IN-PERSON Prague Research & Teaching Conference

Abstract

The rapid advancements in artificial intelligence (AI) have reshaped human consciousness, influencing both our moral relationship with the environment and personal conduct. This shift raises critical questions for higher education, particularly in an era of polycrisis. However, academics often approach complex, interdisciplinary issues from a single-disciplinary perspective, limiting their effectiveness. The key question, then, is: How can we prepare students for a more effective ethical response to the environment, including themselves and others, amidst these challenges? This paper presents an interdisciplinary approach that integrates environmental ethics (EE) and geography to enhance ethical competence amongst students. EE, a philosophical discipline, examines the moral relationship between humans and the environment, while geography explores the spatial and temporal dimensions of environmental issues. EE also considers responsible personal conduct regarding natural landscapes, resources, and non-human organisms. Place-Based Education/ PBE (Greenwood, 2013; 2015) offers a conducive avenue for combining these disciplines in fostering holistic thinking by merging ethical reasoning with spatial awareness. PBE recognises that environmental ethical dilemmas are situated within specific cultural, economic, and ecological contexts, which enable students to assess competing values, recognise ethical trade-offs, and propose informed, place-based solutions to global issues. The application of ethical theories—such as place theory and deep ecology,—within geographic inquiry encourages students to consider both the intrinsic value of nature and the socio-political structures shaping ethical decision-making. The paper highlights how an interdisciplinary approach could equip students with the critical thinking skills necessary to navigate environmental challenges and contribute to sustainable, ethical solutions.