Environmental Sociology - American Sociological Association

INTRODUCTION
We hope it says something important that this fifth edition of Environmental Sociology: Syllabi and
Instructional Material arrives only four years after the fourth, whereas there was an eight year gap
between editions three and four. Our parent discipline seems increasingly to appreciate the import of the
“natural” on social phenomena. Durkheim may be turning in his grave, but we mean no disrespect.
Indeed, it is a sign of the impressive power and reach of the sociological vision, and of sociological
practice, that environmental sociologists have managed to extend their research interests into such vast
arrays of human social existence that we can supply a wealth of thought-provoking information to our
students.
As we have searched these materials for themes, new developments, and possible emphases in our
colleagues’ courses, a host of things stand out. We noted some of these as trends in the Fourth Edition;
we mention them now because they are taking root. Other, equally exciting new developments are
reflected in these pages as well.
First, environmental justice has grown in importance to the point that it is taught in all survey courses,
both at the undergraduate and the graduate levels. Moreover, the environmental justice literature is so
expansive that it is can support the entire subject matter of some classes.
Second, closely related to environmental justice are questions of environmental fairness and equity on a
global scale. Like environmental justice, globalization was a noteworthy theme in the last edition of the
syllabus set. Now there is a clear trend of instructors emphasizing globalization’s effects on diverse
peoples and the environments upon which they depend. The character of the global environmental justice
movement, and the allied issues associated with critiques of globalization, is likely to receive growing
attention in our classrooms.
Third, critical perspectives regarding the relationship of society to the nonhuman world continue to garner
a great deal of attention. Can there be any more profound and far-reaching contradiction in late
capitalism than our dysfunctional, self-destructive relationship with the nonhuman world? Even as
capitalism enjoys its most secure period ever, the evidence mounts that its material foundations are in fact
less secure than ever. That evidence is available to our students in ever-increasing volume and quality.
That said, a fourth theme—one that is emerging and contradictory—can be found in these pages. Many
observers see eco-Marxist concerns as mirroring those of theorists and researchers whose work reflects
other perspectives in a key way: they tend to reify a nature-society dualism. Such facile distinctions,
these scholars assert, are theoretically weak nor can they stand up to empirical investigation. Whether for
understanding or for problem-solving, when we fail to appreciate the intimate interrelatedness of
environment and society, and when we ignore the impossibility of distinguishing between the two in any
but the most analytical senses, we simply spin our wheels. While this subject appears to arise primarily in
graduate-level classes, it is likely to be a centerpiece of courses at all levels for years to come.
Fifth, although environmental sociologists have long had an interest in the policy process, the growing
emphasis in our courses on environmental policy making is impressive. This is an especially exciting
development for those of us who have the opportunity to work with policy makers. It means, among
other things, that our environmentally-inclined students will enter the job market better equipped than
ever to influence policies, rules, and regulations.
Sixth, more and more of us are using films and videos in our classrooms. Sociology generally, and
environmental sociology in particular, comfortably admit a host of innovative teaching and learning
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