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ENV 375

CROSSING THE CLIMATE CHANGE DIVIDE

ProfessorMeeraSubramanian Fall2019Office:PEIGuyotHall,RmM44 W1:30pm–4:20pmOfficeHours:Wed.9:00am–11:00amandbyappointment Location:JonesHall102E-mail:meeras@princeton.edu Cross-listing:ENG275,JRN375

“Thegreatenemyofthetruthisveryoftennotthelie—deliberate,contrived,anddishonest—butthemyth—persistent,persuasive,andunrealistic….Wesubjectallfactstoaprefabricatedsetofinterpretations.Weenjoythecomfortofopinionwithoutthediscomfortofthought.”

-JohnF.Kennedy

Description Theeffectsofclimatechangearehere,now.YetAmericansaredividedonthissingularissue.Orarethey?Whilemediaoftenportrayclimatechangedebatesasbinary—fact-averseconservativedenialistsvs.Green-New-Dealleftists—therealityisthatallAmericansareexperiencingchangesintheirownbackyards.Forsomeitistheimpactofdevastatingextremeeventssuchaswildfiresorstormflooding;forothers,itisnoticingquietershiftssuchaswhenspringbloomsandbirdsarrive.Howtheyprocessandunderstandthesechangeswillbethefocusofoursemester.

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JournalistandVisitingProfessorSubramaniantraveledacrossthecountrycollectingclimatechangestoriestoldbyconservativefarmers,ranchers,dogsledders,evangelicalChristians,andothers,manyofwhomdependonclimate-relatedindustriesfortheirlivelihood.Drawingonherworkalongwithawiderangeofbooksandarticles,we’llexplorewhyfactsalonecanfailandhowpolitical,economic,socio-cultural,andreligiousbeliefsshapetheclimatedebateforpeoplefarawayfromacademia.Theideologicaldividebetweenthepoliticalleft,whichgenerallyacceptsthescientificconsensusthatclimatechangeishappeningandhuman-caused,andthepoliticalright,whichisoftenmoreskepticalofthescienceoraboutthehumanroleinanychanges,hasvarieddramaticallyoverthepastthirtyyears.Wewilllikelyseecontinuedchanges…evenastheclassisunderway.Wewilllearnabouthowandwhythispendulumhasswung,thinkingabouthowthecomplicatedworldofscientificfindingsrelatestotheeverydaylivesofpeoplewiththeirownstories,concernsandbeliefsystems.Asweexplorethenuancesandcomplexitiesabouthowpeoplethink(ordon’t)aboutclimatechange,wewillexploretheroleempathyandcompassionplay(ordon’t)inunderstandingthepowerofpeople’sownnarratives.Wewillalsoturnthelensuponourownculturalbiases.Iexpectyoutoengagewiththereadingsandclassdiscussionsinameaningfulway,respondingtothemwithyourheartandheadboth,andbeabletoarticulateyourthoughts.Atitscore,thisseminarisaninvestigationofhowweformopinionsabouttheworldweinhabitandhowthoseopinionsinteractwithothers’views,aswellashowandwhenmindsgetchangedaboutthesefundamentalissues.

Required Reading Books:

• BillMcKibben,TheEndofNature• AndrewJ.Hoffman,HowCultureShapestheClimateChangeDebate• MichaelMannandTomToles,MadhouseEffect:HowClimateChangeDenialis

ThreateningOurPlanet,DestroyingOurPolitics,andDrivingUsCrazy• NaomiOreskesandErik.M.Conway,MerchantsofDoubt• ArlieRussellHochschild,StrangersinTheirOwnLand:AngerandMourningonthe

AmericanRight• EarlSwift,ChesapeakeRequiem:AYearwiththeWatermenofVanishingTangierIsland• ElizabethRush,Rising:DispatchesfromtheNewAmericanShore• CandisCallison,HowClimateChangeComestoMatter:TheCommunalLifeofFacts• MitchHescoxandPaulDouglas,CaringforCreation:TheEvangelical’sGuidetoClimate

ChangeandAHealthyEnvironment• PopeFrancis,EncyclicalonClimateChange&Inequality:OnCareforOurCommon

HomeOtherreadingswillbeavailableonBlackboard.

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Learning Outcomes Inthiscourse,youwilllearnaboutthecurrentscientificconsensusonclimatechangeandthewaysthatpeoplecometoaccept,reject,ignore,orwrestlewithsuchscience.Youwilllearnaboutthespecificwaysthatclimatechangeisimpactingcommunitiestoday,andhowthosecommunitiesareresponding.Intheprocess,youwillanalyzeandcontextualizetheirbeliefswithinhistoric,economic,socio-cultural,andreligiousframeworks,gainingabetterunderstandingofthereasonsforthecurrentculturaldivideabouttheissueofclimatechange,especiallybetweenconservativeandliberalAmericansandamongthewiderangeofpeoplewhofallsomewherebetweenthepoles.

Course Content Warning Inthisclasswewillbeexploringfundamentalbeliefsystemsthatshapepeople’sworldviewswhileexploringourownvaluesandbeliefs.Wewillapproachtheinquirywithacombinationofcriticalintelligenceandsensitivity,whileunderstandingthatconfrontingdifficultargumentsandchallengingtextsiscriticaltoourworkinthehumanities.Pleasefeelfreetomeetwithmeduringofficehourstodiscussanydifficultpersonalreactionsyoumighthave(oranticipatehaving)toourreadingsordiscussions.

Requirements 1. AttendanceandParticipation(15%).Thiscourseisrunasaconversation.Please

cometoeachseminarwithathoroughcomprehensionofthereadingandbepreparedtodiscussit.Bringphysicalcopiesofthereadingtoclasseachday.Youwillnotbeabletoparticipatefullywithoutthetextinhand.Studentswithmorethanoneortwounexcusedabsencesshouldexpectpoorclassparticipationgrades.Activeparticipation,whichmeansspeakingaswellasengagedlisteningtoothers,isrewarded.

2. Weeklyreadingresponses(10%).Eachweek,inresponsetothereading(s)fortheupcomingclass,youwillwriteonepage,single-spaced,dueat5pmonthedaybeforeclass.Thisallowstimeforeveryonetoreadeachother’sresponsesbeforeclassthenextday.Itshouldbeclearandgrammaticallycorrect,butitshouldalsobeinformalandconversational,likeanemailorablogpost.ThegoalisNOTtosummarizethereading(s)buttointeractwithandrespondtothem,exploringyourcriticismsoragreements,questionstheyinspiredorotherideasthatyouwereremindedof,perhapsfromotherclasses.BeinspiredbythewordsofauthorJoanDidion:“IwriteentirelytofindoutwhatI'mthinking,whatI'mlookingat,whatIseeandwhatitmeans.WhatIwantandwhatIfear.”Contentisnotgradedbutyouwillreceivecreditforpostingandlosecreditforfailingtodoso.Pleasetitleyourresponseeachweekwith“YourName”and"Response1"/"Response2"eg:"MegTaingResponse3".PleasecutandpasteyourresponseasapostontheBlackboardDiscussionBoardand

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donotuploadyourresponseasaworddoc,asthatpreventsprintingoutalltheresponsesatonce.

3. OralPresentation(10%).Eachstudentwillberesponsibleforleadingthediscussiononaparticularbookorsetofreadings.Itshouldbeshort(5-7minuteslong),statingthetopic,notingkeytermsused,andexplainingthemainargumentstheauthor(s)made.Pleasealsofindacomplementarypiece(itcouldbeabookreview,scientificpapercitedinthereading,acritique,aparallelpieceonthesamesubjectbutbyadifferentwriter,orevenapodcastorvideo)andspeakaboutitsconnectiontothereading(s).PleasepostthiscomplementarypiecetoBlackboardby8pmtwodaysbeforeclassincaseyourfellowstudentswouldliketoread/listen/watchit,althoughtheyarenotrequiredto.Alsohaveafewquestionspreparedfortheclasstoinitiatetheconversation.Therewillalsobeaninformalpresentationaboutthefinalpaperwhileitisinprocess.

4. MidtermExam(25%):one-hour,in-classexamconsistingofwrittenone-paragraphanswers.

5. FinalPaper(40%):Referringbacktoyourweeklyresponses,thinkaboutwhichpartoftheclasshasinspiredthemostcuriosity.Hereisyourchancetotakethisinterestandexpanduponit.Thefinalpapercantaketheformofacreativeessaydrawingonpersonalexperienceoritcanbeanacademicresearchpaper.Itshouldbe12-14pp,double-spaced.Aone-page(single-spaced)prospectusofyourpieceisdueonDec.4,providingthegeneralshapeofyourpieceandthesourcesitwilldrawupon.ThefinalpaperisdueonJan.14,2020at11:59pm

Grading AttendanceandClassParticipation: 15%WeeklyReadingResponses: 10%OralPresentation: 10%MidtermExam: 25%FinalPaper: 40%

Grading for Papers Paperswillbegradedinlightoforganization,spellingandgrammar,argument,evidence,andstyle:A:Superb.Paperiselegantandclearlyorganized,containsnogrammaticalorspellingerrors,presentsaclearandconvincingthesis,whichissupportedbyrelevantevidence.Moreover,thisthesiscontainsoriginalinsightsandprovocations.A-:Excellent.Paperisclearlywrittenandorganized,containsnomorethanoneortwogrammaticalorspellingerrors,presentsaclearandconvincingthesis,whichissupportedbyrelevantevidence.B+:Verygood.Paperiswellwrittenandtolerablywellorganized,containsnomorethanafewgrammaticalorspellingerrors,presentsaclearandconvincing,thoughfairlypredictablethesis,supportedbyreliableevidence.

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B:Verygood.Paperisadequatelywrittenandmaybesomewhathaphazardlyorganized,containsnomorethanafewgrammaticalorspellingerrors,presentsaclear,thoughperhapsfairlypredictablethesissupportedbysomeevidence.B-:Good.Paperisnotparticularlywellwrittenandmaybesomewhathaphazardlyorganized,containsahandfulormoreofgrammaticalorspellingerrors,presentsathesisthatiseitherunclearorunconvincingorbothsupportedbysomeevidence.C+andbelow:Subpar.Paperisdifficulttoreadandtofollow,containsvariousgrammaticalorspellingerrors,presentsnoclearthesis.

Late Papers/Makeup Exams Policy Themidtermexamwillnotberescheduled.Ifthefinalpaperishandedinlate,itwillbemarkeddownonethirdofalettergradeforeachdayorportionofadayitislate.Pleaseletmeknowifyouwillbelate.Exceptionsonlyforillnesswithdoctor'snoteordeath/sicknessinthefamily.

Plagiarism: Don’t Do It. InkeepingwithPrincetonUniversity'spolicies,plagiarismwillbepenalizedseverely.Don'tdoit.PleaseknowthatIrefercasesofsuspectedacademicmisconducttotheDean'sOffice,andfollowPrinceton’sHonorCode:https://odoc.princeton.edu/curriculum/academic-integrity

Electronic Devices in the Classroom: No Cell Phones or Laptops Inthiscourse,youmaynotusealaptop,tablet,smartphone,oranyotherelectronicdeviceduringclass,unlessitisspecificallyforapresentationofmultimediatotheentireclass.Pleasedonottakethiscourseifyouarenotwillingtofollowthispolicy.Whythisrule?Thiscourseisrunasaconversationandconversationsrequireeveryonetobefullyengaged.Foraysonlineorontoyourcellphonedistracttothosearoundyouandyourinstructors.Thereisnowalotscientificresearchprovingthatmultitaskingisimpossible;whenwethinkwearemultitaskingwearejusttogglingbackandforthfromonetasktoanotherandbecomingunproductiveateach.AStanfordstudyshowedthatthosewhomultitaskmorerememberless.AnotherstudyshowedthattheIQsofpeoplewhofieldedemailsandphonecallsdroppedby10points—morethandoublethedropattributedtosmokingpot.Otherstudiesdemonstratethatstudentswhotakenotesbyhandretainfarmorethanthosewhotakenotesonalaptop,inpartbecausetheactofwritingnotesbeginstheprocessofsiftingtheinformation(ratherthanmerelywritingitdownlikeastenographer).See,e.g.,SeeAdamGorlick,“MediaMultitaskersPayMentalPrice,StanfordStudyShows,”StanfordNews,August24,2009,http://news.stanford.edu/news/2009/august24/multitask-research-study-082409.html;andPeterBregman,“How(andWhy)toStopMultitasking,”HBRBlogNetwork,May20,2010,http://blogs.hbr.org/2010/05/how-and-why-to-stop-multitaski/;CindiMay,“ALearningSecret:Don’tTakeNotesWithaLaptop,”ScientificAmerican,June3,2014,

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https://www.scientificamerican.com/article/a-learning-secret-don-t-take-notes-with-a-laptop/.

Illness Weallwanteveryonetostayashealthyaspossible,sopleasestayhomeandtakecareofyourselfifyouareill,evenifyouthinkyou’re“overit.”Letmeknowbyemailme.Butpleasedonotusetheexcuseofillnessasanopportunitytoskipclass,becauseyoumaybecomeilllater,andthatwillentailmissingtoomanyclasses.Regularclassattendanceismandatory.

Disability Accommodations StudentswithdisabilitieswhoneedaccommodationsshouldspeakwithmedirectlyaswellascontactPrinceton’sOfficeofDisabilityServicesforguidelinesandassistance:https://ods.princeton.edu/

Class Schedule and Assignments:

SECTION ONE: Introduction

Week 1 / Sept. 11: Introduction: Getting our Bearings • Reading:• BillMcKibben,TheEndofNature(Labyrinth)• IPCCGlobalWarming1.5 °Creport,SummaryforPolicymakers(Blackboard)

Week 2 / Sept. 18: When Science and Stories Clash

• Reading:• AndrewJ.Hoffman,HowCultureShapestheClimateChangeDebate(Labyrinth)• YaleCenteronClimateChangeCommunicationreport“ClimateChangeinthe

AmericanMind,”2018(Blackboard)• GuestspeakerviaSkype:EdMaibach,GeorgeMasonCenterforClimate

CommunicationWeek 3 / Sept. 25: Shifting Positions

• Reading:• MichaelMannandTomToles,MadhouseEffect:HowClimateChangeDenialis

ThreateningOurPlanet,DestroyingOurPolitics,andDrivingUsCrazy(Labyrinth)• AdamFrank,“WhenIsItOKForScientistsToBecomePolitical?”NPR(Blackboard)

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• LarryBartelsandKatherineCramer,“Whitepeoplegetmoreconservativewhentheymoveup—notdown—economically.Here’stheevidence,”WashingtonPost(Blackboard)

SECTION TWO: Connecting the Dots

Week 4 / Oct. 2: Agnotology: Culturally Induced Ignorance• Reading:• NaomiOreskesandErik.M.Conway,MerchantsofDoubt,Introductionpp.1-9,Ch.1

pp.10-35,Ch.4pp.107-135,Ch.6pp.169-215,Conclusionpp.240-265,Epiloguepp.266-274(Labyrinth)

• Optionalreading:• NathanielRich,“LosingEarth:TheDecadeWeAlmostStoppedClimateChange,”The

NewYorkTimes(Blackboard)

Week 5 / Oct. 9: Finding Middle Ground • Watch:• “VanJonesIgnitesConversationforClimateChange”(YouTube)• Reading:ChooseanyfiveofMeera’spieces:• MeeraSubramanian,"’It’sGoingtoEndwithMe':TheFateofGulfFisheriesina

WarmingWorld,”InsideClimateNews(Blackboard)• MeeraSubramanian,“TheyKnowSeasAreRising,butThey'reNotAbandoningTheir

BelovedCapeCod,”InsideClimateNews(Blackboard)• MeeraSubramanian,“TheFlashDroughtBroughtMisery,butDidItChangeMindson

ClimateChange?”InsideClimateNews(Blackboard)• MeeraSubramanian,“Fly-fishingonMontana'sBigHoleRiver,SignsofClimate

ChangeareEverywhere,”InsideClimateNews(Blackboard)• MeeraSubramanian,“WindPowerMeansJobsinTexas,andPartisanPoliticsIsn't

GoingtoStopIt,”InsideClimateNews(Blackboard)• MeeraSubramanian,“AsSnowDisappears,AFamilyofDogsledRacersinWisconsin

Can'tAgreeWhy,”InsideClimateNews(Blackboard)• MeeraSubramanian,“InGeorgia'sPeachOrchards,WarmWintersRaiseSpecterof

ClimateChange,”InsideClimateNews(Blackboard)• GuestspeakerviaSkype:MeeraSubramanian(!)

Week 6 / Oct. 16: Building “Empathy Bridges”

• Reading:• ArlieRussellHochschild,StrangersinTheirOwnLand(Labyrinth)• Optionalreading:• CharlesDuhigg,“TheRealRootsofAmericanRage,”TheAtlantic(Blackboard)

Week 7 / Oct. 23: Midterm Exam

• NoReadings

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• Mid-termexam• Opendiscussionandbrainstormfinalpaperideas.Comewithideas.

FALL RECESS

SECTION THREE: View from the Water’s Edge

Week 8 / Nov. 6: Vanishing Landscapes • Reading:• EarlSwift,ChesapeakeRequiem:AYearwiththeWatermenofVanishingTangier

Island,Introductionpp.1-6,PartOnepp.7-93,PartFivepp.325-378(Labyrinth)• Optionalreading:• TherestofChesapeakeRequiem

Week 9 / Nov. 13: Should I Stay or Should I Go?

• Reading:• ElizabethRush,Rising:DispatchesfromtheNewAmericanShore(Labyrinth)• GuestspeakerviaSkype:ElizabethRush

SECTION FOUR: Voices & Assumptions

Week 10 / Nov. 20: An Ethical Question • Reading:• CandisCallison,HowClimateChangeComestoMatter:TheCommunalLifeofFacts,

Intro,Ch.1,Ch.2,(NOTCh.3),Ch.4,Ch.5,Epilogue(Labyrinth)• JohnBroome’sTannerLecture:“ThePublicandPrivateMoralityofClimateChange,”

availableasaPDFincoursematerialsoralsolinkedhere:Tannerlecture.• GuestspeakerKianMintz-Woo,postdoctoralresearchassociateatPrinceton

Universitywhoworksonmoralphilosophy,boththeoreticalandappliedtoclimatechangepolicy

Thanksgiving recess Week 11 / Dec. 4: What, If Anything, Would Jesus Do?

• Prospectusforfinalpaperdue• Reading:• PopeFrancis,EncyclicalonClimateChange&Inequality:OnCareforOurCommon

Home(Labyrinth)• MitchHescoxandPaulDouglas,CaringforCreation:TheEvangelical’sGuidetoClimate

ChangeandAHealthyEnvironment(Labyrinth)

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• MeeraSubramanian,“GenerationClimate:CanYoungEvangelicalsChangetheClimateDebate?”InsideClimateNews(Blackboard)

• MeeraSubramanian,“SeeingGod’sHandintheDeadlyFloods,YetWonderingaboutClimateChange,”InsideClimateNews(Blackboard)

• Optionalreading:

• CandisCallison,HowClimateChangeComestoMatter:TheCommunalLifeofFacts,Intro,Ch.3

• Guestspeaker:MichelleFrazer,Ph.D.studentinthePrograminAtmosphericandOceanicSciences,Princeton

Week 12 / Dec. 11: Conclusion: Moving Forward in A Warming World

• Finalpresentationsandclosingdiscussionandcelebration!

FINAL PAPER DUE DATE: Tuesday, Jan. 14, 2020 11:59pm