Biodiversity Values, Ethical Duties, and Salmon Farming

1. Values behind biodiversity and moral duties in relation to the sustainability of such values- development of a conceptual model, case study of salmon farming versus environmental interests, and possible value grounds for ethical environmental accountingHamburg2008Arne Sveinson Haugen Centre for technology, innovation and culture (TIK) andBiological InstituteUniversity of Oslo

2. Three questions:Cultural landscapes versus salmon farming impactsOn what ethical grounds might it be fair that the negative impacts of agriculture on original or primary terrestrial ecosystems, which has resulted in the formation of cultural landscapes, are accepted, while at the same time salmon farming and its negative impacts on aquatic ecosystems are not?Wild salmon versus the minnow speciesOn what ethical grounds might it be fair that a government committee, like the Norwegian Wild Salmon Committee, is appointed in an effort to secure the wild salmon’s future existence, while at the same time the minnow is perceived as a threat that should be combated? Animal welfare versus salmon game fishingOn what ethical grounds might it be fair to be concerned with the animal welfare of domesticated animals, such as farmed salmon, while at the same time salmon game fishing is accepted?

3. Ethical grounds or positionsBased on moral stakeholder status.

4. Conceptual modelPresent a conceptual model that might helpclarifying which environmental entities might have moral stakeholder status.

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15. Answer to question 1:Cultural landscapes versus salmon farming impactsFor this question I regard it as fair within the context of the traditional inter-human ethics that the negative impacts of agriculture on original or primary terrestrial ecosystems, which has resulted in the formation of cultural landscapes, are accepted. At the same time I regard it as fair that salmon farming and its negative impacts on aquatic ecosystems are not accepted. In the context of the proper nature-environmental ethical positions, however, this would not be fair. Maintenance of cultural landscapes would then be just as questionable ethically as salmon farming.

16. Answer to question 2:Wild salmon versus the minnow speciesFor this question I regard it as fair within the context of the traditional inter-human ethics that the Norwegian Wild Salmon Committee was appointed in an effort to secure the wild salmon’s future existence. At the same time I regard it as fair that the minnow is perceived as a threat that should be combated. Again, as for the first question, this would not be fair in the context of the proper nature-environmental ethical positions.

17. Answer to question 3:Animal welfare versus salmon game fishingWithin the context of the traditional inter-human ethics I regard it as fair to be concerned with the animal welfare of domesticated animals, such as farmed salmon, while at the same time salmon game fishing is accepted. This would certainly not be fair if hedonistic nature-environmental ethics should be applied.

18. Concluding remarkA question then is if there in any practical situations will exist hedonistic or proper nature-environmental ethics, or if it at the end boild down to care for the environmental conditions that are necessary to secure and satisfy the lives and well-being of humans.

19. Side comments- About ecological literacy

20. Ecological literacyInspired by Baird Callicott who says that:- Universal ecological literacy would trigger sympathy and fellow-feeling for fellow members of the biotic community, and feelings of loyalty and patriotic regard for the community as a whole.- Some approaches to environmental ethics are rooted in altruistic feelings like benevolence, sympathy and loyalty.

21. Ecological literacyEthics might be based both on a knowledge part and a feeling part. - Knowledge about, contact with and observations of nature- Love respect and care for nature

22. Ecological literacy in philosophical theoriesMy observation:- Practical applications of the philosophical theories in the field of the environment seem more or less to rely on some kinds of moral attitudes based on ecological literacy. - This is either addressed explicitly or- it appears as something that the theories may depend upon.I give some examples in the following.

23. Philosophical theoriesExamples to illustrate how ecological literacy might be involved:Strong anthropocentric- ImmanuelKantBiocentric- Tom Regan- Paul TaylorEcocentric- Aldo Leopold - Holms Rolston- Laura Westra Weak anthropocentric- Bryan Norton

24. Kant and ecological literacy- Kant holds that the more we come in contact with animals and observe their behaviour, the more we love them.- We should be kind to animals since that will develop good character in us and help us treat our fellow human beings with greater consideration.

25. Regan and ecological literacy- Regan is reluctant about saying specifically which beings might have inherent value. He leaves it to others to work out an environmental ethics.- I therefore suspect that Regan’s ethics is dependent on different persons’ particular care for and knowledge about ecological entities, which involves ecological literacy.

26. Taylor and ecological literacy- Taylor emphasises that adopting a moral attitude of respect for nature is both rational and intelligible, and that biological knowledge is an essential means to fulfil this.- Linked to this is his trust in the moral judgements of people who he refers to as rational and factually enlightened.- He says further that scientifically informed and rational thinkers with a developed capacity of reality awareness can find his ethics acceptable as a way of conceiving of the natural world and our place in it.

27. Leopold and ecological literacy- It is in connection with Leopold’s land ethic Callicott says that universal ecological literacy would trigger sympathy and fellow feeling for other members of the biotic community, as well as feelings of loyalty and patriotic regard for the community as a whole. - This links with the care part of ecological literacy.

28. Rolston and ecological literacy- Rolston believe it is the importance of be aware of and taking into consideration the interconnection between individual organisms and ecosystems. It is necessary to be aware of the importance of ecosystems as support systems to secure the flourishing of individual ecological entities. He refers to this as the systemic value of ecosystems. - Rolston seems to be close to Taylor’s scientifically related ecological literacy, and thus to focus on the knowledge part.

29. Westra and ecological literacy- Westra mentions the need for an understanding of all natural processes and laws as one of the moral implications of her principle of ecological integrity.- I see one weak and one strong version of Westra’s ethics, dependent on the extent of ecological literacy involved.- I also say that her ethics might be seen as an anthropocentric ethics added with a great extent of ecological literacy.

30. Norton and ecological literacy- Norton envisages a pragmatic view, which is based on careful deliberation and is compatible with a rationally adopted world view.- He say that nonhuman ecological entities are valued for enriching the human experience.

31. Conclusions- The two quite opposite philosophical positions – Westra’s holistic ecocentric ethics and Norton’s pragmatic anthropocentric ethics – can both be interpreted in a practical context as representing a kind of environmentally strong anthropocentric ethics where ecological literacy plays a significant role. Synthesising these two observation with the rest, my main conclusion is:- Whatever the theoretical philosophical starting point of an environmental ethics might be, whether anthropocentric, biocentric or ecocentric, it seems that the differences in practical ethics will be less the more ecological literacy plays a role.

32. This means- that the more people come in contact with, observe and learn about nature, and thereby come to love, respect and care for it, the less importance the different philosophical theories might have for the application of practical ethics.

33. But!- This does not mean that I do not believe in the usefulness or fruitfulness of philosophical theories, such as those within the biocentric and the ecocentric ethics.- We need to be challenged all the time with regard to how we value nature and ecological entities.