Syllabus Edition

First teaching 2024

First exams 2026

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Ethical Frameworks (DP IB Environmental Systems & Societies (ESS))

Revision Note

Alistair Marjot

Written by: Alistair Marjot

Reviewed by: Bridgette Barrett

Ethical Frameworks

  • Ethical frameworks are structures of thought that help people make moral decisions

    • In other words, they are a bit like guidelines for making decisions about what is right or wrong

  • There are different ethical frameworks relating to the environment because there are different fundamental beliefs about the relationship between humans and nature

Ecocentrism

  • If an individual or a society believes that the human species is not significantly different to the rest of nature, this may lead to a more ecocentric position

  • The central belief of ecocentrism is that humans are not fundamentally different from nature

    • We are a part of nature—we are not above it

  • Ecocentrists believe that all components of nature have intrinsic and equal rights

  • They believe that ethical judgements should be made based on this equality

  • For example, the environmental movement advocates for the complete protection of ecosystems and wildlife habitats, such as rainforests or coral reefs

    • E.g. prioritising the establishment of national parks and reserves to protect biodiversity

Stewardship

  • The central belief of environmental stewardship is that humans are part of nature but have a special responsibility to care for it

  • This ethical framework influences ethical judgements in favour of a compassionate, respectful treatment of nature as well as responsible management

    • We need to be good stewards

  • For example, Indigenous communities that preserve natural resources through sustainable practices demonstrate environmental stewardship

  • Another example might be recycling and conservation efforts by communities to reduce their environmental impact

Anthropocentrism and technocentrism

  • If an individual or a society believes that nature is separate from the human species and is there to serve human needs, this may lead to a more extreme anthropocentric or technocentric worldview

  • The central belief of anthropocentrism is that nature exists to serve human needs

    • We are above nature

    • We should aim to maximise human development and well-being

  • The central belief of technocentrism is that technology and human innovation should be the primary drivers of progress and decision-making

    • We should prioritise technological solutions to environmental and societal challenges over other considerations (such as ecological preservation or ethical concerns about human-nature relationships)

  • These worldviews focus on maximising benefits for humans without considering other species

  • For example, large-scale deforestation for agricultural expansion prioritises human economic gains over biodiverse ecosystems and the ecological balance they provide to the planet

    • These industrial-scale agriculture practices then lead to soil degradation and further loss of biodiversity

Chart comparing three environmental value systems: Ecocentrism (nature-centered), Anthropocentrism (people-centered), and Technocentrism (technology-centered).
Environmental value systems influence the ethical frameworks we use for thinking about our relationship with the rest of nature

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Alistair Marjot

Author: Alistair Marjot

Expertise: Biology & Environmental Systems and Societies

Alistair graduated from Oxford University with a degree in Biological Sciences. He has taught GCSE/IGCSE Biology, as well as Biology and Environmental Systems & Societies for the International Baccalaureate Diploma Programme. While teaching in Oxford, Alistair completed his MA Education as Head of Department for Environmental Systems & Societies. Alistair has continued to pursue his interests in ecology and environmental science, recently gaining an MSc in Wildlife Biology & Conservation with Edinburgh Napier University.

Bridgette Barrett

Author: Bridgette Barrett

Expertise: Geography Lead

After graduating with a degree in Geography, Bridgette completed a PGCE over 25 years ago. She later gained an MA Learning, Technology and Education from the University of Nottingham focussing on online learning. At a time when the study of geography has never been more important, Bridgette is passionate about creating content which supports students in achieving their potential in geography and builds their confidence.