Idil Boran, Associate Professor
iboran@yorku.ca or eClass

This unique course provides a participatory, student-centric, and project-based learning environment to gain a multi-dimensional understanding of today’s pressing global challenges and their implications for social justice. With a distinctively modern take on philosophical reflection, the course integrates critical perspectives and empirically informed evidence-based research to envision a new relationship between people and natural systems. We bridge theory and practice for understanding key governance challenges and opportunities, and probe solutions for equitable and sustainable transformation in a critical decade.

What makes this course unique?

PHIL 4185 is

• taught by a professor with years of experience of engagement with UN Climate Change
• linked to the Synergies of Planetary Health Research Laboratory, led by Idil Boran at the Dahdaleh Institute for Global Health Research and CIFAL York at York University. After taking this course, you may have an opportunity to join the lab and collaborate on projects in a vibrant research environment
• Experiential Education components embedded in the course to equip students with dynamic skills that they can leverage both for graduate studies in multiple programs and for professional practice on the course’s topics
• features guest speakers
• inclusive, transdisciplinary, open-minded inquiry and innovative approaches to learning
• counts towards the Certificate in Practical Ethics, which students can pursue during their studies at York University

All assigned readings are either open access or available to York University students for free through York University libraries. Readings include peer-reviewed publications, grey literature, and key multi-media sources.

Required:

Biermann, F., & Kim, R. E. (Eds.). (2020). Architectures of Earth System Governance: Institutional Complexity and Structural Transformation (1st ed.). Cambridge University Press. https://doi.org/10.1017/9781108784641

Die Erde special issue on narratives of environmental justice

https://www.die-erde.org/index.php/die-erde/issue/view/45

Fazey, I., Moug, P., Allen, S., Beckmann, K., Blackwood, D., Bonaventura, M., Burnett, K., Danson, M., Falconer, R., Gagnon, A. S., Harkness, R., Hodgson, A., Holm, L., Irvine, K. N., Low, R., Lyon, C., Moss, A., Moran, C., Naylor, L., … Wolstenholme, R. (2018). Transformation in a changing climate: A research agenda. Climate and Development, 10(3), 197–217. https://doi.org/10.1080/17565529.2017.1301864Stockholm Resilience Centre

Research Project on Planetary Boundaries

https://www.stockholmresilience.org/research/research-news/2015-01-15-planetary-boundaries---an-update.html

+ additional readings

• Short assignment:

concepts, issues, and institution 25%

• Activity project assignment:

hands-on project development 25%

• Project slide show or video:

3 questions in 5 minutes exercise 10%

• Weekly attendance and seminar participation10
• Final take home exam (during exam period) 30%

The course unfolds in two parts.

I.

Part one is devoted to building background knowledge on the theoretical and conceptual tools. We will learn about multiple levels of governance in historical context. We will also learn about the science and politics of planetary boundaries, the effects of human activity on the planet and their social and political implications; the history of sustainable development and the 17 UN sustainable development goals and Agenda 2030; recent work on governance through global goals.

We will explore critical perspectives on equity and justice with special interest in teasing out the imbalances and asymmetries regarding vulnerabilities, responsibilities, and participation.

II.

Part two will introduce the concept of critical problem-solving and we will form 5 thematic clusters around SDGs. Themes will include food and agriculture land forests and oceans; building healthy cities; enhancing and working with nature, adaptation and resilience against health impacts of climate change; human health and well-being. Tackling systemic inequities on intersecting criteria - socio-economic, racial, and gender - will be cross cutting, that is, informing the projects across all clusters.

Groups will deliberate in workshops and every member will work on a distinct facet of the thematic cluster individually. The goal will be to track structural injustices and write a report and a critical discussion for problem solving for accelerating transformation toward a selected set of SDGs on three criteria: effective; just; and integrated.

How do we work?

This is a remote learning course. No on-campus meeting will be held.

Weekly classes

Two hours of live classes are held over Zoom on Tuesday 11:30-1:30, followed by routine one hour of active course activity weekly based on live classes.

Experiential education and project development

Students are expected to do additional homework to complete assignments, develop their project, slides and videos, and to complete their take home exam.

• Gain an appreciationthat climate, ecosystems, health, and structural injustices are inextricably interlinked
• Build a conceptual toolboxto address key planetary and social problems simultaneously
• Develop research skillsexploring latest work on governance and key global, transnational, governmental and local institutions
• Challenge your thinkingthrough a experiential education activities
• Design your own projectfor social engagement and outreach
• Communicateand showcase your work

Modules and important dates

The schedule is subject to change.

PART I:

Virtual classes: September 14; 21; 28

Fall Reading Week - no class:

No virtual class: October 12 (reading week); October 19 (independent study)

PART II:

Virtual classes: November 9 (special lecture); 16; 23; 30; December 7

No virtual class: November 2 (independent study)