ECOLOGICAL DECISION MAKING
Carl E. Max
1992 Woodrow Wilson Biology Institute
Rationale:
To provide a vehicle to discuss and make ecological decisions
Intended Grade Level:
High school
Objectives:
- To raise environmental awareness
- To provide a mechanism for environmental decision making
- To act on environmental decisions
Materials:
Xerox
Procedures:
Introduction followed by individual, small group, and large group discussions
Evaluation:
Decision making model
In an August 3, 1987 plan, John L. Spinks, a regional director of the U.S.
Fish and Wildlife Service stated, "....... translocating wolves to
Yellowstone National Park is appropriate now." The same plan also
designated the U.S. Fish and Wildlife Service and the National Park Service as
agencies to develop a re-establishment plan and an environmental impact
statement which would lead to the re-establishment of the wolf in the
Yellowstone National Park area. This plan met with considerable support and
opposition from different groups both in the Yellowstone area and nationwide
and at present no wolves have been released into Yellowstone. As a matter of
fact, the environmental impact statement has not been done.
Your task, beginning individually and later in small groups, is to use the
enclosed decision making model and address the question of reintroducing the
wolf into Yellowstone National Park. You should be guided by the statement
made by Aldo Leopold from the Sand County Almanac, "Examine the question
in terms of what is ethically and aesthetically right as well as what is
economically expedient."
I. Background Information:
This information has been provided for you as a place to start. Consider
it individually and in your small group discussion. You are expected to rely
upon your own considerations, your group discussions, and individual and group
research to complete the decision making model. Your group
will have to report to the class and defend its decision. A minority report
may also be given.
- The charge of the National Park Service is to protect a region's natural
character and to maintain its natural processes so as to leave the region
unimpaired for the enjoyment of future generations.
- The Northern Rocky Mountain wolf has been shown to have inhabited the
Yellowstone area and was most likely the main predator of large hoofed mammals
throughout North America before 1900.
- By 1900, public opinion regarded the wolf as vermin and official programs
led to its extermination from the Yellowstone area by 1940.
- Wolves presently have little numerical effect on large prey populations in
such places as Denali National Park, Superior National Forest, Isle Royle
National Park, and several Canadian National Parks. They may actually be
beneficial to the health of their prey population.
- Presently, the wolf is on the Federal Endangered Species List. Regulations
concerning endangered species complicate reintroduction of wolves into
Yellowstone and must be considered if the wolves were to leave Yellowstone and
stray into surrounding areas.
- Opponents of wolf reintroduction believe that two main problems could
arise: (a) wolves could leave Yellowstone and begin feeding on livestock and
(b) people in the area would have their own activities restricted because of
regulations dealing with wolves.
- More specific objections, perceived or real, to wolf reintroduction are as
follows:
(a) Wolves are dangerous to humans.
(b) Wolves will be serious predators to livestock outside the park.
(c) Wolf management around Yellowstone will be prohibited by the
Endangered Species Act.
(d) Once wolves are released, they cannot be caught again.
(e) Special regulations inside Yellowstone will restrict park visitors in
order to protect the wolves.
(f) Wolves will seriously reduce prey herds within Yellowstone.
(g) Wolves will ruin hunting outside Yellowstone.
(h) Wolves will kill or compete with the grizzly bear.
(i) Once introduced, wolves will spread throughout the western U.S. and be
uncontrollable.
(j) Wolves never inhabited Yellowstone, so why put them there? (cf. #2)
(k) Present wolf stock is not the same species as was once native,
therefore it is wrong to introduce a non-native species.
(l) Once wolves are introduced, the government will force unreasonable restrictions on the public that depend on lands surrounding Yellowstone.
II. Identify and Define The Problem
Do this for yourself now. Later, examine II with your group. It may need
revision.
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III. Is There An Ethical Dilemma ?
Identify whether II above conflicts with what you believe is right.
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IV. Value Clarification.
- (A) Use the "I" value sheet and list at least 5 personal values
to support or go against III.
RANK PERSONAL VALUE DEFINITION
____ ________________ _______________________
____ ________________ _______________________
____ ________________ _______________________
____ ________________ _______________________
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- (B) Rank these values from 1 (most important) through 5 (least important)
- (C) Are values 1 and 2 above in conflict when you look at the problem?
YES______ NO_______
- (D) List as many alternatives to the problem as you can.
RANK ALTERNATIVE
_____ ________________________________________
_____ ________________________________________
_____ ________________________________________
_____ ________________________________________
_____ ________________________________________
- (E) Rank your alternative solutions from 1 (most important) through
the least important.
- (F) State your #1 alternative solution.
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- (G) List the values that you hold that make this your #1 solution.
"I" VALUE DEFINITION
________________ ________________________________
________________ ________________________________
________________ ________________________________
________________ ________________________________
________________ ________________________________
- (H) Now state your least important solution.
______________________________________________________________________
______________________________________________________________________
- (I) List the values that you hold that make this your least ranked
solution.
"I" VALUE DEFINITION
________________ ________________________________
________________ ________________________________
________________ ________________________________
________________ ________________________________
________________ ________________________________
- (J) SOLUTION
State your #1 ranking from IV (D) above
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- (K) CONSEQUENCES
List as many probable consequences as you can with respect to your
solution if it were implemented. Be sure to state who or what is directly
affected by each consequence.
WHO/WHAT CONSEQUENCE
________________ ________________________________
________________ ________________________________
________________ ________________________________
________________ ________________________________
________________ ________________________________
- (L) GOOD VS BAD
Place a (+) beside each good consequence and a (-) beside each bad
consequence. Ask yourself this question each time, "Would I be willing to
have this action or consequence be applied to me ?"
- (M) Tally your + and - marks.
- (N) ASSESSMENT OF CHOICE
Do you hold any values that conflict with your #1 choice or its
consequences.
NO______ YES ______ If yes, list them:
______________________________________________________________________
______________________________________________________________________
If yes, restate your solution or pick another solution and re-step through
the process from III to the end. If you answered no, your decision is valid for you at this time in your life.
V. Opposition
In anticipation of your small group discussion, give reasons why others
may not agree with your solution.
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VI. Small Group
Now meet in your small groups. Begin with a general discussion of your
problem. You may choose a person to chair your discussion and/or subcommittees
to research portions of your problem. Go through the entire decision making
model again starting with II through V. Attempt to reach group consensus, but
remember that a minority report to the class is possible.
VII. Class Discussion
Each small group will elect a spokesperson to report to the class,
followed by a class discussion of your group's findings.
VIII. Conclusion
Consider your own solution, the small group's solution, and the class
solution to the problem. Can one solution be applied to the problem ? If so,
state it here.
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IX. Implementation
What can you or your class do to let others know about your solution to
the problem?
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Put one of your solutions into action.
X. References
Decision making model adapted from John Hendrix, Ball State University
with the help of Bill Smith, Hunter High School, West Valley, UT
Wolf reintroduction material adapted from The Greater Yellowstone
Ecosystem , edited by Robert b. Keiter and Mark S. Boyce, Yale
University Press, New Haven, CN, 1991
XI. "I" Value Sheet For Environmental Decisions
The following list provides general overview of values that one may use to
help the decision making process. Cross out values that have no meaning to
you or add other that you find necessary. Be sure to define the added values.
- AESTHETICS - the appreciation and enjoyment of beauty for beauty's sake
- ACTIVISM - the taking of direct action to achieve a political or social end
- ADVOCACY - to speak in support of something
- ALTRUISM - concern for the interests of others
- APPRECIATION - sensitive awareness
- ARDOR - emotional zeal
- BEAUTY - the quality of being pleased
- BENEVOLENCE - an inclination to do good
- COMMITMENT - binding, as a pledge or promise
- CONCERN - interest in or regard for a person or thing
- CONSERVATISM - behavior tending to preserve established institutions
- DEPENDABILITY - trustworthy
- DEVOTION - loyalty or deep affection
- EDUCATION - process of teaching or gaining knowledge
- EMPATHY - ability to share feelings
- ENDANGERED SPECIES - organisms that may become extinct
- ENVIRONMENT - all conditions in the surroundings
- ESTEEM - to value highly
- ETHICAL - having a system of standards
- FERVOR - great warmth of emotion
- FUNDAMENTAL - forming a basis of action
- HARMONY - agreement in action
- HONEST - truthful or trustworthy
- IDEALISM - behavior based on conception of things as one thinks they
should be
- INNOCENCE - without guile
- INNOVATIVE - willing to make changes
- INSPIRATIONAL - stimulus that results in creative thought or action
- INTEGRITY - complete honesty or sincerity
- INTERDEPENDENCE - mutual support, aid, or comfort
- KNOWLEDGE - range of information or understanding
- LOVE - strong affection for someone or thing
- MAJESTIC - grand or stately
- MORALITY - rightness or wrongness of an act
- NATURAL - something normally produced or existing
- OWNERSHIP - belonging to oneself or itself
- PEACEFUL - free from disturbance
- PLEASURE - delight
- POETIC - displaying beauty or imaginative qualities
- POSITIVE - explicit, confident
- POWER - ability to do or act
- PRISTINE - unspoiled
- RESOURCEFUL - able to deal effectively with problems
- SELF-CONTROL - ability to deal with situations alone
- SELF-FULFILLED - bringing about one's personal goal
- SELF-PRESERVATION - ability to survive alone
- SPIRITUAL - something felt internally
- STEWARDSHIP - responsibility to something
- UPSTANDING - honorable
- WILDNESS - living in a natural state
- WISDOM - behavior showing good judgement
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