) Lyla June primarily demonstrates relational values in her talk.
Respect for Indigenous Knowledge: She emphasizes the wisdom and sustainability embedded in traditional practices.
Harmony with Nature: The practices she discusses reflect a deep connection and respect for natural ecosystems.
Community and Interdependence: The land management techniques highlight the importance of community-driven solutions and collective responsibility.
Sustainability and Stewardship: She advocates for a long-term, stewardship-oriented approach to managing natural resources.
4) Life frame- living as nature EVS-Lyla June’s perspective aligns more with a cosmocentric worldview as she emphasises the interconnectedness of all life and the importance of living in harmony with nature, reflecting a deep respect for the cosmos and the natural world.
1.1 Values | Perspectives | Worldviews
Environmental
values system
FLOWS
FLOWS
STORAGE
change!
FEEDBACKS
INPUTS
OUTPUTS
An environmental values system:
A model that shows the inputs affecting our perspectives and the outputs resulting from our perspectives
System components:
1.1 Values | Perspectives | Worldviews
Environmental
values system
listening
modifying
interpreting
listening
questioning
modifying
interpreting
questioning
Output FLOWS
input FLOWS
STORAGE
INPUTS
OUTPUTS
actions
behaviour
attitude
decisions
choices
opinions
communication
FEEDBACKS
societal worldviews
internet/social media
education/school
peer interactions
family upbringing
socio-cultural norms
religious doctrine
life experiences
local/global events
politics and laws
An environmental values system:
A model that shows the inputs affecting our perspectives and the outputs resulting from our perspectives
System components:
Table of components of EVS
Inputs | Processes | Outputs |
societal worldviews internet/social media education/school peer interactions family upbringing socio-cultural norms religious doctrine life experiences local/global events politics and laws | listening filtering modifying emotional reactions analysing synthesising evaluating questioning interpreting | Action (or inaction) behaviour attitude decisions choices opinions communication |
1.1 Values | Perspectives | Worldviews
Classifying environmental perspectives (worldviews) into broad categories of ecocentric, anthropocentric, technocentric
There are many ways to classify of environmental perspectives (worldviews) into categories. But this remains a challenge because they are always changing based on context, culture, and time.
They rarely fit simply or perfectly into any category. So each model is imperfect.
Environmental perspectives (worldviews) broad categories
Technocentric* | Anthropocentric** | Ecocentric |
| | |
Values centered around technology * new guide doesn’t really refer to this too much | Humankind is central as the most important element of existence, and splits into a wide variety of views. prioritize people - sustainable management of fisheries **new guide puts the focus on the reasons behind anthropocentric decision making | Values centered around nature recognition of the rights of Mother Earth |
Life frames of nature's values allow the organisation and communication of the richness of the relationships between people and nature. Do you:
| ||
Life frames of nature's values allow the organisation and communication of the richness of the relationships between people and nature. A set of life frames (e.g., living from, with, in and as nature) can be used to organise and reflect distinct sets of values found in the typology.
Pluricentric refers to a worldview that recognizes multiple centers of authority, culture, or value. It acknowledges diversity within a system, where different groups or cultures hold their own unique perspectives and practices.
Cosmocentric is a worldview that places the cosmos or the universe at the center of understanding. It sees all living beings as interconnected parts of a larger whole, emphasizing harmony and balance within the natural world. They can be understood as bridging bio/ecocentric and
pluricentric world-views.
Activity
Open this new story link and think/pair/share the following questions. For each EVS below, explain (in writing or verbally) how a person with that worldview might respond to the news story.
Possible answers….
Ecocentric Values: An ecocentric individual would be deeply concerned by the article’s discussion of insect decline, emphasising the intrinsic value of insects in maintaining biodiversity and ecosystem health. They would advocate for preserving natural habitats and reducing human impact on the environment.
Anthropocentric Values: A person with anthropocentric values would focus on the article’s implications for human agriculture and food security. They might argue for actions that prioritise human needs, such as sustainable farming practices to mitigate the impact on crop production.
Technocentric Values: A technocentric person would see the challenges mentioned in the article as opportunities for technological innovation. They might support the development of synthetic pollinators or other technological solutions to address the decline, believing human ingenuity can solve these environmental issues.
Take the example of river systems. How do you use rivers? Do you canoe, fish or walk along rivers for recreational purposes?
Do you rely on rivers near you for clean water/energy?
Do you find inspirational or calmness from river systems?
Are you interested in the biodiversity of river systems?
Are you upset or disappointed when you see or hear of pollution in the form of chemicals and plastic damaging the rivers near you?
Do you eat fish or have you chosen not to?
All the answers to your questions will help you understand your world views and value systems relating to river systems (and ESS in general). Where does the emphasis lie in your answers? Is the river more connected to who you are and you cultural values or is it more a means to an end for resources? Don't be surprised if they alter as you progress through the course!
Extra definitions of words you may come across
Stewardship—humans have responsibilities towards the environment on a local and global scale, and with that comes certain privileges. We can manage the environment and we can exploit it; therefore, it is our duty to look after it and treat it respectfully.
Romantic—its value to humans is seen aesthetically, as a beautiful and unadulterated thing.
Imperialist—science can be used to control nature.
Utilitarian—utilitarianism holds that the greatest good is happiness and freedom from pain and suffering. Actions with outcomes that promote the greatest good for the greatest number of humans (those that have the greatest utility) are morally right. Nature is seen from a utilitarian viewpoint in terms of what it can do for humans.
Check questions
Questions from your booklet:
Question 1 Which environmental perspective is a worldview that places nature at the centre of our value system, viewing all living beings, including humans, as interconnected and interdependent?
Question 2 In an environmental value system (EVS), when a person does a cost-benefit analysis, in which element of a system is this occurring?
Question 3 Technocentrists are also considered anthropocentrists
Lesson 3 objectives
Objective | Skills |
1.1.9 Perspectives and the beliefs that underpin them change over time in all societies. They can be influenced by government or non-governmental organization (NGO) campaigns or through social and demographic change. | Application of skills: Interpret behaviour-time graphs. Examples could include specific changes, such as smoking, littering, eating meat |
1.1.5 Values surveys can be used to investigate the perspectives shown by a particular social group towards environmental issues. The effective design of values surveys for a particular social group accommodates various perspectives towards a particular environmental issue, and assesses how these are likely to impact the issue. | Application of skills: Design and carry out questionnaires/surveys/interviews, using online collaborative survey tools, to correlate perspectives with attitudes towards particular environmental or sustainability issues. Select a suitable statistical tool to analyse this data. Students may use and develop behaviour-time graphs to show lifestyle changes |
Lesson 3: Graphs and Surveys - can trace behaviour changes over time
1
2
5
6
3
4
Perspectives, and their underpinning beliefs, change over time and context in all societies
1.1 Values | Perspectives | Worldviews
What was the environmental values system like BEFORE
the input?
What does the environmental values system like AFTER the input? (i.e. output)
Behaviour over time (BOT) graphs
Perspectives, and their underpinning beliefs, change over time and context in all societies
SKILLS: Analysis and interpretation of behaviour-over-time (BOT) graphs
Often influenced by:
Example - meat consumption in 3 countries
Analyse this data
1.1 Values | Perspectives | Worldviews
TASK: Explore your personal environmental values system
THERE ARE NO RIGHT OR WRONG ANSWERS - but you do need to try and JUSTIFY your thinking!
1.1 Values | Perspectives | Worldviews
https://docs.google.com/spreadsheets/d/1ND0q1_mS-ZuRqee9tVEp6qIXfFH_J1Pb2QPHZ4eFHrA/edit?usp=sharing
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**No need to provide reasons to explain the data or the patterns for this particular task.. |
SKILLS: Class survey data analysis and reporting the results (g-sheet of responses to be shared)
Designing a survey - Evaluation of Surveys
Advantage | Disadvantage |
Cost-effective | Sampled data, not complete data |
Easy to implement | Response bias |
Fast data collection | Survey fatigue |
Reach a large audience | Limited follow-up |
Gather quantitative and qualitative data | Question order bias |
Flexible for various topics | Not ideal for complex topics |
Distribution of the Questionnaire - Sampling methods
Type of Sampling | Description | Appropriate Conditions | Example |
Simple Random Sampling | Every member of the population has an equal chance of being selected. | * Complete list of the population available * Need an unbiased representative sample | Selecting a lottery winner from a pool of tickets |
Systematic Sampling | Individuals are chosen at regular intervals from a list. | * List of the population available * Order doesn't influence selection | Surveying every 10th house on a street |
Stratified Sampling | Population is divided into subgroups (strata) based on characteristics. Random samples are then drawn from each strata. | * Population can be divided into relevant subgroups * Need to ensure representation from each subgroup | Surveying students from different grade levels in a school |
Cluster Sampling | Groups (clusters) are randomly selected, and all members within those clusters are included | * Population is naturally divided into clusters * List of individual members not required | Surveying classrooms from different schools in a district |
Convenience Sampling | Readily available individuals are selected. | * Need for quick data collection * Focus group discussions | Surveying college students in a common area |
Adult smoking rate graph
This graph shows how values have changed over time.
Describe the trend.
Identify what could have caused the change in values to smoking.
What sampling strategy could they have used to collect this data?
1.1 Values | Perspectives | Worldviews
Lucky Strike Cigarettes
1930s Advertisement (USA)
Branded candy cigarettes
Perspectives, and their underpinning beliefs, change over time and context in all societies
1.1 Values | Perspectives | Worldviews
Rules for Surveys
1.1 Values | Perspectives | Worldviews
Sample introduction paragraph for enviro issue survey
Lesson 4/5 objectives
Objective | Guidance |
1.1.10 The development of the environmental movement has been influenced by individuals, literature, the media, major environmental disasters, international agreements, new technologies and scientific discoveries. Select one example of influence from each of the following categories. • An individual environmental activist • An author • The media—for example, Al Gore’s documentary An Inconvenient Truth (2006), No Impact Man (2009), Breaking Boundaries: The Science of Our Planet (2021) • An environmental disaster—for example, Minamata disaster (1956), Chernobyl disaster (1986), Fukushima Daiichi nuclear disaster (2011) • International agreements—for example, Rio Earth Summit (1992) and Rio+20 (2012); 2015 and 2022 United Nations Climate Change Conferences (COP 21, COP 27) • Technological developments—for example, the Green Revolution, reduction of energy inputs and enteric fermentation, plant-based meats • Scientific discovery—for example, pesticide and biocide toxicity, species loss, habitat degradation | Examples may also be recent, from indigenous cultures or local/global events of student interest. |
Influences (inputs) have not only shaped our personal values and perspectives but they have also affected the global society's values system and worldviews.
Just like individual inputs continue to shape and change our thinking on how we perceive and interact with the natural environment, our society's worldview inputs also change over time.
These inputs and changes have given rise to what we call the Environmental Movement.
"How to start a movement" by Derek Sivers Ted
Influences on the development of the environmental movement
1.1 Values | Perspectives | Worldviews
Define the modern environmental movement
A series of influences (inputs) where there has been an environmental paradigm shift in our collective worldview.
The mindset changes because protecting and conserving Earth and the environment from damage caused by human activities could no longer be ignored.
Inputs have affected the growth and transition (an evolution) of our human society's environmental awareness and worldview (outputs) over time.
Into the 21st century, there were many influences on the movement from literature, scientific discovery, individuals, major environmental disasters, new technologies, international agreements and media.
Influences on the development of the environmental movement
Development of the Environmental Movement
You are required to be able to discuss ONE example from EACH of these categories
Activist
Author
International Agreements
Media
Environmental Disasters
Technological Developments
Scientific Discoveries
Recent Events
Activity
Complete the table in your booklet- use Kognity, Inthinking or research using a search engine. Feel free to choose your own examples.
Quizlet and final discussion!