Issues
The subject has a number of areas of lively debate. These include discussion concerning: what subject matter is most appropriate; whether environmental advocacy can detract from scholarly objectivity; standards of professionalism in a subject where much outstanding work has been done by non-historians; the relative contribution of nature and humans in determining the passage of history; the degree of connection with, and acceptance by, other disciplines - but especially mainstream history. For Paul Warde the sheer scale, scope and diffuseness of the environmental history endeavour calls for an analytical toolkit "a range of common issues and questions to push forward collectively" and a "core problem". He sees a lack of "human agency" in its texts and suggest it be writtem more to act: as a source of information for environmental scientists; incorporation of the notion of risk; a closer analysis of what it is we mean by "environment"; confronting the way environmental history is at odds with the humanities because it emphasises the division between "materialist, and cultural or constructivist explanations for human behaviour".
Read more about this topic: Environmental History
Famous quotes containing the word issues:
“The “universal moments” of child rearing are in fact nothing less than a confrontation with the most basic problems of living in society: a facing through one’s children of all the conflicts inherent in human relationships, a clarification of issues that were unresolved in one’s own growing up. The experience of child rearing not only can strengthen one as an individual but also presents the opportunity to shape human relationships of the future.”
—Elaine Heffner (20th century)
“Your toddler will be “good” if he feels like doing what you happen to want him to do and does not happen to feel like doing anything you would dislike. With a little cleverness you can organize life as a whole, and issues in particular, so that you both want the same thing most of the time.”
—Penelope Leach (20th century)
“How to attain sufficient clarity of thought to meet the terrifying issues now facing us, before it is too late, is ... important. Of one thing I feel reasonably sure: we can’t stop to discuss whether the table has or hasn’t legs when the house is burning down over our heads. Nor do the classics per se seem to furnish the kind of education which fits people to cope with a fast-changing civilization.”
—Mary Barnett Gilson (1877–?)